Mc502 presentation

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My presentation for the module MC502 on "The educational use of gaming and social virtual worlds - Contemporary effects and possible futures"

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Mc502 presentation

  1. 1. Current trends: Call of Duty• „Call of Duty: Black ops 2‟ was the top sellingvideogame of 2012, selling 10.5 million copiesaccording to Wikipedia• Culturally, there is a lot of stigmatization in videogamesand their effects; people don‟t take videogameclassification as seriously as film classification asthey are „just games‟. Byron (2010)• Dr Linda Popadopulous recommended thatvideogame consoles should be sold with parentalcontrols switched on, however theaverage age of gamers is 28(McDougall, 2007).• The immersion of a virtual world ofreal life histories could get playersinterested in the history of the cold war. McDougall(2007) describes this learning as connectivism“I want you guysto be stuck on avideo gamethat‟s teachingyou somethingother than justblowingsomething up”PresidentObama
  2. 2. Current trends: Foldit• Monkey protein eluded scientists for 15 years, teamof highly skilled Foldit players figured out thestructure in 10 days, “basically shown it is possibleto create experts…purely through gameplay”Toppo quoting Popovich (2012).• Whitehouse office has started studying thebenefits of video games• Foldit is a “serious game – using videogamemechanics to immerse players in history,science and health” (Toppo, 2012)• Wiggling the protein and adding/removingbands allows the player to find the proteinsstable structure, “Developing problem solvingskills”(Jenkins, no date)Streptococcal Protein
  3. 3. Current trends: Virtual Worlds• Derby University have creates a problem based learning (PBL)Psychology area in Second Life• this kind of education is good for digital natives,someone who “craves interactivity…values graphicsbefore words”(Buckingham, 2007), so virtual worldscan have a positive effect on those who learn in thisway.• if education makes the shift in virtual worlds this couldnegatively impact traditional learners.• Second Life can simulate situations which arerare/dangerous in real life, another useful aspect ofeducation in virtual worlds.• A disadvantage is that they don‟t support high levelgraphics or advanced interaction (Liarokapis and DeFreitas, 2009)Second Life :Image oneSecond Life :Image two
  4. 4. Current trends: Oculus Rift• The Oculus rift is an upcoming virtual reality headmounted display device, developed by Oculus VR andavailable for purchase for $300,• The device make games more immersive as imagesare displayed to look like they are directly in front ofyou, and the real world view is blockedout• The device makes game more interactiveas the players head movements movesthe camera angle as if they were turningtheir head in the virtualworld• The first games to use theOculus Rift were TeamFortress 2 andMinecraft.TF2: OR90 year oldgrandmother triesthe Oculus Rift:Paul RivotYoutube Channel
  5. 5. Future possibilities: Oculus riftand education• This would have obvious advantages to the psychology students fromDerby University as it is more immersive.• However the disadvantages would be the level of graphics and howwell second life can work in the oculus rift as it wasn‟t designed withthis in mind.• Perhaps a new virtual worlds, designed with the oculus rift andimproved graphics could make this a viable possibility, but this wouldtake time and a lot of money
  6. 6. Future possibilities: fully immersedvirtual world and education• Zhai (no date)Believes we could develop full VR suits which could imitate ourmovements so that we actually feel part of the virtual world.• This has already been tried by some people by combining the Oculus riftand the omnidirectional treadmill to play Team Fortress 2.• If we use it to train, educate and produce highly skilled individuals it woulddevelop VR into more than a game.• Zhai develops his ideas further believinghumans will eventually be fully immersedin VR and robots can be utilised to carryout real world tasks, however I feel thisview is technologically deterministic.Oculus rift, a light gun and an Omnidirectionaltreadmill to play TF2
  7. 7. Future possibilities: augmentedreality and education• In the future, it may be possible that a combination of serious games likeFoldit and augmented reality will be used to improve its educationalbenefits.• A study (liarokapis and De Fritas, 2009) concluded that games in AR areeducationally beneficial with puzzlegames being the most efficient.• Liarokapis and De Freitas (2009)provided a future model for learningbased on process, principles andtools & techniques.• I can see how this model could beapplied to virtual worlds to improvethe benefits of using them.Liarokapis and De Freitas (2009) exploratory game-basedlearning model
  8. 8. Conclusion on future possibilities:• I believe using technology like the oculus rift invirtual worlds will be highly beneficial; it willimprove immersion and interactivity within virtualworlds and make them more of a fulfillingexperience.I think a virtual world such as Zhai‟s were weactually use it as our reality is highly unlikely. I believeideas like these are best left to fantasy and films like the Matrix,Avatar and Inception.A combination of interactive and stimulating AR puzzles (usingLiarokapis and De Freitas 2009 learning model) within virtual worldeducational areas would be highly beneficial, and I can see this being afuture reality in virtual worlds.
  9. 9. Buckingham (2007) „Beyond Technology: Childrens Learning in the Age of Digital Culture.‟ Cambridge: Polity Press.Byron, T. (2010) „Do we have safer children in the digital world: a Review of progress since the 2008 Byron review’.UKCCIS. Availableat:http://media.education.gov.uk/assets/files/pdf/d/do%20we%20have%20safer%20children%20in%20a%20digital%20world%202010%20byron%20review.pdf (Accessed 11 May 2013)De Freitas (2009) „Serious Virtual Worlds: A scoping study.‟ Bristol: Joint Information Systems Committee [online].Available at: http://www.jisc.ac.uk/media/documents/publications/seriousvirtualworldsv1.pdf (Accessed: 04 May 2013)Jenkins, H. (no date)‟ Reality Bytes: Eight Myths About Video Games Debunked.‟ Available at:http://www.pbs.org/kcts/videogamerevolution/impact/myths.html(Accessed: 11 May 2013).Liarokapis, F and De Freitas, S. (2009) A case study of augmented reality serious games.‟ In ‘Looking toward the future oftechnology enhanced education: ubiquitous learning and the digital native. ed. by Ebner, M. and Schiefner, M., Hershey,PA, Information Science Reference, 178-191McDougall, J and O‟Brien, W (2007) „Studying Videogames.’ Abingdon: AuteurShanklish (2013) „Omnidirectional Treadmill and the Oculus Rift: One step closer to full immersion. Welcome to the future‟.At7addak.com, available at: http://www.at7addak.com/en/Articles/226996/News/General/Omnidirectional-Treadmill-and-the-Oculus-Rift (Accessed 11 May 2013)Toppo, G. (2012) „White House office studies educational benefits of video games.‟ USAToday. Available online at:http://usatoday30.usatoday.com/news/washington/story/2012-01-26/edcuational-video-games-white-house/52908052/1(Accessed 11 May 2013)Zhai, P. (no date) „Can we live in a virtual world‟. Get real: A Philosophical adventure in virtual reality‟. Rowman andLitterfield. CE502 and MC502 META [online] available at: http://moodle2.newman.ac.uk/12-13/course/view.php?id=2027(Accessed 11 May 2013)References:

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