Dr. Brian M. Slator, Computer Science Department North Dakota State University .

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Immersive Part based Situations for Training . Dr. Brian M. Slator, Software engineering Division North Dakota State College. NDSU WWWIC Internet Instructional Board of trustees. Paul Juell Donald Schwert Phillip McClean Brian Slator Bernhardt Saini-Eidukat Alan White
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Immersive Role-based Environments for Education Dr. Brian M. Slator, Computer Science Department North Dakota State University

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NDSU WWWIC World Wide Web Instructional Committee Paul Juell Donald Schwert Phillip McClean Brian Slator Bernhardt Saini-Eidukat Alan White Jeff Clark WWWIC workforce upheld by extensive groups of undergrad and graduate understudies. WWWIC\'s virtual universes investigate upheld by NSF concedes DUE-9752548, EAR-9809761, DUE-9981094, ITR-0086142 and EPSCoR 99-77788

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Educational Role-playing Games "Learning-by-doing" Experiences MultiUser Exploration Spatially-situated virtual universes Practical arranging and basic leadership

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Educational Role-playing Games "Learning-by-doing" Experiences Problem tackling Scientific strategy Real-world substance Mature considering

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Balancing Pedagogy with Play Games have the ability to lock in! • Powerful components for guideline • Illustrate genuine substance and structure • Promote key development ("learning not the law, but rather figuring out how to take on a similar mindset as a legal advisor")

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Design Main Principles Efforts Game-like * Learning Spatially oriented Environments Goal-oriented * Software Immersive Agents Role-based * Assessment Exploratory * Development Self-paced Tools Multi-user * Learning Styles Learn-by-doing * Support Systems

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Technical Approach • Networked, web based, customer server recreation • UNIX-based MOO (Multi-User Dungeon, Object Oriented) • Java-based customers (content form - telnet based; graphical variants)

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The Projects The Geology Explorer The Virtual Cell Dollar Bay Like-a-Fishhook Village Digital Archive for Archeology Others

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The Geology Explorer

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• Similar to Earth, yet inverse the Sun •You are a Geologist and you "arrive" on Oit to embrace investigation •Authentic Geoscience objectives - e.g., to find, recognize, and report important minerals Planet Oit

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The Virtual Cell

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Work in Progress

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1869 Town of Blackwood built up. 1880 Spring: start verifiable reenactment. 1881 Fall: Railroad Arrives. 1882 Silver is found in the slopes. 1885 Nov-Dec: the Great White Ruin starts. 1886 Spring: Flood, Blackwood recreation closes.

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Virtual Archeologist An immersive multi-client 3D virtual condition that loyally replicates an archeological webpage, Fort Berthold/Like-A-Fishhook Village (FB/LF), which underpins: investigation of a spatially arranged, real virtual world; handy, field-based basic leadership; basic intuition for logical critical thinking; and time-travel

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Immersive Virtual Environments Simulated condition utilizing LambdaMOO (enCore form 3.0, UT Dallas, Haynes & Holmevik) Multiple interface(s) to the SAME reenactment Hosted on the web, program open Multi-client, inserted objects, spatial route Implemented support for "story focuses" (for implanted chronicled or potentially anecdotal account) Support humanities understudy composing venture

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Agents are required: 1. Climate Agents give "shading", diversion and action 2. Foundation Agents contribute in "important" approaches to amusement play 3. Mentoring Agents "over the shoulder" checking and remediation

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Tutors are Needed In Virtual Environments: Students can join from any remote area They can sign in whenever of day or night Human coaches can\'t be accessible at all circumstances to help Students can get to be distinctly debilitated or "lost" on the planet and not know why

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Assessment Qualitative Rejects the idea of institutionalized numerous decision tests Pre-amusement account based study • short critical thinking stories • understudies record their impressions and inquiries Similar post-diversion review with various however closely resembling situations Surveys examined for development in critical thinking

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Assessment by Scenarios Assess PC proficiency PreTest: Present situation, understudies propose game-plan or solution Engage in learning experience Control versus Virtual PostTest: Present comparative situation, student reaction Analysis of evaluation information

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The Geology Explorer: Assessment Protocol Pre-course Assessment: 400+ understudies Example: Fall, 1998 Computer Literacy Assessment: (244 volunteers) Divide by Computer Literacy and Geology Lab Experience Non-Participant Control Group: (150 understudies, approx.) Geology Explorer Treatment Group: (122 understudies) Geomagnetic (Alternative) Group: (122 understudies) Completed (78 understudies) Non-finished (44 understudies) Completed (95 understudies) Non-finished (27 understudies) Post-course Assessment: 368 understudies

