Articles:Multimedia learning in Virtual Reality

From unthinkMedia

Virtual Reality is defined as "a set of images and sounds produced by a computer which seem to represent a place or a situation that a person can experience or take part in"

Contents

Features

  • can be explored in real-time
  • could interact with objects and events

In the educational sector they are known as Virtual Learning Environment (VLE)

Examples of software

  • Superscape
  • WorldTookit
  • Virtools

Hardware includes

"presence is necessary to support effective use of a virtual environment." (pg. 526)

  • Wrap around displays (CAVE)
  • Headmount

Note: I feel that presence and full immersion could be accomplished without the need for a head mount display.

Types

  • Single User virtual Environment (SVE)
  • Collaborative Virtual Environment (CVE)

Learning

Rizzo et al (2000, 2001) list a variety of learning opportunities with virtual environments.

  • Social Skills Rehearsal (Cobb, Beardon et al, 2002)
  • experimental learning (Bricken 1991; Dede, 1995; Winn, 1993)
  • Constructivist perspective (Neile, Brown, cobb, & Wilson, 1999)

Moshell and Hughes (2002)

  • constructivist
  • constructioninst
  • situated learning

Spacial Cognition

  • effective internal representation of space
  • cognitive mapping skills

Everyday life skills

  • social skills
  • shopping

Disabilities

May fit with eemio..

  • social interaction for ASDs ( http://www.virart.nott.ac.uk/asi/ )
  • transfer tested via interview regarding video
  • CVE not as successful because they need more scaffolding (Rutten et al., 2003)

affordances

  • believed that 3D immersive tech is more motivating then 2D (Loftin, Chen, 1999)
  • multisensory
  • Spacial ability may limit effectiveness.

limitation

  • learning requires guidance, feedback on actions, and collaboration
  • does not insure that they will learn
  • make connections to the real world
  • success may be mistaken for novelty

notes

  • design should be directer by pedagogy, not tech
  • should be a clear view of how the interaction supports learning
  • there needs to be a balance between realism, cognitive load and the technological limitations
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