This document discusses the benefits of 3D immersive learning environments. Research shows that avatars can influence learner behavior and perceptions, especially when the avatar resembles the learner. A 3D environment allows for embodied, experiential learning through activities like role playing different scenarios. When interactivity and immersion are combined, it can lead to sustained engagement and meaningful learning. Authentic practice in simulated environments is effective for fields like medicine, military, and manufacturing. Questions are raised about what new kinds of learning 3D enables rather than replicating 2D classroom models.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Bridging the Boomer/Gamer Knowledge Gap in the LibraryKarl Kapp
This presentation was given to a group of librarians. The purpose of the presentation is to describe the boomer/gamer knowledge gap and explore ways in which librarians can help to bridge that gap. The questions within the presentation were for an audience response software TurninPoint.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Bridging the Boomer/Gamer Knowledge Gap in the LibraryKarl Kapp
This presentation was given to a group of librarians. The purpose of the presentation is to describe the boomer/gamer knowledge gap and explore ways in which librarians can help to bridge that gap. The questions within the presentation were for an audience response software TurninPoint.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
Keynote at Texas Community College Technology ForumKarl Kapp
Gadgets, Games and Gizmos: Community Colleges of the Future
Is your community college prepared for the new breed of learner – a learner raised on a steady diet of video games, electronic gadgets, and Smartphones? Wondering how to integrate new technologies to break out of the traditional classroom paradigm? Can’t imagine how anyone would integrate video games and Twitter to teach, recruit and enroll students? In this keynote, Karl Kapp, a noted author, speaker and technologist focusing on the convergence of learning, technology and education explores how consumer-based gadgets, games and web widgets are impacting educational strategies, recruitment efforts and content delivery at the community college level. Explore the influence of games, virtual worlds and Web 2.0 on learning preferences, expectations and collaboration. Discover how technological influences are profoundly impacting community colleges. Learn to leverage technology for educational and administrative excellence.
Digital Learning Game Design: Lessons from the TrenchesSharon Boller
Learning games - and gamification of learning - are hot trends. What does it REALLY take to produce a learning game, and how do you produce a good one? This presentation outlines 6 lessons learned with links to games that offer examples for the lessons learned.
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
The Power of Play: Learning with The Knowledge GuruScott Thomas, MBA
How do you use the power of play to help people learn? ExactTarget, a global software as a service (SaaS) company, did it with a custom game created with the Knowledge Guru game engine. Players got immersed; the company got learning results.
The Knowledge Guru mobile or desktop game uses repetition and spaced learning to ensure long-term retention. This session will showcase the game and tell you how and why it works. It will also demo Knowledge Guru’s ability to track the learning as players play.
The Quest for Learner Engagement: Games, Gamification and the Future of LearningKarl Kapp
At the end of the The Quest for Learner Engagement: Games, Gamification, and the Future of Learning presentation, the participant should be able to:
Differentiate among the different learning applications of games, gamification and stimulations.
• Identify four game-elements appropriate for the gamification of learning.
Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
Lessons from the Trenches of Learning Game DesignSharon Boller
Interest in learning games and gamificaton of learning is high. But how do you do a good job of designing great learning games? This session walks you through six "lessons" learned from designing digital learning games.
Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3d characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on learners behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session will discuss research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Why 3D, Games and Simulations Matter for Learning and Collaboration?Karl Kapp
7th ANNUAL INNOVATIONS IN E-LEARNING SYMPOSIUM Presentation. Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3D characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session discusses research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
Keynote at Texas Community College Technology ForumKarl Kapp
Gadgets, Games and Gizmos: Community Colleges of the Future
Is your community college prepared for the new breed of learner – a learner raised on a steady diet of video games, electronic gadgets, and Smartphones? Wondering how to integrate new technologies to break out of the traditional classroom paradigm? Can’t imagine how anyone would integrate video games and Twitter to teach, recruit and enroll students? In this keynote, Karl Kapp, a noted author, speaker and technologist focusing on the convergence of learning, technology and education explores how consumer-based gadgets, games and web widgets are impacting educational strategies, recruitment efforts and content delivery at the community college level. Explore the influence of games, virtual worlds and Web 2.0 on learning preferences, expectations and collaboration. Discover how technological influences are profoundly impacting community colleges. Learn to leverage technology for educational and administrative excellence.
Digital Learning Game Design: Lessons from the TrenchesSharon Boller
Learning games - and gamification of learning - are hot trends. What does it REALLY take to produce a learning game, and how do you produce a good one? This presentation outlines 6 lessons learned with links to games that offer examples for the lessons learned.