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A specimen situation: Manitoba Fishing You are in northern Manitoba on an angling trip. Angling has been great. At first light upon the arrival of your takeoff, you slice crosswise over nation to a remote cove and have all the more good fortunes: you get your utmost of walleye. In transit back to the hotel, you discover a substantial, greenery secured shake on the shoreline, flipping it over. Looking down, you see the underside of the stone sparkling with a splendid metallic yellow. You get the stone and drag it back to the cabin. At the air terminal gear registration, the things operator takes note of that you are 20 kg overweight . . . . . . precisely the heaviness of the stone that you found. He says, "It\'s alright to ship shakes back to the States, eh, however at $15 per kilogram, eh, will owe $300!" As a geologist, what do you do? It would be ideal if you react to the accompanying: 1. List the inquiries you would ask yourself, giving purposes for asking those specific inquiries: 2. List the variables that you would consider in settling on your official choice:

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Scoring convention for situation appraisal. 1) General Problem Solving: 60 focuses Scoring comprised of three segments worth 20 focuses each. With 60 focuses conceivable this class is weighted most astounding in light of the fact that it manages understudies\' capacity to approach, control, and make determinations on an issue logically. The three segments included: * Form Hypothesis: 0-20 focuses in view of the quality of inquiries and procedures for explaining the situation. Theories were judged on how well they fit the issue and their testability * Making particular tests: focuses granted for posting demonstrative tests on the accompanying scale. Focuses were exacerbated with a greatest of 20: • 8 focuses for first right test • 7 focuses for second right test • 5 focuses for third right test • 3 focuses for naming a test unacceptable for the circumstance * Conclusions in light of proof/hypothesis: 0-20 focuses in view of the quality and thinking of conclusions 2) Specific Information: 25-30 focuses Divided into a few components every worth five or ten (most imperative to taking care of issue) focuses. Naming a test was given 2/5 credit while giving real mineral properties was given full kudos for the component, (for example, "quartz ought to scratch glass, however not precious stone"). Cases of components are: hardness, cleavage, taste, soluability. 3) Expert Knowledge: 5-10 focuses Points granted in this class were for other master geologic or particular learning. Focuses depended on the value of the data in settling the issue. Cases of helpful learning getting focuses in this class are knowing: • the estimation of gold per ounce • areas where precious stones are discovered • nearness of antiquities in particular districts

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Good reaction (scores: 70-75 focuses) If this transpired I would take note of that the stone is overwhelming so it could be gold. I would then attempt and press something hard into the stone since I know strong gold has a delicate surface. In the event that I couldn\'t choose whether or not it was gold I would bring it some place that I could discover for beyond any doubt like a geologist that could bail me out. I don\'t think I would pay $360 for the stone unless I was totally positive. Poor reaction (scores: 0-30 focuses)      I would most likely do some exploration to discover what sort of shake it is. On the off chance that it is an extremely profitable shake, I would pay the $360. Else, I would most likely dispose of it. In the event that I didn\'t have room schedule-wise to do investigate I would have it sent to me via mail. I would ponder what sort of shake it was. I would concentrate the attributes and find them in my geography book. I would for beyond any doubt settle on keen choices on how I could keep it in my ownership.

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Mean Post-Intervention Scenario Scores for 1998 Geology Explorer - NDSU Physical Geology Students Grader Grader Grader Group No. One Two Three Alternate 95 29.3a 27.0a 42.6a Control 195 25.1a 25.5a 44.5a Planet Oit 78 40.5b 35.4b 53.4b Within any section, any two means took after by a similar letter are not essentially unique at P=0.05 utilizing Duncan\'s numerous range mean detachment test.

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Learning Style Patterns we saw: systematic approach: visit reference to on-line help, leading arrangements of examinations, deliberative: many analyses design coordinating methodology: investigating far and wide looking for their objectives: numerous developments "savage compel" approach: essentially going to a great many locations and recognizing everything: many reports

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Learning Style An extensive variety of methodologies are upheld Questions: Are a portion of the "example matchers" truly "inquisitive wayfarers? Is there such an incredible concept as TOO much experimentation? Will programming guides impact what we\'re seeing? By what means can the amusement empower a more scientific approach? Are understudies "gaming" the framework?

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Advantages of Virtual Worlds Collapse virtual time and separation Allow physical or handy impossibilities Participate from anyplace Interact with different clients, virtual artifacts, and programming specialists Multi-client coordinated efforts and competitive play .:tslid

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