Integrating non-cognate HDR students into virtual production studios

This research explores how to bring higher degree research (HDR) students into virtual production (VP) spaces conceiving original material for a doctoral thesis by creative practice in hybrid documentary filmmaking. As VP production methods are more common in tertiary screen production education, there is a need to develop supports that assist non-cognate HDR students without technical background to navigate these complex environments. Despite increased investments in VP infrastructure at many universities, there is scant research on pedagogical strategies and interdisciplinary collaboration approaches to facilitate HDR engagement. Using a case study of Iron Swan, which deploys in-camera visual effects (ICVFX) at the Queensland University of Technology (QUT) Virtual Production Studio to recreate the conflict in the Ukraine, we reflect critically on the lived experiences of a HDR filmmaker and her academic collaborators. We follow a combined participatory action research (PAR) and creative practice research (CPR) methodology to investigate the technical, logistical, and pedagogical challenges of the project and elucidate broader implications for curriculum design, mentorship, and inclusive practice. Our findings suggest that collaborative VP experiences can foster creative innovation and skill development for doctoral and undergraduate students alike, but not without structured support, interdisciplinary communication and close attention to workflow design.