Mobile Immersive Learning Presentation


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This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.

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Mobile Immersive Learning Presentation

  1. 1. Mobile ImmersiveLearningA White Paper© 2013 www
  2. 2. Who are Daden? Immersive 3D learning and visualisation specialists Founded 2004, but experience since late 1990s Times Higher Education Winner 2009 US Federal Virtual Worlds Challenge winner 2010 Nearly 50 projects in immersive environments
  3. 3. IntroductionMost work on immersive environments to datehas been on desktop systems given the need forgood graphics capabilitySmartphones and tablets now have the power torender good immersive environmentsTablets in particular offer a screen size whichsuits the immersive experienceThis means that we can now put rich andengaging immersive experiences literally into thehands of the learner
  4. 4. Virtual Geology● Combines a variety of modellingtechniques including aerial radar andphotography, photogrammetry, andmanual building from site visits● As well as“real world” tasks, users canalso do things which are not possible inreal life, e.g.flying over the landscape,and even bringing up a slice of geologythrough the landscape.● Implemented on PC/Web and iPad● Whole app includes 6 sites, providing 6nice “bite-sized” piece of learning.● Even when used on the real landscapethe app provides students withadditional context and functionality thatcan further enhance the learningexperience.● Developed for the Open University● Lets students go on a virtual field trip,roaming over 100 sq km of the EnglishLake District,● Examine detailed models of rockoutcrops, and pick up specific rocksscanned at an even higher level ofdetail at particular sites of interest
  5. 5. Immersive LearningImmersive learning is a typeeLearning where the userfeels that they are “in” thelearning environment.They are not just clicking onmenu options or watchingbits of video, but feel asthough they are in thehouse, on the street,entering the hospital, andtypically performing a taskas they would in real life.But beware virtual classrooms built just to deliver Powerpoint, video andother VLE content in!
  6. 6. Benefits of Immersive Learning Deliver better understanding and learning: Learning bydoing and within the real context Improving retention: Spatial, visual, audio and other cues.Virtual muscle memory Reducing costs: Especially travel and set-up Doing the impossible: And highly uneconomic, unsafe orimpractical (eg closing sites, high risk etc) Gaining a subjective view: Putting yourself in otherstakeholders positions Changing learner dynamics: Harder for individuals todominate the experience Supporting distance learning: A richer social environmentthan a chat room, and ideal for collaborative remote learning
  7. 7. Avatar or no Avatar Does the user actually need to see, or be representedas, an avatar in order to be immersed? If the environment and navigation is effectivelydesigned then an avatar is not necessary Many users find avatars a stumbling block toimmersive learning – so no avatar may increase usage Keyboard-less/mouse-less navigation will be an issueon mobile platforms – so again removing the avatarmight improve the user experience
  8. 8. Mobile Learning Mobile Learning (or m-learning) is typically defined ascomputer based learning (or eLearning) away from thedesk and desktop (also referred to as untethered). Computer delivered mobile learning has been aroundsince laptops in the mid 80s – but this was really justportable eLearning Phones and smartphones have encouraged a more“bite sized” and serious gaming approach to learning– but hampered by small screen size Tablets now offer a near ideal mobile immersivelearning environment
  9. 9. Bereavement Training● We have also completed health trainersfor other hospitals and the medicaldepartments of universities on topicsranging from paramedic training andpatient transfer procedures to runningtests in a pathology lab.● All these apps would work well asMobilescapes, since again they have abite size format and could be used on atablet device either in the evenings oron the way to work, or potentially torefresh procedures even on the ward.● There could also be a role in using themto walk stakeholders, particularlypatients and next-of-kin at the bedside,through upcoming procedures● Developed nursing staff (and otherstakeholders) at NHS University HospitalBirmingham● Takes the student through the proceduresto be followed when someone(expectedly) dies on the ward.● Even though the patient is just a gamecharacter students still felt a sense ofloss when she actually dies.
  10. 10. Mobile Learning Context Informal: Learning may take place on a sofa, on the bus, in a coffee shopfor as long as the learner wants to learn Unplanned: mLearning is often unplanned, some spare or dead time thatcan be filled Short duration: mlearning sessions are usually relatively short; minutes,not hours. Cluttered environment: Competing with other media, noise and people Ad-hoc space: Fine motor control and complex interfaces a problem. Unobtrusive: Less obtrusive than laptops and interaction with others stillpossible/encouraged Just-in-time: Ideal for just-in-time learning, whether on the job at the workplace or for revision on the bus on the way into school. Connectivity: The mobile device may, or may not, have an active wirelesslink back to the network – although without it synchronous learning withother students is, of course, not feasible.
