An example of a virtual reality learning environment

Using photographic, computer graphical and experimental data, a pilot model of a tornadic supercell thunderstorm was created in a virtual environment at Iowa State University. One goal of the project was to give students the virtual experience of being in the field, experiencing the dramatic features of typical tornadic supercells, and stimulating them to explore and ask questions in this learning environment. Initial feedback from the prototype version was favorable

An Examination of a Theory of Embodied Social Presence in Virtual Worlds

In this article, we discuss and empirically examine the importance of embodiment, context, and spatial proximity as they pertain to collaborative interaction and task completion in virtual environments. Specifically, we introduce the embodied social presence (ESP) theory as a framework to account for a higher level of perceptual engagement that users experience as they engage in activity-based social interaction in virtual environments. The ESP theory builds on the analysis of reflection data from Second Life users to explain the process by which perceptions of ESP are realized. We proceed to describe implications of ESP for collaboration and other organizational functions

Learning Storm Dynamics with a Virtual Thunderstorm

The virtual supercell thunderstorm, scaled to match those commonly observed, can be viewed in a highly immersive CAVE™-like environment (a projection-based virtual reality environment) or on a desktop PC. The virtual storm represents an instant in time during the mature, roughly steady-state stage of a tornadic supercell, and includes such visually realistic features as a wall cloud, tornado, tail cloud, comma-shaped rain region, anvil cloud, mammatus, rear-flank downdraft clear slot, and shelf cloud. Audio representing the roar of the tornado, thunder, rain of varying intensity, and hail has been included

Exploring the congruence of ethnic minority millennial students' transition to college, social identity and community, and online social network services

Students who are transitioning from high school to college are faced with separating from family, friends, and a familiar environment---and adjusting to new physical, social, and academic environments, and increased freedom as well as responsibilities. As a result of pre-college experiences, some individuals have been preconditioned for the social and academic aspects of the transition to college; while others (e.g., first-generation college students, socioeconomically disadvantaged, ethnic minorities, etc.) are more likely to be less prepared, face more unknowns, and confront wider social and academic transitional gaps.;This thesis includes a literature review that covers (a) theory related to the processes involved in the transition to college for millennial generation ethnic minority students, (b) institutional practices to enhance individuals' abilities to become successful college students, and (c) an overview of the attributes of online social network services (OSNSs) that offer opportunities to enhance students' ability to successfully negotiate the transition to college. Additionally, a qualitative case study examines how a group of first-year ethnic minority college students at a large Midwestern predominantly White institution used an OSNS to deal with the social aspects of the transition to college and differences in the academic demands of high school and college.</p

A Case for a New Pedagogy: Knowledge Authority, Community of Practice and Technology

The paper presents a theoretical framework for pedagogy based on three concepts, namely change in teacher role, individual to shared learning, and community of practice, for redesigning curriculum. We specifically target the capstone course in the MIS major to test the framework. Using the framework, we analyze the qualitative data that are collected. Because of the early stage of the study, the discussions and conclusions are preliminary and exploratory in nature