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3D Virtual Worlds and Collaborative Learning

Second Nordic Symposium on Technology-Enhanced Learning Oulu, Finland

September, 26 2012

Mikhail FominykhNorwegian University of Science and Technology, Norway

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Outline

o Definitiono Trendso Examples

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What are Virtual Worlds?

En environment1.Multiuser2.Synchronous3.Persistent4.Facilitated by networked computers

o Three-dimensional graphical interphaseo Social Worlds/Game Worlds

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Trends

o Second Life?o Variety and integrationo Virtual World platforms/engineso Virtual Worlds on demand and for

specific purposeso Simulationso Merging virtual and realo NVWN

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Second Life 2006–2009

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Second Life 2006–2012

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Variety and integration

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Virtual World platforms/engines

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Virtual Worlds on demand and for specific purposes

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Virtual Worlds on demand and for specific purposes

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Simulations

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Merging virtual and real

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Nordic Virtual Worlds Network

http://nordicworlds.net

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Examples

o 3D Educational Visualizations as Constructionist Learning

o Training Cultural Awareness in Military Operations

o 3D Virtual Recording in vAcademia

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3D Educational Visualizations as Constructionist Learning

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3D Educational Visualizations Research Questions

o Why is it worth using?o How to describe, analyze and

evaluate?o How to design facilitating

environments and tools?o How to support learning

communities?

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3D Visualizations of research areas, projects, and curriculum concepts

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3D Educational Visualizations Formal Outcomes

o Methodology for Teaching with 3D Visualizations

o Frameworks for designing tools and environments

o Observation of learning community support

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3D Educational Visualizations Interesting Outcomes

o Activities in Virtual Worlds attract interest as exciting and unusual

o Students intensify collaboration when facing a challenging learning space

o Collaborative construction requires time and effort, but provides learning

o Serious activities in Virtual Worlds need additional support

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Training Cultural Awareness in Military Operations (CAMO)

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CAMO Goals

o Create an inexpensive and flexible simulation for training cultural awareness among military personnel

o Explore the advantages and limitations of 3D virtual worlds in this context

o Create methodological guidelines and tools for developing 3D educational simulations

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Training Cultural Awareness in Military Operations (CAMO)

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CAMO Study Settings

o 14 cadets from Norwegian Army War Academy

o Eight students and teachers from Norwegian Defense Language and Intelligence School

o Pre- and posttests, interviews, observations

o Two walk-throughs, three debriefs

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CAMO Major Outcomes

o Cadets are positive to the use of 3D virtual worlds for training cultural awareness

o Learning outcomes related to the major topics in the scenarios

o Learning from taking different perspectives, facing dilemmas, and observing squad leader actions

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vAcademia environment

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Real world vAcademia

Chalk and board Interactive white boards

Pointer for each user

Pointer

Slide show presentations

Slide show presentations

Web camera sharing

Web camera

Desktop sharingDesktop

Teaching tools

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Synchronous/Asynchronous Challenge

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Face to face class

Synchronous class

Asynchronous class

live/online

content

Synchronous/Asynchronous Proposal

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3D Recordings

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Editing 3D Recordings

x x

R1 – 3D recordings of the classt

R2 – a new 3D recording based on R1

R1

R2

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Thank you!

Mikhail Fominykhmikhail.fominykh@ntnu.no

http://www.idi.ntnu.no/~fominykh/

http://www.linkedin.com/in/fominykh

http://slideshare.net/mfominykh/

http://slurl.com/secondlife/Akershus%20Fortress/

http://slurl.com/secondlife/NTNU/

http://vacademia.com