Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34).
Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35.
Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events”
Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation, 1(1), 12. https://doi.org/10.1186/1743-0003-1-12
Henderson defined virtual reality as a “computer based, interactive, multisensory environment that occurs in real time”
Rubin, 2018, p. 28. Virtual reality is an 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it. ”artificialenvironment ” could mean just about anything. The photograph is an artificial environment of video game is an artificial environment a Pixar movie is an artificial environment the only thing that matters is that it’s not where are you physically are. p. 46 “VR is potentially going to become a direct interface to the subconscious”
p. 225 Virtual reality: the illusion of an all-enveloping artificial world, created by wearing an opaque display in front of your eyes.
From: https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/ : p. 10 “there is not universal agreement on the definitions of these terms or on the scope of these technologies. Also, all of these technologies currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms around 3D technology.” p. 11 Virtual reality means that the wearer is completely immersed in a computer simulation.
There is no necessary distinction between AR and VR; indeed, much research
on the subject is based on a conception of a “virtuality continuum” from entirely
real to entirely virtual, where AR lies somewhere between those ends of the
spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,” IEICE Transactions on Information Systems, vol. E77-D, no. 12 (1994); Steve Mann, “Through the Glass, Lightly,” IEEE Technology and Society Magazine 31, no. 3 (2012): 10–14.
++++++++++++++++++++++
Among a myriad of other definitions, Noor (2016) describes Virtual Reality (VR) as “a computer generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360-degree views of simulated worlds” (p. 34). Weiss and colleagues wrote that “Virtual reality typically refers to the use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear to be and feel similar to real-world objects and events.” Rubin takes a rather broad approach ascribing to VR: 1. artificial environment that’s 2. immersive enough to convince you that you are 3. actually inside it. (p. 28) and further asserts “VR is potentially going to become a direct interface to the subconscious” (p. 46). Most importantly, as Pomeranz (2018) asserts, “there is not universal agreement on the definitions of these terms or on the scope of these technologies. Also, all of these technologies currently exist in an active marketplace and, as in many rapidly changing markets, there is a tendency for companies to invent neologisms.” (p. 10)
Noor, Ahmed. 2016. “The Hololens Revolution.” Mechanical Engineering 138(10):30-35.
Rubin, P. (2018). Future Presence: How Virtual Reality Is Changing Human Connection, Intimacy, and the Limits of Ordinary Life (Illustrated edition). HarperOne.
Weiss, P. L., Rand, D., Katz, N., & Kizony, R. (2004). Video capture virtual reality as a flexible and effective rehabilitation tool. Journal of NeuroEngineering and Rehabilitation, 1(1), 12. https://doi.org/10.1186/1743-0003-1-12
360-degree video https://en.wikipedia.org/wiki/360-degree_video 360-degree videos, also known as immersive videos[1] or spherical videos,[2] are video recordings where a view in every direction is recorded at the same time, shot using an omnidirectional camera or a collection of cameras. During playback on normal flat display the viewer has control of the viewing direction like a panorama. It can also be played on a displays or projectors arranged in a sphere or some part of a sphere.360 Degree Video is an immersive video format consisting of a video – or series of images – mapped to a portion of a sphere that allows viewing in multiple directions from a fixed central point.
The mapping is usually carried out using equirectangular projection, where the horizontal coordinate is simply longitude, and the vertical coordinate is simply latitude, with no transformation or scaling applied. Other possible projections are Cube Map (that uses the six faces of a cube as the map shape), Equi-Angular Cubemap – EAC (detailed by Google in 2017 to distribute pixels as evenly as possible across the sphere so that the density of information is consistent, regardless of which direction the viewer is looking), and Pyramid (defined by Facebook in 2016).
