Mitigating Negative Learning in Immersive Spaces and Simulations

The growing popularization of immersive virtual spaces and simulations has enhanced the ability to “model” various environments, scenarios, decision-making contexts, and experiential learning for a variety of fields. With these subliminal semi-experiential affordances have also come some challenges. Foremost is the challenge of designing virtual experiential learning that does not result in “negative learning.” Negative learning involves unintended messages which lead to learners with illogical or inaccurate perceptions about reality. Negative learning may be subtle; it may exist at an unconscious or subconscious level; it may be biasing even without learner awareness. This chapter addresses some of the risks of negative learning in immersive spaces and simulations and proposes some pedagogical design, facilitation, and learner empowerment strategies to address negative learning—to increase confidence and assurance in the immersions.

Signing Avatars

The chapter focuses on signing avatars and their potential to improve deaf education. In sections 1 and 2, the authors give an overview of what signing avatars are and the benefits of using animated characters for deaf education. In section 3, they explain how signing avatars are created. In particular, in subsection 3.1, they describe different types of 3D models and skeletal deformation systems, and in subsection 3.2 the authors discuss a variety of methods used to animate manual and non-manual signs. In section 4 they report the state of the art in signing avatars’ research and development and we discuss existing limitations and future trends. Section 5 includes a case study on the production of the signing avatars for SMILE™ and Mathsigner™ Conclusive remarks are presented in section 6.

A Computational Model of Non-Visual Spatial Learning

A computational model of non-visual spatial learning through virtual learning environment (VLE) is presented in this chapter. The inspiration has come from Landmark-Route-Survey (LRS) theory (Siegel & White, 1975), the most accepted theory of spatial learning. An attempt has been made to combine the findings and methods from several disciplines including cognitive psychology, behavioral science and computer science (specifically virtual reality (VR) technology). The study of influencing factors on spatial learning and the potential of using cognitive maps in the modeling of spatial learning are described. Motivation to use VLE and its characteristics are also described briefly. Different types of locomotion interface to VLE with their constraints and benefits are discussed briefly. The authors believe that by incorporating perspectives from cognitive and experimental psychology to computer science, this chapter will appeal to a wide range of audience - particularly computer engineers concerned with assistive technologies; professionals interested in virtual environments, including computer engineers, architect, city-planner, cartographer, high-tech artists, and mobility trainer; and psychologists involved in the study of spatial cognition, cognitive behaviour, and human-computer interfaces.

Crouching Tangents, Hidden Danger

In this chapter, the authors examine different types of serious games for healthcare education and pose some hard questions about what they know and do not know about their effectiveness. As part of our analysis, the authors explore general aspects of the use of educational simulations as teaching-learning-assessment tools, but try to tease out how to study the potential such tools might have for leading students toward developing misconceptions. Being powerful instruments with the potential of enhancing healthcare education in extraordinary ways, serious games and simulations have the possibility of improving students’ learning and skills outcomes.Their contribution is an overview of current education technologies related to serious games and simulations with a perspective of potential development of misconceptions in the healthcare education community, with a special focus on millennial students. In addition, the authors provide insight on evidence-based learning and give a perspective of future trends.

Capitalizing on Immersive Persistence as an Emergent Design Concept (A Position Paper)

In their evolution, virtual worlds have become more persistent. Their three-dimensional (3D) objects are more easily ported and interoperable between 3D repositories and may eventually be portable between synthetic world systems. If trend-lines continue, these synthetic spaces will become more integrated into the fabric of virtual learning and research, community-building, socializing, and digital information archival. Their continuity-in-time adds fresh capabilities for learning (human actualization, long-term virtual collaborations), digital resource protection (digital artifact preservation, long-term and evolving simulations, virtual ecologies), human relationship management (customer relationship management and branding, digital governance), and information exchange and management (international exchanges, and immersive long-term 3D libraries and knowledge structures). However, this immersive persistence must be balanced against the needs of temporality, transience, and forgetting.

Unpacking Strong versus Weak Presence in Second Life Enactive Role Play

This chapter focuses on investigating participants’ presence in Second Life among students in enactive role play. The interest in the study is on the nature of participant interaction and construction of discourse moves which reflect the nature and extent of their presence (identified as ‘strong’ or ‘weak’) in the virtual world. The chapter examines the key concept of presence and its association with related concepts of engagement and identity against the sociocultural approach to learning and functional linguistic theory which provide the theoretical underpinnings and frame the research focus of this study. A review of related studies in the field follows after which background information on the context of the study is provided. The method of analysis is explained after which an analysis and a discussion of findings are presented. The chapter closes with highlighting the pertinent pedagogical implications of virtual enactive role play in 3D immersive spaces for learning.

JavaMOO Virtual Cells for Science Learning

One of the World Wide Web Instructional Committee (WWWIC) at North Dakota State University’s (NDSU) long running projects is the Virtual Cell, a desktop immersive virtual environment developed for biology education. The focus of the content in the Virtual Cell is cellular biology, and the underlying focus of the content modules is the scientific method and analytical reasoning. However, the technical challenges encountered during the course of the project include designing deployable server architectures, designing robust simulations, and developing high quality animations without losing interactivity.

Legal and Ethical Aspects of Teaching in Selected Social Virtual Worlds

Topics discussed in this chapter include Generations Y and Z and their acceptance of virtual reality, the increase in the number of virtual worlds, gaming virtual worlds, and the social virtual worlds for educators selected for inclusion in this discussion. Open source virtual world platform portability issues are discussed in connection with the acquisition, development, and control of virtual property. The line between “play spaces” and real life is discussed in terms of the application of the “magic circle” test to teaching in virtual worlds with a real-money based virtual currency system, as well as how faculty can reduce student legal and ethical problems. Virtual world law is examined in light of the terms of service (TOS) and end-user license agreements (EULAs), the concept of virtual property, community standards/behavioral guidelines, safety/privacy statements, intellectual property and copyright. Ethical aspects of teaching in virtual worlds include a definition and analysis of griefing/abuse, harassment, false identity, and ways that each world handles these problems. Whyville, SmallWorlds, and Second Life are examined in terms of legal and ethical aspects Research findings and legal and ethical teaching guidelines are presented for those teaching courses using virtual worlds, with special considerations for teaching in Second Life. These topics are for informational purposes, only. Instructors should seek competent legal counsel.

Scaffolding Discovery Learning In 3D Virtual Environments

This chapter examines the importance of and possibilities for providing learner support and scaffolding in 3D virtual learning environments designed to promote and encourage learner exploration and discovery. The chapter begins with an overview of the need for scaffolding in discovery learning, before discussing scaffolding in technology-mediated learning environments. A framework is presented for understanding the types of scaffolding that can be provided in such environments. Using a case study based on the design of a 3D Virtual Chemistry Laboratory, examples illustrating the way each category of scaffolding within the framework could be provided within a 3D virtual environment are presented. The chapter concludes with coverage of the key considerations in designing scaffolded 3D virtual environments, as well as some of the important issues in adapting the concepts of scaffolding from face-to-face to technology-mediated environments.

Immersive Language Learning in Collaborative Virtual Environments

This chapter explores the role of collaborative virtual environments (CVE) in the language learning immersion experience. Despite the lack of strong empirical evidence, CVE assisted language learning has become an interesting point in recent research on technology-supported language learning. The current work reviews specific issues in the context of CVE assisted language learning: (a) current research, theory and practice; (b) virtual reality assisted language learning; (c) link between CVEs and Web 2.0.