This document discusses the design and implementation of virtual immersive environments for 3D learning, detailing various archetypes such as guided tours and role plays. It emphasizes the need for careful planning in instructional design, addressing technical and logistical considerations, desired learning outcomes, and debriefing processes. The analysis highlights the significance of real-time interactions and group dynamics in enhancing the learning experience.

1. Virtual Immersive Environments: 3D Learning Archetypes

2. Learning Archetypes Instructional Design in a 3D World Avatar Persona (Personalization) Guided Tour (facts) Scavenger Hunt  (facts) Group Forum (fact, concepts) Conceptual Orienteering (concepts) Operational Application (rules/procedures) Role Play (principles) Critical Incident (problem-solving) Co-Creation (problem-solving, work creation) Breakout Sessions (concepts, problem-solving) Social Networking (concepts, rules, problem-solving)

3. Avatar Persona

5. Guided Tour

6. Self-Guided Tour

7. Scavenger Hunt

8. Group Forum

9. Conceptual Orienteering

10. Conceptual Orienteering

11. Operational Application

12. Operational Application

13. Role Play

14. Role Play

15. Critical Incident

16. Co-Creation

17. Break Out Sessions

18. Social Networking

19. Designing 3D Learning Events Analysis Task Environmental Design World Instructional Event Activities Debriefing Develop World Instructions Implement Technical Issues Navigational Instructions Logistical Coordination Evaluation Debriefing Scoring or Grading Design Team: Programmer Graphic Artist Instructional Designer Subject Matter Expert

20. Analysis What are you tying to teach? What is best taught in a 3D environment? Why choose a 3D world over another tool? What tasks might be effectively taught in a 3D world?

21. Analysis Affective Domain (emotion) Stress Uncertainty/Unknown Fear Requires Group Coordination Requires Real-Time Interaction Accomplishing Tasks Under Pressure Group and Individual Performance Rehearsal is Potentially Dangerous or Costly High Degree of Realism for Event

22. Analysis People-to-People Interaction People Make Bad Decisions People Get Mad People Say/Do Stupid Things Pressure Can Dull the Senses Real-Time Interactions Add Pressure

23. Examples Emergency Room Team Team Selling Combat First Responders Activities Compliance Activities Event Planning/Coordination Multiple Scenarios Security (Building, Ports)

24. Design World Where Does Event Take Place? How Realistic? What Needs to be Created? What Objects will be Manipulated? Can Items be Bought/Created?

25. Design Instructional Event What Happens First? How Do Learners Interact (Voice/Text)? Where Do You Want Event to Go? What are the Desired Learning Outcomes? Do You Add Pressure Elements (time, score)? How Realistic Do You Want Actions?

26. Design Activities What Do Learners Do? How Do They Receive Instructions? How Do They Know What to Do? How are the Learners Going to be Observed? Do You Adversely Impact Health? How Will You Score Success? How Explicit are Your Instructions?

27. Design Debriefing Who Conducts Debriefing? What Will be the Focus? How Does Instructor Observe? Is it Provided in a Written Format?

28. Develop Storyboard 3D World? What Elements Go into World? Instructions How Do the Learners Know What to Do? Are Instructions Text or Audio-Based? Does World “talk” to Learners?

29. Implement Implement Technical Issues Navigational Instructions Logistical Coordination

30. Evaluation Debriefing Scoring Grading