This type of video content is typically viewable through a head-mounted display, mobile device, or personal computer and allows for three degrees of freedom (see section 4.2 for an explanation of the concept of degrees of freedom). https://xrsi.org/definition/360-degree-video
360 Degree Video is Not Virtual Reality https://www.theprimacy.com/blog/360-degree-video-is-not-virtual-reality/
“In layman’s terms, 360 means it surrounds you. 3D means it has depth, like looking at a landscape, you’ll notice that there are objects closer to you, and objects that are further away. An image can be 360 and not 3D, or 3D and not 360, but keep in mind the distinction.”
for more advanced definition of 360-degree videos and in conjunction with virtual experience (VX) and immersive reality in
Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (in press). ARLearn: augmented reality meets augmented virtuality [Special issue]. Journal of Universal Computer Science – Technolgy for learning across physical and virtual spaces.
Augmented reality (AR) and AR games offer a unique opportunity to
implement this core idea in linking real world situations and problems with learning
support. The theory of situated learning [Lave & Wenger, 90] is grounded on the
assumption that learners do not learn via the plain acquisition of knowledge but they
learn via the active participation in frameworks and social contexts with a specific
social engagement structure. Kolb’s learning cycle [Kolb, 84] and the concept of
experiential learning discusses
de Freitas stresses the importance of linking the
experiences made in a game, simulation or micro world with their application in real
world practices [de Freitas, 06]. [Brown & Cairns, 04] describe game immersion as a
continuum from engagement over engrossment to total immersion.
Despite the huge potential of immersive games to overcome the gap between the real
world and the educational context and the rising market for electronic games [PWC,
10], the use of technology-enhanced immersive games in education is still quite low.
The reasons for this are manyfold:
● high game development costs meet limited educational budgets [Westera et
al., 08]
● predefined games are hard to be integrated in the educational process
[Klopfer, Osterweil & Salen, 09]
● learner support in online games does not easily scale [Van Rosmalen et al.,
08]
● furthermore, game platforms up to now could not easily be integrated with
real world environments.
augmented reality browsers like Layar and Wikitude
first mashups for Google StreetView (called StreetLearn) and for mobile
devices which use the Android Google Maps API (called ARLearn). StreetLearn is
intended to provide an augmented virtuality environment on a Desktop, while mobile
devices are provided with an augmented reality experience through ARLearn. By
creating scripts, adding interactive elements and by introducing gamification
elements, we believe that we can increase the learner’s motivation and provide a
richer learning experience linking mobile augmented reality and augmented virtuality.
freely available tools and offers an open REST API. From the enduser
point of view, playing games is easy for users and requires no special knowledge.
Creating scripts requires no programming skills but does impose still technical
background as scripts are to be edited either in JSON or XML.
Presentation 1: Inspiring Faculty (+ Students) with Tales of Immersive Tech (Practitioner Presentation #106)
Authors: Nicholas Smerker
Immersive technologies – 360º video, virtual and augmented realities – are being discussed in many corners of higher education. For an instructor who is familiar with the terms, at least in passing, learning more about why they and their students should care can be challenging, at best. In order to create a font of inspiration, the IMEX Lab team within Teaching and Learning with Technology at Penn State devised its Get Inspired web resource. Building on a similar repository for making technology stories at the sister Maker Commons website, the IMEX Lab Get Inspired landing page invites faculty to discover real world examples of how cutting edge XR tools are being used every day. In addition to very approachable video content and a short summary calling out why our team chose the story, there are also instructional designer-developed Assignment Ideas that allow for quick deployment of exercises related to – though not always relying upon – the technologies highlighted in a given Get Inspired story.
Presentation 2: Lessons Learned from Over A Decade of Designing and Teaching Immersive VR in Higher Education Online Courses (Practitioner Presentation #101)
Authors: Eileen Oconnor
This presentation overviews the design and instruction in immersive virtual reality environments created by the author beginning with Second Life and progressing to open source venues. It will highlight the diversity of VR environment developed, the challenges that were overcome, and the accomplishment of students who created their own VR environments for K12, college and corporate settings. The instruction and design materials created to enable this 100% online master’s program accomplishment will be shared; an institute launched in 2018 for emerging technology study will be noted.
