Virtual%20Reality

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

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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)

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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

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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

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c) Virtual Synchronous Classrooms

• Centra System
• Centra eMeeting Trial Service
• Vclass
• LearnLink

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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.

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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 3D concepts
• Interact in real time
• Explore dangerous situations
• Present realistic or abstract scenarios
• Promote different learning styles and teaching
  methods

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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)
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What is VR?

• emulating the real world
• making an electronic world seem real

Interactive

• not static 3D images
• not movies
• moving within the world
• manipulating objects in the world

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In or out?

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

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Types of VR?
Desktop VR

• ordinary screen, mouse or keyboard control
• polemous mouse, steering wheel, joystick

Immersive VR

• helmet/goggles, data glove
• body suit, trampoline

Physical world/VR mixes
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VR Headsets

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

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Betwixt the Two
sit upon games

• motorbike (bike moves)
• ski (wind, skis move, etc.)
• simple controls

go within

• virtual roller coaster
• aircraft cockpit
• ships bridge

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Inside VR

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

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Applications
simulate dangerous/expensive situations

• command and control, virtual tourism
• practicing medical procedures, treatment of
  phobias

see hidden real world features

• virtual wind tunnel

visualize complex information
fun !!!
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Engagement
feeling part of the virtual world
Engage the senses
sight

• visual realism, 3D effects shadows, etc.

sound

• surround sound, sub-seat woofers, etc.

touch

• haptic and force feedback,

and morewind, burning rubber!
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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

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Pros and Cons
Pros

• great leveler
• anonymity - accountability?
• hides disability (email even better).

Cons

• no body language
• limited communication
• SAD !!!

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Learning
virtual universities

• traditional distance learning CD ROM, video
• email, bulletin boards
• IRC/TCQ/chat
• CuSeeMe, video conferencing
• virtual worlds

virtual classroom video
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Of real and virtual
augmented reality

• video image on screen
• computer tools
• video of room/work in progress

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Immersive Virtual Reality A Short Introduction
In immersive VR, the user becomes fully immersed
in an artificial, three-dimensional 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.
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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.
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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 fly-through 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

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BREAKOUT SESSION HERE
Virtual Tours click here
Research Link click here
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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).
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Nunavut Distributive Learning - present
Technical Issues - Bandwidth

• Many communities do not have access to
  high-speed 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.

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Nunavut Distributive Learning - student base
Student Profile

• English as a second language
• Visual and tactile predominant learning style.
• Experience working electronically in both
  languages.

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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.

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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.

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Grade 2 Inuktitut Grammar Games - Introduction
Inuktitut audio support
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Grade 2 Inuktitut Grammar Games - Inuksuk Guide
Animated Inuksuk is the guide and teacher for the
course.
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Grade 2 Inuktitut Grammar Games - Units
Course contains three units each with a story and
lesson.
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Grade 2 Inuktitut Grammar Games - Elder Story
The unit story contains the vocabulary which will
be used in the lesson
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Grade 2 Inuktitut Grammar Games - Grammar Lesson
The lesson include animation and audio support.
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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.
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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.
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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.