A Traditional Japanese Virtual Environment. Edo Period (1603~1876)

Slides:



Advertisements
Similar presentations
Planning for Learning, Teaching and Assessment in RME
Advertisements

Integrating Serious Games in Higher Education Programs Bilal Younis in collaboration with Dr. Christian Sebastian Loh Southern Illinois University Carbondale.
English and ELT Methodology and Pedagogy Courses 2005 Some guidelines.
Presence: The debate between constructive cognition and ecological perception. Nunez, D. & Blake, E. (2003) Conceptual Priming as a Determinant of Presence.
SienceSpace Virtual Realities for Learning Complex and Abstract Scientific Concepts.
HRM-755 PERFORMANCE MANAGEMENT
Promoting Success for All Students through Technology.
In this presentation,  I will compare the design elements of educational and commercial computer game.  I will pointed out what kinds barriers in.
Sport Education Curriculum & Instruction Strategies Sport Education Curriculum & Instruction Strategies.
By Romeo Camu, Chris Greene, Andrew Marquez, and Jeff Tibbits AET/541 Dr. Rob Rupnow.
Virtual Reality Design and Representation. VR Design: Overview Objectives, appropriateness Creating a VR application Designing a VR experience: goals,
Theories Guiding E-Learning
Self-Directed Learning : Principle and General concept Supreeya Wongtra-ngan 27/05/04.
Andragogy and Online Learning Assignment #3 for Glen Gatin EL5006-8
Let’s stay serious – but motivated! Introduction to Gamification in Education DELP Workshop 2015 – Renée Schulz.
Title: Designing a narrative-based educational game to model learners’ motivational characteristics Authors: Jutima Methaneethorn Dr. Paul Brna Organisation:
Julie F., Lea L., Joshua P., Julianna T., and Jamie W.
Intervention in Natural Environments: Setting the Stage for a Lifetime of Learning Kat Stremel Pip Campbell Sheila Pearson.
Introduction to Virtual Environments Slater, Sherman and Bowman readings.
Gaming the System in the CALL Classroom Peter Gobel Kyoto Sangyo University
ROLE-PLAY AS A TEACHING METHOD
1 Sense of Presence in Virtual Reality Sherman & Craig, p. 9.
EEX 3257 COOPERATIVE LEARNING. BENEFITS OF COOPERATIVE LEARNING Academic Benefits Increased achievement and increased retention of knowledge Improved.
Behavior in Second Life: Redefining Fantasy in the Metaverse.
Mark Gill BSc HND DipHE Lecturer in Games Development
Parkway West Middle School Spring  Gender differences in learning styles and interests  Test scores  Special Education Intervention rates.
June 05, 2003, Enschede Gain Attention Eugenia Kovatcheva.
The Physiotherapist as Educator Movement Studies
Multimedia Applications: Virtual Reality and Games 1.
1 Sense of Presence in Virtual Reality Sherman & Craig, p. 9.
Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online.
1 Perception and VR MONT 104S, Fall 2008 Lecture 14 Introduction to Virtual Reality.
Virtual Ilam A virtual navigation exercise near the village of Ilam – Staffordshire We will be using this presentation during the next three sessions,
Technology Mediated Learning (TML).  All Students are processed:  in year groupings  at the same rate  through the same pre-set curriculum  through.
EPE C for VE T E R A N S EPE C for VE T E R A N S Education in Palliative and End-of-life Care for Veterans is a collaborative effort between the Department.
Assessment Formats Charlotte Kotopoulous Regis University EDEL_450 Assessment of Learning.
I-Pad By: Rikki Johnson. What is an I-Pad? A netbook without a keyboard. It can have apps that are useful for education, games, and real world problems.
HELPING TO MAKE LEARNING “CLICK” Student Responders.
1 Presence in Virtual Reality Kyle Johnsen. 2 Presence The sense of “being there” The sense of “being there” “Mental Immersion” “Mental Immersion” Is.
Accessible Virtual World Interfaces Blizzard Entertainment's World of Warcraft model Don Merritt, PhD University of Central Florida Blizzard Entertainment's.
Chapter 7 Learning by Exploring Microworlds and Virtual Realities 報告者:楊美菁.
3-18 Skills for Careers Characters EmployabilityCommunicationProblem Solving Working with others Self Awareness.
Matthew McDonald Supervisors: Bruce H. Thomas & Ross T. Smith.
World class math from the world’s math classes. National strategies to improve the Teaching and Learning of Mathematics in England.
Prepared by Saad Alhejaili
Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.
Unit 306: Planning Essential Skills Learning - Literacy.
AWARDED to those who are in the field of special education 27 Students from the field of special education. Experienced in the field of special education.
Visualization Designs--- Focal Cues. Shadows In the screenshot on the left the technique of shadowing is utilized. This technqiue contributes to imposing.
Teaching PDHPE in schools. IMPORTANCE OF PDHPE IN PRIMARY SCHOOLS The following slides will explore a rationale on why teaching PDHPE in schools is an.
Introduction to 3D User Interface. 첫번째 강의 내용  강의 계획서 설명 강의와 논문 발표 ( 학생 ) 발표 논문 리스트  Chapter 1 & 2 참고  SIGGRAPH 2001: Course Notes 44 Advance Topics.
BSHS 462 Week 1 DQ 1 Check this A+ tutorial guideline at 462/BSHS-462-Week-1-DQ-1 What do you perceive as the main.
Final Project Ideas, Requirements, and Deadlines
PRINCIPLE I. PROVIDE MULTIPLE MEANS OF REPRESENTATION
Training on Infection Prevention and Control
Sense of Presence in Virtual Reality
Multimedia Application
OSEP Leadership Conference July 28, 2015 Margaret Heritage, WestEd
Digital Games in Early Education. An alternative learning style?
Delivery of Training & Monitoring & Evaluation
Performing Arts in the Real World: Drama
Ubiquitous Computing and Augmented Realities
UNIT 7 Computers and Computer-Based Media Presenters:
Designing our VR Experience
Learning and Teaching Principles
February 27th, 2004 Benjamin Lok
Engagement of Adult Learners
6. Reflection Teacher led, student centered:
December 12th, 2003 Benjamin Lok
Presentation transcript:

A Traditional Japanese Virtual Environment

Edo Period (1603~1876)

Flow Challenge of Edo –Learning for progression within the VE Increasing students historic knowledge Goals in Edo –To progress socially –Gain knowledge Feed Back –Auditory and Visual (actions) –User Skill Check list (progress) Control –Keyboard and Mouse (most preferable choice)

MMORPG Style Not fantasy, Non-Fiction! –A real representation of the social structure –A VE of the real world Class structure –Become a specific class –Work through the classes skill set –Progress in each class –Interact with other classes (NPC or Player) Socially For development

Social Richness Learning as: –A team/collective Peer based learning Collaborative participation for entertainment –An individual In game non-playing characters (NPC’s) Build relationships with NPC’s (teachers, etc)

Script Guided –Onscreen cues and guidelines Self Guided –Free to explore the environment at own pace without cues –Users are accountable for their own learning and progress through the VE Double bladed sword –Learning what the Japanese learnt –Learning how the Japanese learnt & taught Learning & Teaching

Task Performance Character Class Development –Specific goals to proceed in class maturity Learn the Dance Practise brush stroke World Environment Exploration –Partaking in routine rituals Tea Ceremonies Geisha performances –Visiting a temple (etiquette must be upheld) Learn the Dance Practise brush stroke

Feed Back & Progression User Skill Check list –Measuring character maturity World Accomplishment Check list –Measuring users exploration of the VE Steering away from currency as a dependency and a form of feedback

Audio Presence via Sensory Richness Ambience Appropriate auditory feedback for actions

Questions?

References 1.Witmer, B.G., & Singer, M.J. (1998). Measuring presence in virtual environments: a presence questionnaire. Presence 7:225– Schuemie, M.J., Straaten, P.V., Krijn, M., et al. (2001). Research on presence in VR: a survey. CyberPsychology & Behavior 4:183– Mikropoulos, T.A., Strouboulis V. (2004) Factors That Influence Presence in Educational Virtual Environments. CyberPsychology & Behavior 5:582– Slater, M., Usoh, M., & Steed, A. (1995). Taking steps: the influence of a walking technique on presence in virtual reality. ACM Transactions on CHI 2:201– T. A. Mikropoulos, A. Chalkidis, A. Katsikis, and A. Emvalotis, Students Attitude toward Educational Virtual Environments, Education and Information Technologies, 3, pp. 137–148, Brain Activity On Navigation In Virtual Environments

Visual Style