Presentation 3: Virtual Reality Student Teaching Experience: A Live, Remote Option for Learning Teaching Skills During Campus Closure and Social Distancing (Practitioner Presentation #110)
Summary: During the Coronavirus pandemic, Ithaca College teacher education majors needed a classroom of students in order to practice teaching and receive feedback, but the campus was closed, and gatherings forbidden. Students were unable to participate in live practice teaching required for their program. We developed a virtual reality pilot project to allow students to experiment in two third-party social VR programs, AltSpaceVR and Rumii. Social VR platforms allow a live, embodied experience that mimics in-person events to give students a more realistic, robust and synchronous teaching practice opportunity. We documented the process and lessons learned to inform, develop and scale next generation efforts.
Sunday, June 21 • 8:00am – 9:00am Escape the (Class)room games in OpenSim or Second Life FULLhttps://ilrn2020.sched.com/event/ceKP/escape-the-classroom-games-in-opensim-or-second-lifePre-registration for this tour is required as places are limited. Joining instructions will be emailed to registrants ahead of the scheduled tour time.The Guided Virtual Adventure tour will take you to EduNation in Second Life to experience an Escape room game. For one hour, a group of participants engage in voice communication and try to solve puzzles, riddles or conundrums and follow clues to eventually escape the space. These scenarios are designed for problem solving and negotiating language and are ideal for language education. They are fun and exciting and the clock ticking adds to game play.Tour guide(s)/leader(s): Philp Heike, let’s talk online sprl, Belgium
Presentation 1: Evaluating the impact of multimodal Collaborative Virtual Environments on user’s spatial knowledge and experience of gamified educational tasks (Full Paper #91)
Authors: Ioannis Doumanis and Daphne Economou
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Several research projects in spatial cognition have suggested Virtual Environments (VEs) as an effective way of facilitating mental map development of a physical space. In the study reported in this paper, we evaluated the effectiveness of multimodal real-time interaction in distilling understanding of the VE after completing gamified educational tasks. We also measure the impact of these design elements on the user’s experience of educational tasks. The VE used reassembles an art gallery and it was built using REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) a framework designed to enable multimodal communication on the Web. We compared the impact of REVERIE VG with an educational platform called Edu-Simulation for the same gamified educational tasks. We found that the multimodal VE had no impact on the ability of students to retain a mental model of the virtual space. However, we also found that students thought that it was easier to build a mental map of the virtual space in REVERIE VG. This means that using a multimodal CVE in a gamified educational experience does not benefit spatial performance, but also it does not cause distraction. The paper ends with future work and conclusions and suggestions for improving mental map construction and user experience in multimodal CVEs.
Presentation 2: A case study on student’s perception of the virtual game supported collaborative learning (Full Paper #42)
Authors: Xiuli Huang, Juhou He and Hongyan Wang
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The English education course in China aims to help students establish the English skills to enhance their international competitiveness. However, in traditional English classes, students often lack the linguistic environment to apply the English skills they learned in their textbook. Virtual reality (VR) technology can set up an immersive English language environment and then promote the learners to use English by presenting different collaborative communication tasks. In this paper, spherical video-based virtual reality technology was applied to build a linguistic environment and a collaborative learning strategy was adopted to promote their communication. Additionally, a mixed-methods research approach was used to analyze students’ achievement between a traditional classroom and a virtual reality supported collaborative classroom and their perception towards the two approaches. The experimental results revealed that the virtual reality supported collaborative classroom was able to enhance the students’ achievement. Moreover, by analyzing the interview, students’ attitudes towards the virtual reality supported collaborative class were reported and the use of language learning strategies in virtual reality supported collaborative class was represented. These findings could be valuable references for those who intend to create opportunities for students to collaborate and communicate in the target language in their classroom and then improve their language skills
Presentation 1: Reducing Cognitive Load through the Worked Example Effect within a Serious Game Environment (Full Paper #19)
Authors: Bernadette Spieler, Naomi Pfaff and Wolfgang Slany
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Novices often struggle to represent problems mentally; the unfamiliar process can exhaust their cognitive resources, creating frustration that deters them from learning. By improving novices’ mental representation of problems, worked examples improve both problem-solving skills and transfer performance. Programming requires both skills. In programming, it is not sufficient to simply understand how Stackoverflow examples work; programmers have to be able to adapt the principles and apply them to their own programs. This paper shows evidence in support of the theory that worked examples are the most efficient mode of instruction for novices. In the present study, 42 students were asked to solve the tutorial The Magic Word, a game especially for girls created with the Catrobat programming environment. While the experimental group was presented with a series of worked examples of code, the control groups were instructed through theoretical text examples. The final task was a transfer question. While the average score was not significantly better in the worked example condition, the fact that participants in this experimental group finished significantly faster than the control group suggests that their overall performance was better than that of their counterparts.