  11. 11. Mobile Learning Advantages Informal & Unplanned & Ad-hoc: The learning cantake place when and where the student wants,covering what they want (or need) and for as long asthey have. Short duration: It can be squeezed into short periodsof otherwise dead time Unobtrusive: It can take place whilst other things aregoing on – and even whilst still interacting with thephysical world Just-in-time: The learning can take place immediatelybefore the user needs the knowledge
  12. 12. Mobile Immersive LearningWith powerful tablet computing devices such as the iPad it isfinally feasible to consider creating mobile immersive learningexperiences. Can have almost all of the features of animmersive experience: large, detailedand graphically rich environments,virtual characters to interact with,complex simulation logic, and avatars (ifrequired) to control. Potentially bring all of the benefits ofimmersive learning to the mobile user,and those of mobile learning to theimmersive experience. Need to be mindful of the limitations ofdevices and context, but also leveragethe unique affordances of both.
  13. 13. Mobile Immersive SynergiesAs well as the more generic benefits of mobile andimmersive learning the areas where the benefits arepotentially the most synergistic are: Using the immersive environment to revise/learn tasksimmediately before they need to be done in the realworld Using the immersive environment to explore thehistory of the site or location around you Stand in the physical location whilst using the virtualenvironment to test ideas and plan for future activities
  14. 14. Apollo 11● Visitors dressed in spacesuits● Overlay shows exact tracks followed bythe astronauts● Head-Up Display shows the actualphotos (and even videos) taken fromwhere the learner is, helping to placematerial in context● Exercise has just the right structure towork as an immersive mobile learningapplication, bite sized chunks or longerexploration● Could also be used as a collaborativeexercise in the classroom – with eachstudent (or group) having their owndevice to put themselves on the moon● Developed for North LanarkshireCouncil● Innovative vLearning application toshowcase the capabilities of immersiveenvironments and encourage STEMeducation● Fully immersive exploratoryenvironment that linked existing archivematerial to a context rich environment.
  15. 15. A Challenging Environment Does the clutter and busyness of the local environment combinedwith the reduced screen size and limited user interface of the mobiledevice reduces the level of immersion that the user experiences –and hence, perhaps, the quality of the learning? We have not been able to find any empirical studies on this, but youneed only look at the people on a bus or train looking at their deviceswith their headphones plugged in to see how immersed they can bein relatively passive media (eg video) within such environments. However such experiences have three major features: The amount of user interface interaction is limited The experience is compelling, driven by a strong narrative (ormelody) The users wants to see them
  16. 16. Designing the ExperienceThis suggests that when designing a mobile immersive learningexperience we should pay special attention to these areas: Focus the learning on what users will really want to do Ensure that navigation and interaction is as simple as possible – thismay well suggest that micro-control of avatars is not the way to go onmobile devices Ensure that the experience and narrative drive of the learning is ascompelling as possible.One possible way to enhance the immersive experience on mobileplatforms is more use of audio.
  17. 17. Tuning the ExperienceSo when developing a mobile immersive learning application, how shouldwe look to tune the immersive experience so that it works best within amobile environment? These are some of the points that we think shouldbe considered:Navigation: Support point-and-click navigation as well as directavatar control, and no-avatar modes Duration: Keep short – 5 to 10 minute segments Audio: Use sound – both foreground and ambient Content: Make self-contained as the user may not have access toother books or resources Save Points: Since sessions might be interrupted have theequivalent of save points that let the user save their currentposition/state and restart later Narrative: Make sure there is a strong narrative that keeps the userengaged despite other distractions
  18. 18. A Typical Mobile Immersive Design The option of avatar or avatar-less (point & click) modes An initial briefing segment, possibly 2D (as the app is designed to be stand-alone) A number of “nuggets”, small learning exercises suited to short duration learningwindows Simple navigation using large, touch-screen friendly, buttons A low interaction “guided mode” for use whilst learning or revising with significant (oreven variable) scaffolding, and a “freedom mode” when practising or assessing “Serious game” elements such as scores, countdown timers etc as required topotentially increase motivation Virtual characters to explore the social dimensions of a task, but with option drivendialogue rather than the free-text dialogue we typically use in desk based immersiveapplications Embedding of existing learning assets – eg documents, video etc – since we cant relyon links Review and confirmation of learning stage – again possibly in 2D Automated posting of results to a learning management system (LMS) or VirtualLearning Environment (VLE), possibly with some form of store and forward to copewith sessions completed when out of communications.
