Learning in 3D: How Virtual Environments are Being Leverage to Add Value to Learning and Collaboration

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Presentation given at Finlands "Learning in Different Worlds" in Lahti, October 8, 2010. Describes case studies and then talks about the value of being an avatar and the impact it has on learning.

Presentation given at Finlands "Learning in Different Worlds" in Lahti, October 8, 2010. Describes case studies and then talks about the value of being an avatar and the impact it has on learning.

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  • 1. Learning in 3D:
    How Virtual Environments are Being
    Leverage to Add Value to Learning and Collaboration
    By Karl M. Kapp
    www.learningin3d.info
    #lrn3d
  • 2.
  • 3. For More Continued Discussion:www.karlkapp.blogspot.com
  • 4. Links to resources
    And Case Studies
    www.learningin3d.info
    Continuing Discussion
  • 5. Continue discussion …#lrn3d
    #lrn3d
    Slide: 5
  • 6. Agenda
    Is the use of 3D avatars appropriate for Education?
    Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners?
    Why a 2D environment is not as effective for serious games as a 3D environment?
  • 7. Experiencing an
    Inventory Observation
    EY
  • 8.
  • 9.
  • 10.
  • 11.
  • 12. Diversity and Inclusion
    With Virtual Worlds
    FutureWork Institute
  • 13.
  • 14.
  • 15.
  • 16. Hosting Virtual Academy
    of Technology Events
    IBM
  • 17.
  • 18.
  • 19.
  • 20. Virtual First-Responder
    Learning Experience
    Center for Advanced Transportation Technology (CATT)
  • 21.
  • 22.
  • 23. Experiencing Diversity
  • 24. 24
  • 25. 25
  • 26. Teaching
    Engineering
    In
    Virtual World
  • 27.
  • 28.
  • 29. 3D Educational
    Considerations
  • 30. Identity– no deep learning takes place unless an
    extended commitment of self is made for the long haul.
    Good video games capture players through identify.
    Players either inherit a strongly formed and
    appealing character or they get to build a character
    from the ground up.
    Players become committed to the new virtual world
    in which they will learn and act.
    Why should the identify of being and doing “science,”
    “math,” “healthcare” or “sales” be any different?
    James Paul Gee, University of Wisconsin-Madison
  • 31. We’ve Always Wanted Characters
  • 32. Why be a Character at All?
    Research indicates that human social models influence behavior, beliefs and attitudes.
    Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
  • 33. Avatar as Teacher
    Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited.
    Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565
  • 34. A 3D Learning Environment (3DLE):
    Highly immersive virtual environment .
  • 35.
  • 36. Learners act and interact in real-time with each other and with the instructor to accomplish a challenge or task. 
  • 37. Human interaction around a task where peer-to-peer or group learning is enabled. 
  • 38. Learners journey through a series of activities designed to synthesize conceptual learning.
  • 39. Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.
  • 40.  Instead, ask what kind of learning can this new technology enable.
  • 41.  Interactivity (I) + Immersion (I) = Sustained Engagement (E)
  • 42. If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the real world as compared to a control group.
  • 43. Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not like them or watching an avatar like them loitering .
  • 44. First Person View
    http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html
  • 45. Third Person View
    http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html
  • 46.   Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.
  • 47. Authentic Practice occurring in an authentic environment.
  • 48. By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.
  • 49.  Learning content not organized around the work context causes unnecessary overhead for the learner. 
     Learners tend to prefer instructions over instruction. 
  • 50. Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, and Retail Stores.
  • 51.
  • 52. Data Visualization
  • 53.
  • 54. 54
    Double Happiness Jeans Factory
  • 55. 55
  • 56. 56
  • 57. 57
  • 58.
  • 59. Summary
    Traditional instruction is not immersive and takes place “away” from work context
    Interactivity + Immersion = Engagement
    Create authentic learning environments
    Authentic practice
    Authentic experiences
  • 60. Questions/More Information
    www.learningin3d.info
    Samples and Examples
    Links
    Blog Book Tour
    Continue Conversation
    ProtoSphere Download
    http://protonmedia.com/trial-download/
    Karl Email:kkapp@bloomu.edu