Presentation 2: A literature review of e-government services with gamification elements (Full Paper #56)
Authors: Ruth S. Contreras-Espinosa and Alejandro Blanco-M
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Nowadays several democracies are facing the growing problem of a breach in communication between its citizens and their political representatives, resulting in low citizen’s engagement in the participation of political decision making and on public consultations. Therefore, it is fundamental to generate a constructive relationship between both public administration and the citizens by solving its needs. This document contains a useful literature review of the gamification topic and e-government services. The documents contain a background of those concepts and conduct a selection and analysis of the different applications found. A set of three lines of research gaps are found with a potential impact on future studies.
Presentation 1: Connecting User Experience to Learning in an Evaluation of an Immersive, Interactive, Multimodal Augmented Reality Virtual Diorama in a Natural History Museum & the Importance of Story (Full Paper #51)
Authors: Maria Harrington
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Reported are the findings of user experience and learning outcomes from a July 2019 study of an immersive, interactive, multimodal augmented reality (AR) application, used in the context of a museum. The AR Perpetual Garden App is unique in creating an immersive multisensory experience of data. It allowed scientifically naïve visitors to walk into a virtual diorama constructed as a data visualization of a springtime woodland understory, and interact with multimodal information directly through their senses. The user interface comprised of two different AR data visualization scenarios reinforced with data based ambient bioacoustics, an audio story of the curator’s narrative, and interactive access to plant facts. While actual learning and dwell times were the same between the AR app and the control condition, the AR experience received higher ratings on perceived learning. The AR interface design features of “Story” and “Plant Info” showed significant correlations with actual learning outcomes, while “Ease of Use” and “3D Plants” showed significant correlations with perceived learning. As such, designers and developers of AR apps can generalize these findings to inform future designs.
Presentation 2: The Naturalist’s Workshop: Virtual Reality Interaction with a Natural Science Educational Collection (Short Paper #11)
Authors: Colin Patrick Keenan, Cynthia Lincoln, Adam Rogers, Victoria Gerson, Jack Wingo, Mikhael Vasquez-Kool and Richard L. Blanton
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For experiential educators who utilize or maintain physical collections, The Naturalist’s Workshop is an exemplar virtual reality platform to interact with digitized collections in an intuitive and playful way. The Naturalist’s Workshop is a purpose-developed application for the Oculus Quest standalone virtual reality headset for use by museum visitors on the floor of the North Carolina Museum of Natural Sciences under the supervision of a volunteer attendant. Within the application, museum visitors are seated at a virtual desk. Using their hand controllers and head-mounted display, they explore drawers containing botanical specimens and tools-of-the-trade of a naturalist. While exploring, the participant can receive new information about any specimen by dropping it into a virtual examination tray. 360-degree photography and three-dimensionally scanned specimens are used to allow user-motivated, immersive experience of botanical meta-data such as specimen collection coordinates.
