IFIP WCC 2010, Brisbane, cdk

Assessment ofKnowledge and Competencies

in 3D Virtual Worlds: A ProposalMª Blanca Ibáñez, Raquel Crespo, Carlos Delgado Kloos

Universidad Carlos III de Madrid, www.it.uc3m.es

Brisbane, 2010-09-22

1

IFIP World Computer Congress

3D Virtual Worlds Technology is ripe for the 3D

experience on personal computers

Many platforms appearing

Problem of stability

Used for games, publicity,walking around, …

For education?

Second Life

Open Sim

Croquet

Multiverse

There

Wonderland


2


Wonderland

History

Open source

Originally developed by Sun

When Oracle bought Sun,the project was discontinued

Now Open Foundation

Features Java

jVoiceBridge for VoIP forreal-time stereo audio

jMonkeyEngine is a rendering engine using OpenGL and OpenAL

Darkstar for persistence andobject communication

Looking Glass for improveddesktop interaction


3


http://openwonderland.org/

Towards 3D Learning Platforms

3D Virtual Worlds

Explore spaces

Meet people (avatars)

Play games

Look at content

No learning components!

Learning elements missing

Learning Objects

Instructional Design

Assessment

Intended Learning outcomes

Groups, Roles

Sloodle


4


Learning Outcomes (EQF) Knowledge

Outcome of the assimilation of information through learning

Skills Ability to apply knowledge and use know-how

to complete tasks and solve problems

Competences Ability to use knowledge, skills, and personal,

social and/or methodological abilities,in work or study situations and in professional and personal development

Brisbane, 2010-09-22IFIP World Computer Congress

5

Competences (SCANS) Resources (identifies, organizes, plans, and allocates resources)

Time, money, materials and facilities, human resources

Interpersonal (works with others) Participates in a team, teaches others, serves clients/costumers, exercises leadership, negotiates

Information (acquires and evaluates information) Acquires & evaluates, organizes & maintains, interprets & communicates info, processes info

w/computers

Systems (understands complex relationships) Understand systems, monitors & corrects performance, improves or designs systems

Technology (works with a variety of technologies) Selects technology, applies technology to task, maintains & troubleshoots equipment


6

Assessment

Flat, poor 3D, rich


7

Assessment in 3D Worlds: Elements


8

User avatar

NPC, chatbot

Programmable objectTextual, image interaction

Verbal interaction

Scenario

Assessment of Knowledge Question (presentation, prompt)

Response (template of correct responses, responses given)

Response processing (feedback, score)


9

Assessment of Knowledge: Question Visual panel (with text, image, or video)

Audio reproduction

Intelligent object

NPC stating question

NPCs interacting

Chatbot interacting with avatar

Complete performance


10

Assessment of Knowledge: Response Avatar responds (text or voice)

Avatar points to a place

Avatar moves to a place or zone

Avatar moves objects (arranges, orders, etc.)


11

Assessment of Knowledge: Resp. processing Same possibilities as with question, eg.

NPC(s) showing right response

Chatbot responding

Intelligent object transforming


12

Assessment of Skills Eg. Flight simulator

Same as with knowledge assessment, plus

Sequence of actions

Collaboration with with otheravatars, NPCs, and chatbots

Use of haptic interfaces (manual skills)

Augmented reality


13

Assessment of Competencies Work or study scenario

Limited use of resources(time, money, materials)

Role playing (with avatars or NPCs)

Everything can be monitored


14

Example: Learn Spanish in 3D Situated learning (Places in Madrid: Plaza Mayor, Museo del Prado, …)

Information in text, audio, graphicsin synchronous and asynchronous waysvia scenario, objects, andsynthetic characters or avatars

Students discover the samevocabulary and language patterns,but not all get the same information:Collaboration needed to get the complete picture


15


Example: Learn Spanish in 3D

Skills to be developed

R: Reading

W: Writing

L: Listening

S: Speaking

Tools used to promote them

R: information associated with3D objects included in the scenario

W: Interaction with NPCs

L: Pre-recorded conversations of NPCs, object reactions

S: Collaborative activitiesforce avatars to speak


16


Example: Industrial Revolution

Scene

Housing, food, clothing, and simulation of major inventions

NPCs reflecting how people lived and worked

Assessment Knowledge

Detection of anachronisms

Skills Collaborative (monitored) work

Competences Timed activities info search (object tagging) simulation of machines, …


17

Technical Decisions and Developments Avatar personalization:

Evolver 3D Avatar Generator

Better avatar manipulation:OSC Engine developed (SUN Spots)

Moving NPCs with Mobile phone: GPS Engine developed

Group and Roles:Group Management plug-in

Sequencing between activities: Teleporting with Portal Engine

Identification of objects with info: Scripting Engine modified

Stories: NPCs that tell stories when approached (student dependent)

Conversations: Chatbots engage in dialogues with students (AIML)


18


Conclusion 3D Virtual Worlds open the door to a new way of learning

Combination of real interaction with programmed one (NPCs, chatbots)

Everything is monitored: analyzable a posteriori or can influence experience

Synthetic worlds combined with mirror worlds

Appropriate for teaching and assessing knowledge, skills, and competences

Bloom’s dimensions: cognitive, affective, psychomotor


19


Present and Future Work Assessment (IMS QTI) for Wonderland

Learning Design (IMS LD) for Wonderland

Augmented Reality combining the real world with mirror worlds

Towards an extended Internet of Objects

New Interfaces (Sun SPOT, Wiimote, sensors, …)


20


IFIP WCC 2010, Brisbane, cdk

Education

Transcript of IFIP WCC 2010, Brisbane, cdk