  19. 19. Virtual Library of Birmingham● Since May 2013 the Library staff havehad access to the physical library● They report a real sense of deja-vu;they already know the space intimatelysince theyve been working in its virtualtwin for over two years.● Quite apart from the value of a portablemodel which could support contractorand stakeholder discussions a mobile,immersive version of the Library couldnow be combined with augmentedreality technology for use in the physicalbuild to create a true mixed-realityexperience – letting the library staffapproach book, customer and buildingmanagement in whole new ways.● The new physical Library of Birminghamopens to the public in September 2013– a fuller case study will be availablethen.● Developed for Birmingham City Council● Since January 2010 the library staff havean an immersive 3D model of the librarythat theyve been able to walk around andchange.● Used for a wide variety of tasks from publiceducation and liaison with sponsors toplanning and agreeing tasks andequipment placement with contractors.●
  20. 20. Single or Multi-User Until recently the majority of mobile games, and certainly mobilelearning experiences were single user. However immersive environments are often at their best when in amulti-user, synchronous learning mode Just as the widespread availability of WiFi and 3G is making multi-user mobile gaming a reality, so to can we now think about multi-usersynchronous mobile learning in immersive environments. Multi-user does require a degree of learner/tutor co-ordination, toensure that people are in-world at the same time There is a difference between multi-user and collaborative simulation A mult-user simulation could allow users to see each otherbut not be able to effect other players environments andlearning pathways In a collaborative simulation everyone can effect the sameenvironment so that tasks can be shared
  21. 21. Potential Applications Mobile immersive learning could be applicable across a whole rangeof learning situations. The learning tasks which are probably best suited to immersivelearning are: Those which have a strong spatial component, or can berepresented as such Those which have a strong social/collaborative component
  22. 22. Potential Applications Areas in which we think mobile immersive learningcould be particularly strong include: Vocational task trainers, in areas from healthand care to utilities and transportation Emergency planning Maintenance and health & safety First responder skills training Virtual fieldwork (eg geography, geology, evenbiology!) Virtual history & heritage
  23. 23. Platforms A mobile immersive lerning application could potentially be deliveredon any mobile device with a suitable screen and set of controls. In practice we find that iPad (or even iPad Mini) sized devices arebetter suited to the richness of an immersive environment and thefiner control sometimes required. We can easily generate an exercise that will work on an iOS orAndroid device, as well as on PC/Mac, and in the browser, thebiggest differences being that the tablet versions need a userinterface optimised for touch rather than mouse and keyboard. It is possible to run the applications on smartphones, but significantthought needs to be given to the design of the user interface at thatscale.
  24. 24. Disaster Management● Since Superstorm Sandy weve beenworking with the team at NYC OEM toput the managers back through thesimulation to help prompt the lesssons-learned from the storm, and to identifypossible future improvements to thesimulation.● One potential issue with the originalsimulation was its length – it could runto over 5 hours when taken in one go.● However within that there were 5 distinctphases and around 60 learningvignettes.● Broken down into bitezise chunks itwould be a lot easier for individuals torun through the vignettes duringcommuting down time – even thoughthere is still a case for a synchronous,collaborative virtual exercise as well.● Developed for the Office of EmergencyManagement in New York City – 2 yearsbefore Superstorm Sandy● Immersive training exercise to teachemergency managers how to set up andmanage a hurricane shelter – providingemergency accomodation and services tothose effected by a hurricane.
  25. 25. The BenefitsThe benefits of mobile immersive learning are of course fundamentallyabout being able to bring the benefits of immersive learning to a mobileuser. Expressed in terms of the potential/example application areasidentified above this could mean: Letting a nurse or care worker rehearse a task for the next day whilst sat atthe kitchen table whilst the kids play around them Letting an emergency planner review procedures and options after theyvebeen deployed but during the “down” time between a “warning” and anactual incident Rehearsing a maintenance task from inside a warm van or crew roombefore having to head out into the wind and rain A first responder refreshing their skills ready for an exam whilst their vehicleis parked up waiting for tasking A geography student doing a virtual field trip from the comfort of theirfavourite sofa A history student touring a virtual historical site whilst on the bus on the wayin to college
  26. 26. Mobilescapes Mobilescapes are Dadens mobile immersive learningenvironments developed to meet your mobile trainingneeds. Drawing on our extensive experience of creating PC basedTrainingscapes for clients in the UK and abroad,Mobilescapes can provide a variety of engaging,immersive experiences for your users, delivering thefeatures and benefits described in the preceeding pages. Mobilescapes can be delivered on iPad or Tablet devices,and equivalent environments can also be delivered in aPC/Mac web browser or as downloadable/installableapplications on a desktop computer. For more information on Mobilescapes please contact usat
  27. 27. White PaperThe full white-paper isavailable for download:
  28. 28. Web: @dadenlimited