Presentation 3: 360˚ Videos: Entry level Immersive Media for Libraries and Education (Practitioner Presentation #132)
Authors: Diane Michaud
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Within the continuum of XR Technologies, 360˚ videos are relatively easy to produce and need only an inexpensive mobile VR viewer to provide a sense of immersion. 360˚ videos present an opportunity to reveal “behind the scenes” spaces that are normally inaccessible to users of academic libraries. This can promote engagement with unique special collections and specific library services. In December 2019, with little previous experience, I led the production of a short 360˚video tour, a walk-through of our institution’s archives. This was a first attempt; there are plans to transform it into a more interactive, user-driven exploration. The beta version successfully generated interest, but the enhanced version will also help prepare uninitiated users for the process of examining unique archival documents and artefacts. This presentation will cover the lessons learned, and what we would do differently for our next immersive video production. Additionally, I will propose that the medium of 360˚ video is ideal for many institutions’ current or recent predicament with campuses shutdown due to the COVID-19 pandemic. Online or immersive 360˚ video can be used for virtual tours of libraries and/or other campus spaces. Virtual tours would retain their value beyond current campus shutdowns as there will always be prospective students and families who cannot easily make a trip to campus. These virtual tours would provide a welcome alternative as they eliminate the financial burden of travel and can be taken at any time.
Spatial is a startup that enables people to meet through augmented or virtual reality. It’s a little similar to the now defunct Facebook Spaces, except it has much broader support. You can use VR or mixed-reality headsets from a myriad of brands—from Microsoft’s HoloLens and Nreal’s Light to the Oculus Quest—as vehicles to meet in virtual spaces.
Spatial is announcing that it’s launching support for web browsers on desktops, Android, and iOS. Oh, and the platform is now completely free and open to everyone.
At our physical iLRN conferences, the first day of the conference (Sunday) is typically devoted to one or more guided social tours of local attractions in which attendees have the opportunity to socialize and get to know one another while immersing themselves in the sights and sounds of the host city and/or region. As this year’s conference will take place entirely online, we are instead offering the opportunity for attendees to sign up for small-group “Guided Virtual Adventure” tours of 50 minutes in duration to various social and collaborative XR/immersive environments and platforms.
Proposals are being sought for prospective Guided Virtual Adventure tour offerings on Sunday, June 21, 2020. Tour destinations may be:
– a third-party XR/immersive platform with which you are familiar (e.g., Altspace, Mozilla Hubs, Minecraft, World of Warcraft, Somnium Space, OrbusVR, Second Life);
– a specific virtual environment that you, your institution/organization, or someone else has developed within a third-party platform;
– a platform that you or your institution/organization has developed and/or specific environments within that platform.
There are no fees involved in offering a Guided Virtual Adventure tour; however, preference will be given to proposals that involve environments/platforms that are freely and openly accessible, and that are associated with nonprofit organizations and educational institutions. Where possible, it is strongly recommended that multiple offerings of the tour are made available throughout the day so as to cater for different time zones in which the 8,000+ iLRN 2020 event attendees will be based.
Companies wishing to offer Guided Virtual Adventure tours involving their commercial products and services may submit proposals for consideration, but the iLRN 2020 Organizing Committee reserves the right to, at its discretion, place limits on the number of tours of platforms/environments of a certain type or that address a particular target audience/application vertical. In doing so, they will prioritize companies that have purchased a sponsorship or exhibition package.
