Virtual Reality a joke or reality Crystal Gaudry

Virtual Reality a joke or reality? Crystal Gaudry, Tammie-Lyne Aubin, Collene Armstrong, Steffen Tweedle

Review of CMC Key Terms in CMC • Computer Mediated Communication (CMC) • Asynchronous Communication • Synchronous Communication (“real time” or “live”) • Electronic Mail Systems (which can be further classified as push or pull systems) • Threaded Discussion Forums (can also be classified as push or pull systems)

Types of Asynchronous CMC systems • Electronic Pen pals (interpersonal communication) • Individual and Cooperative Research Projects (gather and/or share information from and with on-line sources) • Electronic Mentoring (on-line subject matter experts) • Parallel Problem Solving (remote classes working on similar problem sets) • Electronic Field Trips (e. g. Virtual Field Trips via the WWW) • Group Development of Products (e. g. chain letters, stories, scripts, multimedia constructions) • Social Action Projects (e. g. peace projects, social issues)

Types of Synchronous CMC Systems a) Online Chat • plain text chat(one to one) • plain text chat (one or many to many) • audio chat (one to one) • audio chat (one to many) • ability to moderate, lead discussions through technological methods • shared whiteboards / multimedia capabilities

b) Multi-User Dimension (MUD) and Multi-Object Oriented (MOO) • living verbal environments - you can become anything you want (or not) • time consuming to up-keep (like mingling at a big wedding) • text only (telnet) and graphical/sound environments • band-width and technology constraints

c) Virtual Synchronous Classrooms • Centra System • Centra e. Meeting Trial Service • Vclass • Learn. Link

Virtual Environments and Virtual Reality Attributes of Virtual Environments: • Computer-generated representations of real or imaginary environments; Experienced as three-dimensional via a number of senses - visual, aural and/or tactile; • Objects within these environments are independent of the user and can display real world behavior; • The user or users have autonomous control - the freedom to navigate and interact with objects, using a number of different viewpoints; • Interaction occurs in real-time; and the users experience feelings of presence and/or immersion.

Why Virtual Reality in Education? VR makes it possible to: • Visualize and manipulate things that you cannot see in the real world • Take on different perspectives • Visualize 3 D concepts • Interact in real time • Explore dangerous situations • Present realistic or abstract scenarios • Promote different learning styles and teaching methods

Click on Pictures to Link to sites Educational Virtual Reality AS Interactive Project Additional Links: Virtual Reality Resources VR and Visualization - Alan Dix (Staffordshire University)

What is VR? • emulating the real world • making an electronic world seem real Interactive • not static 3 D images • not movies • moving within the world • manipulating objects in the world

In or out? • flight simulator ** in ** • desktop metaphor - folders, trash ** out ** • point and click adventure games ** ? **

Types of VR? Desktop VR • ordinary screen, mouse or keyboard control • polemouse, steering wheel, joystick Immersive VR • helmet/goggles, data glove • body suit, trampoline Physical world/VR mixes

VR Headsets • small TV screen for each eye • slightly different angles • 3 D effect

Betwixt the Two ‘sit upon’ games • motorbike (bike moves) • ski (wind, skis move, etc. ) • simple controls go within • virtual roller coaster • aircraft cockpit • ship’s bridge

Inside VR • scenes projected on walls • realistic environment • hydraulic rams! • real controls • other people

Applications simulate dangerous/expensive situations • command control, virtual tourism • practicing medical procedures, treatment of phobias see hidden real world features • virtual wind tunnel visualize complex information fun !!!

Engagement feeling part of the virtual world Engage the senses sight: • visual realism, 3 D effects: shadows, etc. sound: • surround sound, sub-seat woofers, etc. touch: • haptic and force feedback, and more…wind, … burning rubber!

Engage the body • realistic devices • movement in the environment • interaction and control of object • rapid feedback - more important than photo realism Collaborative virtual environments • virtual worlds • multi-participant • able to communicate (text, audio, video) • embodied - avatars

Pros and Cons Pros: • great leveler • anonymity - accountability? • hides disability (email even better). Cons: • no body language • limited communication • SAD !!!

