10 09-07 becoming virtual
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Becoming virtual: prerequisites to learning in virtual worlds
Mark Childs13th Sept 2010
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Preamble 1: Teaching approaches
• Associative – we can look around and observe, take in information from models, objects, notecards.
• Cognitive – exploring, creating, making sense of spaces and events and integrating experiences into prior knowledge.
• Situative – co-creating knowledge through discussion, exchange of ideas.
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Preamble 2: Presence
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Preamble 3: Bodies
Body image/body project Body schema
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“for some, bodies can become conscious ‘body projects’ to manipulate this means of
representing identity to others” – Phoenix
“body schema is for action and body image is for identification’’ – de Vignemont
What bodies mean
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Findings - quantitative
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Qualitative findings: associative
• At first, students have to focus on software.• Can answer questions that constitute a
“window at” technology (hypermediacy).• After an hour or two, students acquire enough
competence at operating software. • Can answer factual questions about spaces
that constitute a “window through” technology (immediacy).
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More findings - situative
• Students engaged in social constructivist activities, such as discussions, identity formation tend to:– Value social presence.– Use avatars as identifiers.– Prioritise avatar design even above navigation.– Feel exposed to peers and particularly non-
classmates.
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Qualitative findings: cognitive
Experiential learning, field trips, etc.• At an early stage students could not answer
“what does this space feel like?”• Also could not answer questions on what
could be inferred about communities from the spaces.
• The former can take weeks or months.• The latter years, maybe never.
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What’s going on?
The interpretation of these data is:• To purely communicate information, IVWs can
be treated as just a piece of software.• For more complex activities, IVWs need to be
learned as a world, and avatars as bodies, as in the physical world.
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Virtual body image
• Used as a basis for social interaction.• Needs to be designed, personalised,
recognisable, aligned to identity.• Situative learning activities need to be
preceded by:– Time designing the look.– Shopping.
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Virtual body schema
• Given enough time spent inworld, virtual body becomes mapped to body schema, technology “disappears into the architecture of the body”.– Proprioception (Rowe). – Appropriation (Littleton et al).– Approprioception (me).
• Around the same time students report “feeling the atmosphere of the space”.
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A link?
• Embodied cognition.• “Cognitive processes are deeply rooted in the
body’s interactions with the world” – Wilson.• For cognition in virtual worlds to be effective :.
need to establish virtual body schema.
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Bodies defined by acting
• Interaction is not what the objects do, it’s what the avatars do
• Experiential activities need to be preceded by a long time:– Acting inworld / interacting with spaces– Locations that have an emotional resonance
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A FRAMEWORK FOR ENGAGEMENT
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Contact
• [email protected]• SL: Gann McGann• Portfolio at http://go.warwick.ac.uk/edrfap/• Thesis available on request
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ReferencesSlide 2Mayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models
and theories: JISC e-learning models desk study, JISC
Slide 8Childs, M. (2010) A conceptual framework for mediated environments,
Educational Research 52, 2, June 2010, 197–213
Slide 10Phoenix, A. (2007) Identities and diversities, in D. Miell, A. Phoenix and K.
Thomas (eds) DSE212 Mapping Psychology Book 1, The Open Universityde Vignemont, F. (2007). Habeas corpus: The sense of ownership of one’s
own body. Mind and Language, 22(4), 427–449.
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ReferencesSlide 12Dobson, S. (2009) Remediation. Understanding New Media: Revisiting a Classic,
Seminar.net - International journal of media, technology and lifelong learning, 5 (2)
Slide 17Littleton, K., Toates, F. and Braisby, N. (2007) Three Approaches to Learning, in
D. Miell, A. Phoenix and K. Thomas (Eds.) DSE212 Mapping Psychology Book 1, The OU
Murray, D.C. and Sixsmith, J. (1999) The Corporeal Body in Virtual Reality, Ethos, 27 (3) Body, Self, and Technology (Sep., 1999), 315-343
Slide 18Wilson, M. (2002) Six views of embodied cognition, Psychonomic Bulletin &
Review 2002, 9 (4), 625-636