– Guided Virtual Adventure proposal submission deadline: May 18, 2020
– Notification of proposal review outcomes: May 21, 2020
– Presenter registration deadline: May 25, 2020
– Deadline for providing final participant instructions: June 1, 2020
– Guided Virtual Adventure Day: June 21, 2020
Other upcoming iLRN 2020 deadlines (see conference website for details):
– Immersive Learning Project Showcase & Competition – expressions of interest to participate due May 14, 2020 (deadline extended, no further extensions will be announced)
– Practitioner Stream oral and poster presentations – 1-2 page proposals, not for publication in proceedings, due May 18, 2020 (will not be extended)
– Workshops, Panel Sessions, and Special Sessions – 2-3 page proposals for publication in proceedings as extended-abstract descriptions of the sessions, due May 18, 2020 (will not be extended)
– Free registration deadline for non-presenter educators and students – May 23, 2020
XR Storytellers: Learners Making Immersive Stories
LIVE NOW
Thursday, May 7, 2020 from 1:30 PM to 2:30 PM (CDT)
PRESENTATION
Our team will share lessons learned in collaborating to create immersive experiences that accelerate STEM education. Find out how students achieve classroom learning objectives by designing AR experiences. Watch a demonstration of how an immersive scientific story is co-created by students and teachers in a virtual learning environment. Explore novel techniques for supporting learners to demonstrate understanding and share knowledge using spatial technologies and storytelling principles. We invite guests to share their questions and perspectives on the possibilities and limitations of XR storytelling to facilitate relational connections to curriculum and instruction.
PRESENTERS: Sarah Cassidy | Janelle LaVoie | Quincy Wang | Poh Tan
We are a team of VR learners from the University of Saskatchewan and Simon Fraser University in Canada. Our research explores innovative uses of immersive technology for STEM education and pro-social change.
For a limited time, free registration is being offered to faculty, students, and staff of educational institutions (including K-12 schools/districts, universities, colleges, museums, and libraries) who wish to attend but will NOT be presenting at the conference or publishing in the proceedings. To take advantage of this offer, you must register by April 19, 2020 using an email address associated with your educational institution:
No further Academic Full and Short paper submissions are being considered at this stage.
##### INTERESTED IN VOLUNTEERING OR REVIEWING? #####
A range of volunteer opportunities are available, including conference internships for undergraduate and graduate students. Some of the roles currently available include session chair/facilitator, moderator, audio-visual/technical support, virtual event greeter/usher, virtual event photographer, virtual event videographer/livestreamer, 2D artist / illustrator
Expressions of interest are also being solicited from scholars and practitioners wishing to join the iLRN 2020 Program Committee to peer review papers and proposals received in the late submission round (closing April 19, 2020). The late-round submissions will be no longer than 3 pages in length, and each Program Committee member will be asked to review no more than two submissions.
##### INTERESTED IN SPONSORING OR EXHIBITING? #####
A number of sponsorship and exhibition opportunities are available for organizations to:
– Meet and interact with key educational stakeholders
– Showcase their products and services
– Connect and collaborate with top researchers / scientists
– Build and strengthen customer / client relationships.
Packages range from US$500 for a basic virtual exhibit booth to US$15,000 for an exclusive Gold Sponsorship.
IM 690 lab plan for March 31, online: Virtual Worlds
If at any point you are lost in the virtual worlds, please consider talking/chatting using our IM 690 zoom link:https://minnstate.zoom.us/j/964455431 or call 320 308 3072
Readings: Currently, if you go to the SCSU online dbases
,if they are working at all, don’t be surprised when clicking on EBSCOhost Business Source Complete to see this msg:
and if you execute a search:
“AltSpaceVR” + “education”, you will find only meager 1+ results.
Google Scholar, naturally, will yield much greater number.
So, search and find an article of your interest using Google Scholar. I used “immersive learning” + “education” for my search.
I chose to read this article: https://journal.alt.ac.uk/index.php/rlt/article/view/2347/2657
since it addressed design principles when applying mixed reality in education. What article did you find/choose/read/are ready to share your analysis with?
Tuesday, March 31, 5PM lab
As usually, we will meet at this Zoom link: https://minnstate.zoom.us/j/964455431 All of us will be online and we will meet in the Zoom room. Please come 10 min earlier, so we can check our equipment and make sure everything works. Since we will be exploring online virtual worlds, please be prepared for technical issues, especially with microphones.