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
The Power of Play: Learning with The Knowledge GuruScott Thomas, MBA
How do you use the power of play to help people learn? ExactTarget, a global software as a service (SaaS) company, did it with a custom game created with the Knowledge Guru game engine. Players got immersed; the company got learning results.
The Knowledge Guru mobile or desktop game uses repetition and spaced learning to ensure long-term retention. This session will showcase the game and tell you how and why it works. It will also demo Knowledge Guru’s ability to track the learning as players play.
The Quest for Learner Engagement: Games, Gamification and the Future of LearningKarl Kapp
At the end of the The Quest for Learner Engagement: Games, Gamification, and the Future of Learning presentation, the participant should be able to:
Differentiate among the different learning applications of games, gamification and stimulations.
• Identify four game-elements appropriate for the gamification of learning.
Leveraging Game Elements for Learning, Engagement, and FunKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, eLearning developers, and instructional designers over the past few years. But the influx has left many questions: What elements from games should be used in learning design? How does one seamlessly integrate story, challenge, badges, and points into the learning process? Does competition help or hurt learning? What research exists to support game elements for learning?
This interactive presentation includes many examples of using game elements for learning. And, yes, you will play a game during this session. Discover how research-based game thinking and design can be leveraged to create effective, engaging instruction.
Lessons from the Trenches of Learning Game DesignSharon Boller
Interest in learning games and gamificaton of learning is high. But how do you do a good job of designing great learning games? This session walks you through six "lessons" learned from designing digital learning games.
Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3d characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on learners behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session will discuss research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Why 3D, Games and Simulations Matter for Learning and Collaboration?Karl Kapp
7th ANNUAL INNOVATIONS IN E-LEARNING SYMPOSIUM Presentation. Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Is a 2D environment as effective for serious games as a 3D environment? Studies are beginning to reveal the elements that make 3D characters more engaging and intriguing to learners. Additionally, research has indicated that the interactions learners have with 3D characters have an impact on behavior both within the 3D environment and for some time after the learner leaves that 3D environment. It turns out that 3D does make a difference in terms of learning, motivation and impact on behavior. This session discusses research that supports the argument that 3D learning environments add additional cues and inputs that make them ideal for teaching certain types of content.
Gamification of Learning and Instruction: What Research tells Us About 3D Ava...Karl Kapp
Slides from my SPBT presentation/webinar talking about the Gamification of learning. Also, these slides are a sneak peak of some of the content to be released in Karl's next book "The Gamification of Learning and Instruction."
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
read a research article by Chang, Luo, Walton, Aguilar, & Bailenso.docxaudeleypearl
read a research article by Chang, Luo, Walton, Aguilar, & Bailenson (2019) entitled “Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women's Math Learning Outcomes.”
1. What research question is being addressed in this study (it may not be stated explicitly, but try to put the basic question into your own words)?
1. What is the hypothesis?
2. What is the first independent variable?
3. What are the levels of the first IV?
4. What is the second independent variable?
5. What are the levels of the second IV?
6. What is the first dependent variable and how was it operationalized?
7. What is the second dependent variable and how was it operationalized?
9. List one quality of the study that indicates that it is an experimental design (vs. non-experimental or quasi-experimental design)?
10. Describe the participants in the study. How many participants are there? Where were the recruited from? Why did they participate?
11. In your own words what was the result of the study? Did they match the hypothesis?
12. What conclusions were drawn about human behavior? Go beyond simply re-stating the results. State the big-picture.
13. What is one possible confound in the study? Please explain your response.
Part 1 reading
LE Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women’s Math Learning Outcomes Felix Chang, BA,1 Mufan Luo, MA,2 Gregory Walton, PhD,1 Lauren Aguilar, PhD,1 and Jeremy Bailenson, PhD2 Abstract Women in math, science, and engineering (MSE) often face stereotype threat: they fear that their performance in MSE will confirm an existing negative stereotype—that women are bad at math—which in turn may impair their learning and performance in math. This research investigated if sexist nonverbal behavior of a male instructor could activate stereotype threat among women in a virtual classroom. In addition, the research examined if learners’ avatar representation in virtual reality altered this nonverbal process. Specifically, a 2 (avatar gender: female vs. male) · 2 (instructor behavior: dominant sexist vs. nondominant or nonsexist) between-subjects experiment was used. Data from 76 female college students demonstrated that participants learned less and performed worse when interacting with a sexist male instructor compared with a nonsexist instructor in a virtual classroom. Participants learned and performed equally well when represented by female and male avatars. Our findings extend previous research in physical learning settings, suggesting that dominant-sexist behaviors may give rise to stereotype threat and undermine women’s learning outcomes in virtual classrooms. Implications for gender achievement gaps and stereotype threat are discussed. Keywords: virtual reality, stereotype threat, social identity, virtual learning, gender Introduction Gender achieveme ...