Learning virtual universities • traditional distance learning + CD ROM, video • email, bulletin boards • IRC/TCQ/chat • Cu. See. Me, video conferencing • virtual worlds … virtual classroom [video]

Of real and virtual … augmented reality • video image on screen • computer tools • video of room/work in progress

Immersive Virtual Reality: A Short Introduction In immersive VR, the user becomes fully immersed in an artificial, threedimensional world that is completely generated by a computer. The head-mounted display (HMD) was the first device providing its wearer with an immersive experience. HMD houses two miniature display screens and an optical system that channels the images from the screens to the eyes, thereby, presenting a stereo view of a virtual world. A motion tracker continuously measures the position and orientation of the user's head and allows the image generating computer to adjust the scene representation to the current view. As a result, the viewer can look around and walk through the surrounding virtual environment.

A variety of input devices like data gloves, joysticks, and hand-held wands allow the user to navigate through a virtual environment and to interact with virtual objects. Directional sound, tactile and force feedback devices, voice recognition and other technologies are being employed to enrich the immersive experience and to create more "sensualized" interfaces.

Characteristics of Immersive VR The unique characteristics of immersive virtual reality can be summarized as follows: • Head-referenced viewing provides a natural interface for the navigation in three-dimensional space and allows for look-around, walk-around, and flythrough capabilities in virtual environments. • Stereoscopic viewing enhances the perception of depth and the sense of space. • The virtual world is presented in full scale and relates properly to the human size. • Realistic interactions with virtual objects via data glove and similar devices allow for manipulation, operation, and control of virtual worlds. • The convincing illusion of being fully immersed in an artificial world can be enhanced by auditory, haptic, and other non-visual technologies. • Networked applications allow for shared virtual environments

Virtual Tours: click here Research Link: click here BREAKOUT SESSION HERE

Nunavut Distributive Learning - past Baffin Divisional Board of Education more than 10 years ago invested in First Class BBS service to link all schools in the division. Apple Canada developed an Inuktitut font and manufactured syllabic and English keyboards. Provided lots of equipment and resources. CSILE (Computer Supported Intentional Learning Environments) functions as a “collaborative learning environment” and a communal database, with both text and graphics capabilities. This networked multimedia environment lets students generate “nodes” containing an idea or piece of information relevant to the topic understudy. Developed by OISE (Ontario Institute for Studies in Education).

Nunavut Distributive Learning - present Technical Issues - Bandwidth • Many communities do not have access to highspeed bandwidth. • Community access to the internet through libraries schools. • Federal government will be providing annex satellite access within the next 5 years. • Some schools setting up dial up server service for their community. • Current distance education program paper based Alberta correspondence.

Nunavut Distributive Learning - student base Student Profile • English as a second language • Visual and tactile predominant learning style. • Experience working electronically in both languages.

Nunavut Distributive Learning - environment Challenges • Multiple stakeholders involved in any learning project some of which do not speak English • Community and Elder participation and approval required • Communication, Language and translation issues • Stakeholders and developers are spread across great distances. • Technical issues of sharing files, information and working with materials in another language.

Nunavut Distributive Learning - current projects Grade 2 Inuktitut Grammar Games • Inuktitut is the primary language of instruction for elementary students. • This interactive program supports the grade 2 Inuktitut language curriculum focusing on the final syllabics of words. • Delivery system will be interactive website and stand alone CD-ROM for both windows and Mac. • Working with curriculum developers and Elders from Nunavut Department of Education.

Grade 2 Inuktitut Grammar Games - Introduction Inuktitut audio support

Grade 2 Inuktitut Grammar Games - Inuksuk Guide Animated Inuksuk is the guide and teacher for the course.

Grade 2 Inuktitut Grammar Games - Units Course contains three units each with a story and lesson.

Grade 2 Inuktitut Grammar Games - Elder Story The unit story contains the vocabulary which will be used in the lesson

Grade 2 Inuktitut Grammar Games - Grammar Lesson The lesson include animation and audio support.

Grade 2 Inuktitut Grammar Games - Activity The activity offers the student an opportunity for self evaluation. Teachers will also provide worksheets based on these characters for additional support.

Grade 8 - Social Studies Interactive CD-ROM/website This project will be produced as a stand alone course in both English and Inuktitut. It can be distributed through the web when high bandwidth becomes available.

Nunavut Distributive Learning - future The Nunavut Department of Education is committed to developing online and CD-ROM based curriculum materials in both English and Inuktitut. These project need to be expanded to include more than one dialect of Inuktitut. There are presently at least three dialects used in the different regions. Distribution will become easier as access becomes reality.