For this lab, please download and install on your computers the AltSpaceVR (ASVR) software: https://www.microsoft.com/en-us/p/altspacevr/9nvr7mn2fchq?activetab=pivot:overviewtab Please consider the impediment that Microsoft has made the 2D mode for PC available only for Windows. If you are a Mac user and don’t have PC available at home, please contact me directly for help.
In addition, pls have a link to the video tutorial; https://blog.stcloudstate.edu/ims/2020/03/13/im690-asvr-2d-tutorial/
pls be informed about MediaSpace issues of the last two weeks, which can result in poor rendering of the video. If issues persist and you still need help downloading and installing the software, contact me directly for help. Please do your best to have ASVR installed on your computer before the lab starts on Tues, March 31, 5PM, so we can use our time during the lab for much more fun activities!
Intro to ASVR.
Please watch this 5 min video anytime you feel a bit lost in ASVR
pls consider the issues with MediaSpace and be patient, if the video renders and/or does not play right away. The video is meant to help you learn how to navigate your avatar in ASVR.
the first 15-20 min in the lab, we will “meet” in ASVR, figure out how to work on our ASVR avatar, how to use the computer keyboard to move, communicate and have basic dexterity. We must learn to “make friends” with Mark Gill (ASVR name: MarkGill47), Dr. Park (ASVR name: dhk3600) and Dr. Miltenoff (ASVR name: Plamen), as well as with your class peers, who will be sharing their ASVR contact info in the Zoom Chat session. Once we learn this skills, we are ready to explore ASVR.
Mark Gill will “lead” us through several virtual worlds, which you will observe and assess from the point of view of an Instructional Designer and an educator (e.g. how these worlds can accommodate learning; what type of teaching do these virtual worlds offer, etc.)
Eventually, Mark Gill will bring us to the SCSU COSE space, created by him, where he will leave us to discuss.
Discussion in the COSE ASVR room
We will start our discussion with you sharing your analysis of the article you found in Google Scholar for today’s class (see above Readings). How do your findings from the article match your impressions from the tour across virtual worlds in ASVR? How does learning happen?
Final projects
the rest of the time in the lab will be allocated for work on your final projects.
Dr. Park and Dr. Miltenoff will work individually with your groups to assist with ideas, questions regarding your projects,
Katie Kelly, Program Owner at AltspaceVR. “I did a rough estimate and factoring in the travel time and CO2e estimates that would have been spent. This summit took about 9 thousand cars off the road for the week of the summit and saved attendees around 5 million miles of travel. So whether we’re combating a global outbreak, climate change or remote work – there’s a lot that AltspaceVR and other VR platforms can do to help.”
HTC is moving its annual Vive Ecosystem Conference (VEC) in China to a virtual world built by Engage, a product of Immersive VR Education.
The crisis has put new wind in the sails of the first virtual world, Second Life, which continues to thrive. “We are seeing increased interest in Second Life as it is a safe place for people and organizations to socialize and work during this time of great anxiety and social distancing,” said Ebbe Altberg, CEO of Linden Lab, which created and operates Second Life.
VictoryXR is an AR & VR school curriculum provider that also uses the Engage platform. They are now in the process of becoming accredited in Iowa and California to become an online virtual reality school (as opposed to a virtual school on a platform like Second Life, which is PC based).
Exp Realty is a virtual, cloud-based real estate brokerage founded nearly a decade ago, similar to Second Life. It is also optimized for PCs and laptops. The virtual real estate company has more than 27,000 agents who they log on to “eXp World.” The technology is provided by VirBELA, which also builds virtual tools for universities and virtual classes like Coursera.
Glue, based in Helsinki, Finland, today introduced significant upgrades to its virtual world platform, Glue Team Space. Team Space is immersive 3D environments optimized for teams of up to twenty people.
Spatial.io, a new remote conferencing system that works with every device and creates convincing avatars who can collaborate in the virtual space where participants can share whiteboards, post-its, videos and 3D models.
Click here to 