ViSTREET - Virtual Simulated Traffics for Road Safety Education

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ViSTREET - Virtual Simulated Traffics for Road Safety Education

  1. 1. 2nd International Malaysian Educational Technology Convention (IMETC 2008)<br />Unleashing the Potentials of Desktop Virtual Reality as an Educational Tool: A Look into the Design and Development Process of ViSTREET<br />Kee Man Chuah and Chwen Jen Chen<br />Faculty of Cognitive Sciences and Human Development<br />Universiti Malaysia Sarawak<br />www.unimas.my<br />
  2. 2. Introduction<br />ICT tools have been greatly used in the field of education. <br />These tools aim to make learning efficient, effective and engaging (e3) to the learners<br />Virtual Reality (VR) is among the more recent technologies to be introduced as educational tool. <br />VR should be accepted not just because of its novelty but its vast potentials in facilitating learning. <br />
  3. 3. Virtual Reality<br />a user-computer interface that involves real-time simulation and interactions through multiple sensorial channels (Burdea & Coiffet, 2003)<br />two main types: immersive and non-immersive VR (desktop VR)<br />the much lower cost that it incurs as compared to immersive VR has made desktop VR the preferred choice in education<br />
  4. 4. Desktop VR: Educational Values<br />supports experiential learning<br />supports active learning<br />supports collaborative learning<br />allows learners to gain more control on their learning process.<br />allows teachers to act as facilitators not as knowledge transmitters.<br />How to unleash these potentials?<br />
  5. 5. Instructional Design and Development Models<br />a theoretical foundation that can be transformed into methods of instruction based on research about what works in instructional settings.<br />helps the designer to visualize the problem, to break it down into manageable units<br />Many models available - ADDIE, John Keller’s ARCS and Gagné’s nine instructional events<br />ID models for VR-based learning environments/tools? <br />
  6. 6. The ViSTREET Project<br />Virtual Simulated Traffic for Road Safety Education - desktop VR-based learning environment for teaching school children pedestrian road safety skills.<br />aims to complement the current road safety curriculum in Malaysian schools<br />Why VR? <br />able to simulate real road scenarios <br />allows the presentation of authentic problems for the learners to “interact” <br />allows free exploration – motivate learners<br />
  7. 7. ViSTREET – ID Framework<br />The framework proposed by Chen, Toh and Wan (2004)<br />
  8. 8. ViSTREET – Development<br />Recursive, Reflective Design and Development (R2D2) model was used. <br />The R2D2 model as proposed by Willis (1995) contains three important guidelines:<br />recursive, non-linear design<br />reflective design<br />participatory design<br />Three focal points: Define, Design and Development and Dissemination<br />
  9. 9. ViSTREET – Development<br />Define focus: review on available resources on road safety education in Malaysia and other countries<br />Materials from MIROS and JKJR were obtained<br />Development environment: flexible and proven VRML software programmes were selected.<br />Rapid prototyping based on the chosen ID model. <br />On-going review from experts (content, interface design, technical, etc) and target learners.<br />
  10. 10. ViSTREET Prototype<br />
  11. 11. ViSTREET Prototype<br />
  12. 12. ViSTREET Prototype<br />
  13. 13. Conclusions<br />Highlights the feasibility of using the constructivist theoretical framework proposed by Chen, Toh and Wan (2004) as well as the R2D2 model.<br />The guiding instructional design and development framework in the design of VR-based learning environments plays a major role in unleashing its vast potentials for educational purposes<br />

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