Why 3D Immersive Environments


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Presentation given to Philadelphia Chapter of ASTD.

Why 3D Immersive Environments

  1. 1. Why 3D Immersive <br />Environments<br />By Karl M. Kapp<br />Bloomsburg University <br />www.learningin3d.info<br />Twitter:@kkapp<br />Hashtag #lrn3d<br />
  2. 2. http://www.kaplaneduneering.com/kappnotes/<br />
  3. 3. Links to resources<br />And Case Studies<br />www.learningin3d.info<br />Continuing Discussion<br />
  4. 4. Agenda<br />Key findings, insights and success stories based on Learning in 3D<br />Discussion of the latest research being done in the field <br />Identification of the types of learning objectives that benefit most from a learning solution that makes use of 3D virtual worlds? <br />In what situations will these environments provide little or no value?<br />Why have some organizations derived real value, while others have not? <br />
  5. 5. Virtual World Proliferation<br />Blue Mars<br />VenueGen<br />realXtend<br />VirtualU<br />Forterra Systems (OLIVE)<br />Web.Alive<br />ActiveWorlds<br />Kaneva<br />ProtoSphere<br />Second Life<br />Unity and OpenSim<br />100’s more….<br />
  6. 6. Disembodied<br />Transactional<br />
  7. 7. We’ve Always Wanted Characters<br />
  8. 8. Why be a Character at All?<br />Research indicates that human social models influence behavior, beliefs and attitudes. <br />Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.<br />
  9. 9. Avatar as Teacher<br />Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited.<br />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<br />
  10. 10. Identity– no deep learning takes place unless an <br />extended commitment of self is made for the long haul.<br />Good video games capture players through identify.<br />Players either inherit a strongly formed and <br />appealing character or they get to build a character<br />from the ground up.<br />Players become committed to the new virtual world<br /> in which they will learn and act.<br /> Why should the identify of being and doing “science,”<br /> “math,” “healthcare” or “sales” be any different?<br />James Paul Gee, University of Wisconsin-Madison<br />
  11. 11. A 3D Learning Environment (3DLE): <br />Highly immersive virtual environment .<br />
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  13. 13. An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people.<br />Yee, N. & Bailenson, J.N. (2006).  Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The<br />Reduction of Negative Stereotyping in Immersive Virtual Environments..Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA<br />
  14. 14. 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.<br />Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.<br />
  15. 15. 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 .<br />Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.<br />
  16. 16. People tend to conform to how their avatar appears regardless of how it is perceived by others. In one study by Yee and Bailenson (2007), participants with taller avatars behaved more confidently in a negotiation task than participants with shorter avatars; specifically, they were more willing to make unfair splits in negotiation tasks. In contrast, participants with shorter avatars were more willing to accept unfair offers than those who had taller avatars.  <br /> <br />Additionally, in subsequent research, Yee et. al. (2009) found that behavioral changes originating within a virtual environment can transfer to subsequent face-to-face interactions.<br />
  17. 17. Experiencing an<br />Inventory Observation <br />EY<br />
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  22. 22. Learners journey through a series of activities designed to synthesize conceptual learning.<br />
  23. 23.   Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.<br />
  24. 24. Experiencing<br />Discrimination<br />(Diversity Education)<br />
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  27. 27. 3D Immersive<br />Insights<br />
  28. 28. Researchers have found that the human brain has a natural affinity for narrative construction.<br />Yep, People tend to remember facts more accurately if they encounter them in a story rather than in a list.<br />And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent.<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  29. 29.  Interactivity (I) + Immersion (I) = Sustained Engagement (E)<br />Results in meaningful learning.<br />
  30. 30. Human interaction around a task where peer-to-peer or group learning is enabled. <br />
  31. 31. Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.<br />3D Virtual Classroom<br />3D Virtual PowerPoint<br />3D Virtual Seats<br />3D Virtual Attendees<br />
  32. 32.  Instead, ask what kind of learning can this new technology can enable.<br />
  33. 33. First Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  34. 34. Third Person View<br />http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html<br />
  35. 35. Authentic Practice occurring in an authentic environment.<br />
  36. 36. By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.<br />
  37. 37.  Learning content not organized around the work context causes unnecessary overhead for the learner. <br /> Learners tend to prefer instructions over instruction. <br />
  38. 38. 38<br />Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, Retail Stores and other “work” environments.<br />
  39. 39. Summary<br />3D Avatars provide a model of acceptable social (work) behavior. <br />An experience as an avatar can change a person’s real life perceptions<br />The look of an avatar impacts a persons behavior in and out of world.<br />People identify with avatars that look like them.<br />A 3D environment allows for authentic practice.<br />2D environments lack immersion, depth and sense of space.<br />
  40. 40. Questions/More Information<br />http://www.kaplaneduneering.com/kappnotes/<br />Recommended books<br />Samples and Examples<br />Learning in 3D<br />www.learningin3d.info<br />Gadgets, Games and Gizmos for Learning<br />www.gadgetsgamesandgizmos.com<br />Email: kkapp@bloomu.edu<br />Email: karlkapp@gmail.com<br />