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
WHITEPAPER - Transforming Workplace Behavior With Immersive LearningChristophe Mallet
A guide for innovative organisations on how to leverage Virtual
Reality to create and deploy effective behavioral training
programmes at scale.
Created by BODYSWAPS : behavior-changing soft skills training delivered with VR.
Reaching the Engagement Horizon in Virtual WorldsKarl Kapp
Games, gamification and game-based learning have entered into the vocabulary of educators, eLearning developers and instructional designers from around the global in the past few years. Games have a seductive force and are seen as a great tool in creating engaging and interactive instruction. But are they effective for learning? What does the research tell us? We’ll explore some of the research around games, gamification and virtual worlds while creating links between research and virtual world actions and interactions.
The use of games for learning seems like a good match, but we can’t blindly take it for granted. Instead, we need to explore questions to make sure the intuitive link between games, gamification and virtual worlds reaches its full potential. In this keynote, we’ll answer questions like: How does one mix virtual world and game-based learning experiences? How should games be integrated into a curriculum? Can attitudes and behavior change result from playing a game in a virtual world? What elements of games can learning designers borrow from game designers? Can flying around as a superhero in a virtual world make you a nicer person? Discover evidence-based techniques for increasing online engagement, interactivity and, most importantly, learning.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
10 Things We Know about Designing Games for Learning From ResearchKarl Kapp
This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!
Learn to apply:
-Findings from game-based research to create effective learning content.
-Three principles for adding game elements to online and stand up instruction.
-Four motivational aspects of games to improve learning recall and application.
Learning in 3D: How Virtual Environments are Being Leverage to Add Value to...Karl Kapp
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.
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This is part two of a workshop I conducted. The hands-on workshop focused on innovative learning techniques and provided experiences for learners to apply the learning within the context of their daily assignments. The audience was primarily learning professionals.
How to Use Gamification to Launch Digital Transformation in Higher Education Karl Kapp
Educause research indicates over 75% of institutions are currently pursuing Digital Transformation (DX) initiatives on their campus, with this number recently skyrocketing due to the immediate shift to remote learning forced by COVID-19.
While Digital Transformation may come in many forms, a core tenant of success is digital literacy and technology adoption. Institutions must prepare long-term strategies for both deploying innovative digital tools and motivating staff, faculty and students to learn, adopt and champion technology.
Research-proven techniques like Gamification will be a game changer for successful DX initiatives by recognizing, engaging and challenging team members to adopt tools.
Closing Session: The Power of Play and Games in These Uncertain TimesKarl Kapp
Play and games can be seen as merely an escape in times of uncertainty but, fortunately, games and play can do so much more. Games and play can help us and our students make sense of the world around us, can help keep us safe, help us to predict what might happen in the future and help us learn. Dive into the various ways in which games and play are rising to the forefront during this pandemic. Discover how you can use games and play can influence your outlook, keep you sharp, and, even, productive during these uncertain times.
Distance Learning Conference 2020 The Quest for Engagement: Let the Games Beg...Karl Kapp
Engaging students is a difficult task. They are constantly confronted with distractions and demands on their time. So how can we create instruction that pulls student into the content and helps them gain the knowledge required to be successful? How do we grab and hold attention? How do we motivate students to engage with the content we are teaching? Participate in this keynote and engage in solving this mystery in this interactive presentation.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques as video games. The presentation discusses using game elements appropriate for presenting learning content and how using only a small part of techniques lead to increased learning motivation.
And, yes, you will play a polling game in this session. Discover firsthand how research-based practices and game-thinking are used to engage learners, increase learning, and lead to increased engagement.
Sales Enablement Through Games? You Bet And Bottom Line Results Prove It!Karl Kapp
Using games for practice sales skills, make role-plays fun and to reinforce sales skills? Yes, and here are some real-world examples that have gotten real-world results.
TU204 - Beyond Gamification:Think Like a Game Designer to Create Engaging, Me...Karl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Explore the use of game elements to challenge learners, generate curiosity, and create immediate feedback. Learn how to balance the elements of story, action, and uncertainty to simulate thinking and engagement. In this session you will experience firsthand how gamification motivates learners and increases retention.
W308 - Start Thinking Like a Game Designer and Create Engaging, Immersive Ins...Karl Kapp
Session Description:
Game designers think about action, adventure, and engagement. In contrast, instructional designers tend to think about objectives, content, and quizzes. As a result, most games are fun, intriguing, and immersive, while most instruction tends to be predictable, boring, and perfunctory. Change your mindset from an instructional designer to a game designer and immediately begin creating engaging and effective instruction. Learn methods to help you think like a game designer and change stale training into an exciting and interesting experience for learners.
