3D-in-2D Displays for ATC.

This paper reports on the efforts and accomplishments of the 3D-in-2D Displays for ATC project at the end of Year 1. We describe the invention of 10 novel 3D/2D visualisations that were mostly implemented in the Augmented Reality ARToolkit. These prototype implementations of visualisation and interaction elements can be viewed on the accompanying video. We have identified six candidate design concepts which we will further research and develop. These designs correspond with the early feasibility studies stage of maturity as defined by the NASA Technology Readiness Level framework. We developed the Combination Display Framework from a review of the literature, and used it for analysing display designs in terms of display technique used and how they are combined. The insights we gained from this framework then guided our inventions and the human-centered innovation process we use to iteratively invent. Our designs are based on an understanding of user work practices. We also developed a simple ATC simulator that we used for rapid experimentation and evaluation of design ideas. We expect that if this project continues, the effort in Year 2 and 3 will be focus on maturing the concepts and employment in a operational laboratory settings

Rhetoric and reality: Critical perspective on education in a 3D virtual world

The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds

Rhetoric and reality: Critical perspective on education in a 3D virtual world

The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, providing an overview of the current and future directions for learning in virtual worlds

Sustaining the future through virtual worlds

Virtual worlds (VWs) continue to be used extensively in Australia and New Zealand higher education institutions although the tendency towards making unrealistic claims of efficacy and popularity appears to be over. Some educators at higher education institutions continue to use VWs in the same way as they have done in the past; others are exploring a range of different VWs or using them in new ways; whilst some are opting out altogether. This paper presents an overview of how 46 educators from some 26 institutions see VWs as an opportunity to sustain higher education. The positives and negatives of using VWs are discussed

Virtual worlds in Australian and New Zealand higher education: Remembering the past, Understanding the present and imagining the future

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area

Relative position vectors: an alternative approach to conflict detection in air traffic control

Objective: We explore whether the visual pre- sentation of relative position vectors (RPVs) improves conflict detection in conditions representing some aspects of future airspace concepts. Background: To help air traffic controllers manage increasing traffic, new tools and systems can automate more cognitively demanding processes, such as conflict detection. However, some studies reveal adverse effects of such tools, such as reduced situation awareness and increased workload. New displays are needed that help air traffic controllers handle increasing traffic loads. Method: A new display tool based on the display of RPVs, the Multi-Conflict Display (MCD), is evalu- ated in a series of simulated conflict detection tasks. The conflict detection performance of air traffic con- trollers with the MCD plus a conventional plan-view radar display is compared with their performance with a conventional plan-view radar display alone. Results: Performance with the MCD plus radar was better than with radar alone in complex scenarios requir- ing controllers to find all actual or potential conflicts, especially when the number of aircraft on the screen was large. However performance with radar alone was better for static scenarios in which conflicts for a target aircraft, or target pair of aircraft, were the focus. Conclusion: Complementing the conventional plan-view display with an RPV display may help control- lers detect conflicts more accurately with extremely high aircraft counts. Applications: We provide an initial proof of concept that RPVs may be useful for supporting conflict detection in situations that are partially representative of conditions in which controllers will be working in the future