The Future for Virtual Worlds

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Virtual worlds have failed to live up to the expectations of educators and trainers alike. They are difficult to use, require lots of bandwidth and are often unstable. This presentation will speculate about the future of virtual worlds on mobile devices through envisaging them transformed as multi-user augmented reality. Location-based mobile learning is a way of integrating storytelling and augmented reality with location-interaction on a mobile device. It is learning in an authentic context, outside of the classroom using all the interactive possibilities of mobile devices. The display of virtual information upon the physical world is a fundamental property of AR interfaces. Compared to virtual reality (VR), AR creates opportunities for enhancing real world objects and environments instead of replacing them. The realization of worth of mobile AR largely depends on maximizing the relevance of virtual overlays with regard to the physical world. This presentation will investigate the possibilities afforded by mobile technologies, virtual worlds and augmented reality for education using a series of educational scenarios.

Education

Menjadi kaya dalam 40 hari Jika seseorang berinvestasi, lalu investasinya menguntungkan, maka biasanya dia terus menerus menambah jumlah investasinya lantaran yakinnya. Yakin sebab pengetahuannya, dan yakin sebab merasakannya. Seseorang bertestimoni kepada Luqman Hakim, tentang Kebenaran Janji Allah seputar sedekah. “Subhaanallaah, Anda benar Ustadz… Saya tempo hari menjamu 10 orang tamu saya. Paginya, saya dapat pesenan katering untuk 100 orang….”. Orang itu lalu berkelakar, “Rasanya, kalau saya sedekah menjamu untuk 100 orang, saya kayaknya bakal dapat order 1000 orang kali ya…”. Orang itu tertawa, “Ha ha ha.”. Luqman yang mendengar pun ikut tertawa. Tertawa senang. Bukan saja senang lantaran kawannya ini mendapat keberkahan dari Allah. Tapi juga senang sebab ada lagi orang yang membuktikan kebenaran janji-Nya Allah dan Rasul-Nya, bahwa siapa saja yang bersedekah, justru akan bertambah rizkinya.

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Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive acoustic requirements within prisons, shedding light on the differences that exist between the acoustic needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in prison rely on acoustics for communication and information gathering, while corrections staff use auditory cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians collaborate with complementary disciplines to design spaces that encourage positive communication and simultaneously address the risks associated with undesirable social dynamics. By integrating insights from sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals and corrections staff, ensuring a well-informed and effective acoustic environment.

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Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.

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Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback. This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.

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In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).

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Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.

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Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.

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