W207 - Creating a 3-D Behavioral Assessment Based Simulation or Game Karl Kapp
Session Description:
In a case study format, learn how a 3-D video game was developed to provide skills training. We will discuss how a behaviorally focused rubric was mapped into a 3-D branching game to provide real-time feedback to learners on their decision-making skills with different members of the client's in-house training teams. The tools, analytical measurements, and learning decisions will be discussed and generalized for application across a wide variety of scenario-based training situations. We'll see a demonstration of the game and the dashboard that is used to evaluate how their learners are performing in the game and how the tools in the game provide a coaching platform to improve performance.
Application on the Job:
Apply a behaviorally based rubric to the creation of an interactive branching conversation to measure scenario-based decision-making.
Leverage game elements to promote engagement, replayability, and learner interaction.
Discover how player analytics in the game are used to provide real-time feedback, remedial feedback, and coaching.
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
Strengthening Quality Management with High Impact TrainingKarl Kapp
The slides from this webinar examine the evolution of training technology and outlined how implementing the right technology is helping companies support role-based training programs, making learning easier, and delivering training as part of quality processes – while ensuring job and audit readiness.
We shared training best practices and how technology can:
• Align training with corporate goals
• Improve quality management with modern learning techniques
• Enable micro- and in flow learning
• Simplify role-based training
• Measuring learning and training impact
About our presenters:
Karl Kapp, Bloomsburg University of Pennsylvania
An expert in the convergence of learning, technology, and business, Karl Kapp was named to the 2017 "LinkedIn Top Voices in Education" list and has been named a top influencer in the training industry. Author of seven books including “The Gamification of Learning and Instruction” and “Play to Learn,” Karl is a highly sought international, TEDx and industry speaker.
Kent Malmros, Veeva Systems
Kent has spent the majority of his career delivering technology-enabled training solutions to life sciences, holding leadership positions at industry leading companies such as AdMed, ClearPoint (Red Nucleus), UL EduNeering (UL), and now at Veeva Systems.
To watch the full webinar on demand, please register here: http://bitly.com/2Oh2TLc.
Beyond Gamification: Thinking Like a Game DesignerKarl Kapp
Thinking like a game designer is a great way to craft instruction that engages learners on multiple levels. Game designers make decisions based on action, interaction, and player motivation. When properly applied, game thinking provides learning designers with insights into how to create instruction that motivates both online and face-to-face learners. In this session, you will play a game to discover how game thinking works. You will participate in both a learning experience and a debriefing process highlighting several game-thinking elements such as the freedom to fail, the value of an action-oriented approach, and the motivational aspects of both story and competition
Games, Interactivity and Gamification for Learning Karl Kapp
Gamification gets a lot of ink, but do you know what the research says? Kapp walks you through the latest research into why game-based thinking and mechanics make for vigorous learning tools. He’ll dissect critical elements of games and describe how to apply them to design and development. You’ll learn to create engaging learning using game-based thinking, find out how to move beyond theoretical considerations, and be introduced to three methods for designing interactive game-based learning.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
3. Links to resources And Case Studies www.learningin3d.info Continuing Discussion
4. Agenda Key findings, insights and success stories based on Learning in 3D Discussion of the latest research being done in the field Identification of the types of learning objectives that benefit most from a learning solution that makes use of 3D virtual worlds? In what situations will these environments provide little or no value? Why have some organizations derived real value, while others have not?
5. Virtual World Proliferation Blue Mars VenueGen realXtend VirtualU Forterra Systems (OLIVE) Web.Alive ActiveWorlds Kaneva ProtoSphere Second Life Unity and OpenSim 100’s more….
8. 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.
9. 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
10. 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
11. A 3D Learning Environment (3DLE): Highly immersive virtual environment .
12.
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. Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The 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
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. 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.
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 . 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.
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. 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.
28. Researchers have found that the human brain has a natural affinity for narrative construction. Yep, People tend to remember facts more accurately if they encounter them in a story rather than in a list. And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent. http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html
31. Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered. 3D Virtual Classroom 3D Virtual PowerPoint 3D Virtual Seats 3D Virtual Attendees
36. By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.
37. Learning content not organized around the work context causes unnecessary overhead for the learner. Learners tend to prefer instructions over instruction.
38. 38 Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, Retail Stores and other “work” environments.
39. Summary 3D Avatars provide a model of acceptable social (work) behavior. An experience as an avatar can change a person’s real life perceptions The look of an avatar impacts a persons behavior in and out of world. People identify with avatars that look like them. A 3D environment allows for authentic practice. 2D environments lack immersion, depth and sense of space.