Why 3D, Games and Simulations Matter for Learning and Collaboration?
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Why 3D Matters for Learning And “Serious Games” Twitter:@kkapp Hashtag #lrn3d By Karl M. Kapp Bloomsburg University www.learningin3d.in fo
description
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.
Transcript of Why 3D, Games and Simulations Matter for Learning and Collaboration?
Why 3D Matters for LearningAnd “Serious Games”
Twitter:@kkappHashtag #lrn3d
By Karl M. KappBloomsburg University www.learningin3d.info
Google “Kapp Notes”
Agenda• Is the use of 3D avatars appropriate?• Do 3D graphics and interactions really make a
difference in how a learner interacts with content or other learners?
• Why a 2D environment is not as effective for serious games as a 3D environment?
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
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
Can an experience as an avatar change a person's real life perceptions?
If yes, how?If no, why not?
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
Mentor
Motivator
Expert
Are two avatars better than one?
Mentor
Motivator
Expert
Yes, two avatars are better than one.
Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115.
http://www.codebaby.com/showcase/elearning-showcase/
Three groups: Which is more likely to exercise
within the next 24 hours?
Group 1 watches an avatar that looks like them loitering
Group 2 watches an avatar that does not look like themselves exercising.
Group 3 watches an avatar that looks like themselves exercising.
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.
Learners are more influenced by an avatar of the same gender and same ethnicity/race with some interesting exceptions.
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
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.
Which builds more confidence for on the job application of learned
knowledge?
Class room instruction.
Simulation Game.
Simulation Game.
Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
20% higher.
Do simulations have to be entertaining to be educational?
NO
Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .
Flow in a 3D virtual world is impacted by three factors:
The skills available to tackle challenging tasks
The perception of interactivity in the virtual learning experience.
The degree of presence sensation perceived by students.
First Person View
Third Person View
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.
AdditionalObservations
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.
Human interaction around a task where peer-to-peer or group learning is enabled.
Interactivity (I) + Immersion (I) = Sustained Engagement (E)Results in meaningful learning.
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.
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• 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: [email protected]• Email: [email protected]
