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training Virtual Simulations are used for education and training more than any other application. They are able to dramatically enhance students ability to carry out “distance learning”. Educators from college to primary school are using it to teach everything from how to speak a second language to understanding the structure of complex molecules. Businesses are developing role playing scenarios to improve the quality and effectiveness of their current on line training. |
| The name of the game for training applications is immersion. Here are 3 training situations that especially lend themselves to virtual reality simulations. 1. Training where correctly carrying out one role in a team effort 2. Training where correctly following a series of actions is important 3. Training where doing a wrong action leads to loss of life or property damage Observation of participants with 3D technology Program leaders/instructors can see who (which avatar) does what during the program This can be either out in the open or also stealth observation e.g. one- way mirror. There is information in noticing where another avatar places itself in relation to other avatars and the environment, e.g. allow meeting attendees to pick a seat in the virtual room. If the program is structured to allow some time for smaller group activities, either directed or self-selected, there is also information in noticing where an avatar winds up during these breaks. Periodically expecting the avatar to engage with the environment (e.g. come with group to next room) gives information not only to the leader but other participants that the user is paying attention or not. This information is not so much available from chat rooms or web meeting technology. Role playing with 3D technology Scenarios can be very robust, especially spatially, e.g. the “dialogue game” that requires avatars to arrange themselves in the room, in response to questions about their opinions, or other scenarios that depend on taking/maintaining positions in relation to the environment as in any team activity where coordinated actions are important. Simulations can allow practice in dangerous or potentially harmful scenario situations, e.g. responses to a ‘bullying’ situation, medical staff dealing with patients, first responder emergency situations. Allows instructors to “model” for students the interactive “soft skills” that are being taught with the possibility of real-time pausing for critique and redo as is done in face-to-face training, e.g. counseling training, customer relation training, sales training, moot court. Other web communication technology lacks the facility to do much of this. Experiencing the virtual self with 3D technology 3D immersive technology gives the ability to “watch yourself” with some objectivity or distance, how you look, not only in a mirror, or in a video but real time in 3D, and, most significantly, in relationship with other actors and the environment. For example, you can watch “yourself” interacting in a group where there are power differences, or when being in a claustrophobic, or other phobic creating environments. If you get an avatar to engage/complete an activity with other avatars you enhance co-presence which can be a factor in team building or activities aimed at getting participants to “buy-in” to a program. There can be a sense of having worked together. The control of the avatar gives the user more “agency” in the learning or meeting occasion. This “agency” creates better user engagement of the user which is generally considered to improve learning. |
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