13,795 research outputs found
Leveling the playing field: Exploiting technology to enhance tertiary learning
This paper reports on an on-going case study project to explore ICT/ eLearning across several disciplines and with students from diverse backgrounds at tertiary level in New Zealand. The project has been designed to address issues of tertiary-level pedagogy, epedagogy, and research with the goal of building eLearning capacity, leveraging pedagogical change, and closing participatory gaps for students and lecturers. Initial design decisions, the pedagogy that has informed the case studies, and the challenges and benefits of working across subjects and levels in a multi-disciplinary team are described. We also discuss research knowledge mobilization within our own instructional context and more broadly elsewhere
MetaSpace II: Object and full-body tracking for interaction and navigation in social VR
MetaSpace II (MS2) is a social Virtual Reality (VR) system where multiple
users can not only see and hear but also interact with each other, grasp and
manipulate objects, walk around in space, and get tactile feedback. MS2 allows
walking in physical space by tracking each user's skeleton in real-time and
allows users to feel by employing passive haptics i.e., when users touch or
manipulate an object in the virtual world, they simultaneously also touch or
manipulate a corresponding object in the physical world. To enable these
elements in VR, MS2 creates a correspondence in spatial layout and object
placement by building the virtual world on top of a 3D scan of the real world.
Through the association between the real and virtual world, users are able to
walk freely while wearing a head-mounted device, avoid obstacles like walls and
furniture, and interact with people and objects. Most current virtual reality
(VR) environments are designed for a single user experience where interactions
with virtual objects are mediated by hand-held input devices or hand gestures.
Additionally, users are only shown a representation of their hands in VR
floating in front of the camera as seen from a first person perspective. We
believe, representing each user as a full-body avatar that is controlled by
natural movements of the person in the real world (see Figure 1d), can greatly
enhance believability and a user's sense immersion in VR.Comment: 10 pages, 9 figures. Video:
http://living.media.mit.edu/projects/metaspace-ii
Machinima interventions: innovative approaches to immersive virtual world curriculum integration
The educational value of Immersive Virtual Worlds (IVWs) seems to be in their social immersive qualities and as an accessible simulation technology. In contrast to these synchronous applications this paper discusses the use of educational machinima developed in IVW virtual film sets. It also introduces the concept of media intervention, proposing that digital media works best when simply developed for deployment within a blended curriculum to inform learning activity, and where the media are specifically designed to set challenges, seed ideas, or illustrate problems. Machinima, digital films created in IVWs, or digital games offer a rich mechanism for delivering such interventions. Scenes are storyboarded, constructed, shot and edited using techniques similar to professional film production, drawing upon a cast of virtual world avatars controlled through a humanâcomputer interface, rather than showing realâlife actors. The approach enables academics or students to make films using screen capture software and desktop editing tools. In studentâgenerated production models the learning value may be found in the production process itself. This paper discusses six case studies and several themes from research on ideas for educational machinima including: access to production; creativity in teaching and learning; media intervention methodology; production models; reusability; visualisation and simulation
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