why 3d immersive environments

Why 3D Immersive Environments

Twitter:@kkappHashtag #lrn3d

By Karl M. KappBloomsburg University www.learningin3d.info

http://www.kaplaneduneering.com/kappnotes/

www.learningin3d.info

Links to resourcesAnd Case Studies

Continuing Discussion

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?

Virtual World Proliferation

• Blue Mars• VenueGen• realXtend• VirtualU• Forterra Systems (OLIVE)• Web.Alive • ActiveWorlds• Kaneva• ProtoSphere• Second Life• Unity and OpenSim• 100’s more….

DisembodiedTransactional

We’ve Always Wanted Characters

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.

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

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 characterfrom 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

A 3D Learning Environment (3DLE): Highly immersive virtual environment .

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 TheReduction of Negative Stereotyping in Immersive Virtual Environments.. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

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.

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.

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.

Experiencing anInventory Observation

EY

Learners journey through a series of activities designed

to synthesize conceptual learning.

Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.

ExperiencingDiscrimination

(Diversity Education)

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3D ImmersiveInsights

http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html

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.

Interactivity (I) + Immersion (I) = Sustained Engagement (E)Results in meaningful learning.

Human interaction around a task where peer-to-peer or group learning is enabled.

3D Virtual Classroom

3D Virtual PowerPoint

3D Virtual Seats3D Virtual Attendees

Do not view virtual worlds as a next step in “how”

classroom-based learning will be delivered.

Instead, ask what kind of learning can this new

technology can enable.

First Person View

http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html

Third Person View

http://karlkapp.blogspot.com/2007/05/accidental-learning-and-power-of.html

Authentic Practice occurring in an authentic environment.

By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees

who work at a distance.

Learning content not organized around the work context causes unnecessary overhead for the learner.

Learners tend to prefer instructions over

instruction.

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Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call

Centers, Retail Stores and other “work” environments.

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.

Questions/More Information• http://www.kaplaneduneering.com/kappnotes/

– Recommended books– Samples and Examples

• Learning in 3D– www.learningin3d.info

• Gadgets, Games and Gizmos for Learning– www.gadgetsgamesandgizmos.com

• Email: kkapp@bloomu.edu• Email: karlkapp@gmail.com