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Transcript of Dr. Brian M. Slator, Computer Science Department North Dakota State University Virtual Worlds for...
Dr. Brian M. Slator, Computer Science DepartmentNorth Dakota State University
Virtual Worlds for Education
NDSU WWWICNDSU WWWICWorld Wide Web Instructional CommitteeWorld Wide Web Instructional Committee
WWWIC’s virtual worlds research supported by NSF grants DUE-9752548, EAR-9809761, DUE-9981094,
ITR-0086142 and EPSCoR 99-77788
WWWIC faculty supported by large teams of WWWIC faculty supported by large teams of undergraduate and graduate students.undergraduate and graduate students.
Paul Juell
Donald SchwertPhillip McClean
Brian SlatorBernhardt Saini-Eidukat
Alan WhiteJeff Clark
MultiUserMultiUser
Exploration Exploration
Spatially-oriented virtual worldsSpatially-oriented virtual worlds
Practical planning and decision Practical planning and decision
makingmaking
Educational Role-playing Games
“Learning-by-doing” Experiences
Educational Role-playing Games
“Learning-by-doing” Experiences
Problem solvingProblem solving
Scientific methodScientific method
Real-world contentReal-world content
Mature thinkingMature thinking
Balancing Pedagogy with
Play
Games have the capacity to engage!
• Powerful mechanisms for instruction
• Illustrate real-world content and structure
• Promote strategic maturity (“learning not the law, but learning to think like a lawyer”)
Technical Approach
• Networked, internet based, client-server simulation
• UNIX-based MOO (Multi-User Dungeon, Object Oriented)
• Java-based clients (text version - telnet based; graphical versions)
The Projects
The Virtual CellThe Virtual CellDollar BayDollar Bay
Like-a-Fish hook VillageLike-a-Fish hook Village
Digital Archive for ArchaeologyDigital Archive for Archaeology
OthersOthers
The Geology ExplorerThe Geology Explorer
The Geology Explorer
• Similar to Earth, but opposite the Sun
•You are a Geologist and you “land” on Oit to undertake exploration
•Authentic Geoscience goals - e.g., to locate, identify, and report valuable minerals
Planet Oit
~50 places: desert, cutbank, cave, etc.
~100 different rocks and minerals
~15 field instruments: rock pick, acid bottle, magnet, etc.
~Software Tutors: agents for equipment, exploration, and deduction
Planet OitThe simulation
Maps of Planet OitMaps of Planet Oit
Virtual Field InstrumentsVirtual Field Instruments
Recent Advances
·New Modules:·Hydrology·Interpretation
·Expanded Graphical Client
·Redesign planet: sophisticated geologic map + tectonic setting.
The Virtual Cell
The Cell: Rendered in the Virtual Reality Modeling Language (VRML)
You are a Biologist who can “fly around” inside the cell.
You are assigned goals which range from “identify the nucleus” early to “synthesize ATP” later.
You set up experiments (for example, a chlorophyll assay)
Experimentation – bring samples back to the lab
Students can join from any remote Students can join from any remote location location
They can log in at any time of day They can log in at any time of day or nightor night
Human tutors cannot be available Human tutors cannot be available at all times to helpat all times to help
Students can become discouraged Students can become discouraged or “lost” in the world and not know or “lost” in the world and not know whywhy
In Virtual Environments:In Virtual Environments:
Tutors Tutors areare Needed Needed
Information is readily available Information is readily available
The simulation can track actionsThe simulation can track actions
The simulation can generate warnings The simulation can generate warnings and explanationsand explanations
Tutor “visits” are triggered by user Tutor “visits” are triggered by user actionaction
In Virtual Environments:In Virtual Environments:
Tutors Tutors areare Needed Needed
Student interact with the intelligent Student interact with the intelligent tutoring agenttutoring agent
Students can ignore advice and carry Students can ignore advice and carry on at their own riskon at their own risk
In Virtual Environments:In Virtual Environments:
Tutors Tutors areare Needed Needed
• Intelligent Software Tutoring Agents. (example: Diagnostic Tutors)
• 1. Equipment tutor• 2. Exploration tutor • 3. Science tutor • Detects when a student makes a wrong
guess and why (i.e. what evidence they are lacking); or when a student makes a correct guess with insufficient evidence (i.e. a lucky guess)
Tutoring is Done by:Tutoring is Done by:
Rejects the notion of standardized multiple choice tests
Pre-game narrative-based survey• short problem-solving stories • students record their impressions and questions
Similar post-game survey with different but analogous scenarios
Surveys analyzed for improvement in problem-solving
Assessment
Qualitative
The Geology Explorer:The Geology Explorer:Assessment ProtocolAssessment Protocol
Pre-course Assessment:Pre-course Assessment:400+ students400+ students
Computer Literacy Assessment:Computer Literacy Assessment:(244 volunteers)(244 volunteers)
Divide by Computer Literacy Divide by Computer Literacy and Geology Lab Experienceand Geology Lab Experience
Geomagnetic Geomagnetic (Alternative)(Alternative) Group: Group:
(122 students)(122 students)
Geology Explorer Geology Explorer TreatmentTreatment Group: Group:
(122 students)(122 students)
Non-Participant Non-Participant Control Control Group:Group:
(150 students, approx.)(150 students, approx.)
CompletedCompleted(78 students)(78 students)
Non-Non-completedcompleted(44 students)(44 students)
CompletedCompleted(95 students)(95 students)
Non-Non-completedcompleted(27 students)(27 students)
Post-course Assessment:Post-course Assessment:368 students368 students
Example: Fall, 1998Example: Fall, 1998
Mean Post-Intervention Scenario Scores for 1998 Geology Explorer - NDSU Physical Geology Students
Grader Grader GraderGroup No. One Two ThreeAlternate 95 29.3a 27.0a 42.6aControl 195 25.1a 25.5a 44.5aPlanet Oit 78 40.5b 35.4b 53.4b
Within any column, any two means Within any column, any two means followed by the same letter are not followed by the same letter are not significantly different at P=0.05 using significantly different at P=0.05 using Duncan’s multiple range mean separation Duncan’s multiple range mean separation test. test.
Mean Post-Intervention Scenario Scores
Module:Group No. Organelle ID Cellular Resp.Alternate 94 19.7b 13.7bControl 145 17.4a 10.6aVcell 93 22.7c 17.3c
Within any column, any two means Within any column, any two means followed by the same letter are not followed by the same letter are not significantly different at P=0.05 using the significantly different at P=0.05 using the LSD mean separation test. LSD mean separation test.
Teaching Principles
• Game-likeGame-like• Spatially orientedSpatially oriented• Goal-orientatedGoal-orientated• ImmersiveImmersive• Role-basedRole-based• ExploratoryExploratory• InteractiveInteractive• Multi-userMulti-user• Teach through learn-by-doing techniquesTeach through learn-by-doing techniques
Advantages of Virtual Worlds
• Collapse virtual time and distanceCollapse virtual time and distance• Allow physical or practical Allow physical or practical
impossibilitiesimpossibilities• Participate from anywhereParticipate from anywhere• Interact with other users, virtual Interact with other users, virtual
artifacts, and software agentsartifacts, and software agents• Multi-user collaborations and Multi-user collaborations and
competitive playcompetitive play
To visit WWWIC Projects:www.ndsu.edu/wwwicwww.ndsu.edu/wwwic
Choose the project you want to view from the list at Choose the project you want to view from the list at the leftthe left
DANA is intended to be a cross-platform information retrieval system for web-based multimedia utilized in anthropological research.
Ultimately, the goal of the DANA project is to create a network of distributed, federated databases containing research quality digitized 3D models, photographs, and video of archaeological and cultural data.
To the user seeking to access a broad variety of data, the client application will seem as though it is a user-friendly interface to a single online database. In actually, the user will be conducting searchers across a wide variety of databases located across the globe.
Digital Archive Network for Anthropology (DANA)
DANA is a recent advance!
DANA Fact Sheet
Though further research is required to implement the distributed, federated network aspects of DANA, the database browsing application currently supports servlet search capabilities for Postgress, mySQL, and Oracle databases.
DANA currently only displays VRML 97 and HotMedia 3D models, though the addition of 3D file formats supported by the NCSA Java3D Portfolio is expected soon.
Technology Used: Java3D Java JDK 1.3 Java Web Start Java Servlets JDBC NCSA Java3D Portfolio IBM’s HotMedia Classes
Starting The DANA Applet
After installing Java Web Start and the Java3D API, return to the application launch page at:http://atl.ndsu.edu/archive/dana.htm
Once there, click the “Launch DANA Applet” button.
Next a “login” box will appear, where the user enters in his/her username & password and then clicks the “Login” button to start the DANA applet.
Future Educational Uses For DANA
Immersive Virtual Lab
Digitally-Enhanced Museum Exhibits
Shared/collaborative research environment Global student education lab
Multi-use Kiosk and Web-based presentations