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Training in a virtual world

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Daden Limited
Daden Limited

Daden Emerging Technology Seminars - Daden Limited is a Virtual Worlds and artificial intelligence solution provider. Our focus is on using virtual worlds, and virtual personalities to deliver more efficient and effective enterprise systems, saving our clients money, time and carbon, and delivering better understanding and collaboration.

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Daden Limited Training in Virtual Worlds David Burden Daden Limited © 2010 www.daden.co.uk
Training in Virtual Worlds © 2010 www.daden.co.uk  Games, Simulations and Virtual Worlds  Modes of Use  Why Use Virtual Worlds  Exemplar Projects  Barriers, Issues and Planning
Games, Simulations & Virtual Worlds © 2010 www.daden.co.uk
Serious Games © 2010 www.daden.co.uk  Often no avatar  Usually single user  One game = one task  Often stand-alone PC  Short duration  Limited goals  Limited actions  Game-play & score orientated The Business Game – Pixel Learning  No persistence
Simulations © 2010 www.daden.co.uk  Often no avatar  Usually first-person view  Single/multi user  Scenario/environment based  Stand-alone or networked PCs  Short/medium duration  Wider goals VBS2 – Bohemia Interactive  Wider actions  Real-life not game rewards  Limited persistence
Sandbox Games © 2010 www.daden.co.uk  Avatar based  Trailing camera/first-person view  Multi/single user  Scenario/environment based  Networked/Stand-alone PCs  Medium duration  Wider goals or storyline http://blog.media-freaks.com/other-horizons-different-applications-of-3d-animation/ Grand Theft Auto  Wider actions  Gameplay & score driven  Limited persistence
Virtual Worlds © 2010 www.daden.co.uk  Avatar based  Trailing camera/first-person view  Multi user  Scenario/environment based  Networked PCs  Medium/long duration SL5B Conference Panel – Second Life  Wide/no goals  Very wide actions  Money & reputation  Persistence
Synthetic Environments © 2010 www.daden.co.uk Action Scope Virtual Worlds “sandbox games” Simulations Serious Games Goal Scope
Application Platforms © 2010 www.daden.co.uk Virtual World engine Scope Of Action Virtual Worlds Simulation engine Simulations Game engine Serious Games Range/Number/Complexity of Goals
Synthetic Environments © 2010 www.daden.co.uk  Don't confuse application platform and user experience/environment  Limitations of technology and maturity of application tend to currently link platform with experience/environment  As technology and applications mature further: – A virtual world application platform could deliver a simulation and/or a serious game – A simulation platform could deliver a serious game – A serious game platform can only deliver a serious game
One Platform – Many Environments © 2010 www.daden.co.uk Vastpark as 2D user interface Vastpark as avatar-less game Vastpark as simulation Vastpark as virtual world
Modes of Use © 2010 www.daden.co.uk  Remote/Social Learning – Only using VW to overcome distance  Exploratory Learning – Use explores environment  Visualisation – Looking at data or processes from outside  Simulation – Immersive experience  Not Possible in Real-Life (“'NPIRL”) – “Grand Simulations”
Modes of Use © 2010 www.daden.co.uk  Visual-Aid  Participative – Synchronous – Asynchronous – Group/Solo
Why Use Virtual Worlds © 2010 www.daden.co.uk  Benefits of Virtual Learning – Developing enhanced spatial knowledge representation – Impractical and impossible tasks – Creating micro-worlds – embodying abstract concepts/principles – High motivation and engagement - due to high levels of personalisation and being “in the flow” – First-person non-symbolic experiences (cf third person symbolic) – Contextualisation for greater transfer from learning to practice – encoding specificity – More effective collaborative learning BJET Jan 2010 – Dalgarno & Lee
Why Use Virtual Worlds © 2010 www.daden.co.uk  Supporting Distance Learning, eg UFI  Changing Learning Dynamics, eg St George's  Subjective view – greater emotion and spatial cues to aid retention and understanding  Doing the Impossible, eg historical recreations, inside a furnace  Supporting Different Learning Approach, eg read, watch, do, discuss BJET Jan 2010 – Dalgarno & Lee
Better Learning - Metrics © 2010 www.daden.co.uk  Blitz Triage Trainer – 28% vs 7% for tagging accuracy for game trained students  Imperial College Operating Theatre Familiarisation – Higher confidence from VW group as against PPT or even RL group  Loyalist College – Border Crossing – Success scores raised from 56% to 98% in one year
Saving Costs - Metrics © 2010 www.daden.co.uk  Routine Costs - ACS/IBM – Minimum $1000 per day per participant, plus soft-costs  Exceptional Costs - Highways Agency – Saving £65,000 per day for Highway Closure simulations
Exemplar Projects © 2010 www.daden.co.uk
WTRI – Factory Sales Simulation © 2010 www.daden.co.uk
UFI – NVQ Customer Service © 2010 www.daden.co.uk
Derby University – Virtual Quarrying © 2010 www.daden.co.uk
Learning by Walking © 2010 www.daden.co.uk ThinkBalm Data Garden Italian SL Education Seminar
New York City – Emergency Management © 2010 www.daden.co.uk
Barriers, Issues and Planning © 2010 www.daden.co.uk
Barriers © 2010 www.daden.co.uk  Technical: PC and network performance, user interface  Identity: Tension between work and play  Culture: Codes and etiquette  Collaboration: Building trust  Time: To learn and do  Economic: Set up costs  Organisational: Staff and student buy-in Steven Warburton: Liquid Learning Blog, Kings College, 2008 G Falloon: BTEJ Vol 41 No 1 2010
Issues to Consider © 2010 www.daden.co.uk  Which world – SL, OpenSim, Vastpark, other?  How hosted – standalone PC, LAN or third party hosted?  How presented – training using virtual worlds, or virtual worlds including training?  How are users represented?  How is learning designed (and scaffolded)?  How will user preferences be managed?  What fidelity matters: environment, task, interaction?  How secure does the environment need to be?  What LMS/VLE integration is required?
Scripting/Content Models © 2010 www.daden.co.uk  Embedded – High skill level – Hard to maintain – World specific  Web-Linked – Can get fragmented – Corporate IT policies – World limitations  Web-based Authoring – Central management/authoring of whole exercise – Easy to maintain, change and re-configure – Can deploy across multiple virtual worlds – Can deploy to web and mobile
Planning a Project © 2010 www.daden.co.uk  Establish clear requirement specification  Be clear as to organisational and learner benefits  Develop a detailed exercise description form tutor and learner perspectives – and any metrics needed  Create the VW platform/environment  Create induction path from web  Build the 3D environment  Script the exercise  Arrange data capture, ideally with LMS link  Create supporting documentation  Test with team and refine  Test with tame students, and refine  Go live (with support)
Questions © 2010 www.daden.co.uk

More Related Content

Training in a virtual world

  • 1. Daden Limited Training in Virtual Worlds David Burden Daden Limited © 2010 www.daden.co.uk
  • 2. Training in Virtual Worlds © 2010 www.daden.co.uk  Games, Simulations and Virtual Worlds  Modes of Use  Why Use Virtual Worlds  Exemplar Projects  Barriers, Issues and Planning
  • 3. Games, Simulations & Virtual Worlds © 2010 www.daden.co.uk
  • 4. Serious Games © 2010 www.daden.co.uk  Often no avatar  Usually single user  One game = one task  Often stand-alone PC  Short duration  Limited goals  Limited actions  Game-play & score orientated The Business Game – Pixel Learning  No persistence
  • 5. Simulations © 2010 www.daden.co.uk  Often no avatar  Usually first-person view  Single/multi user  Scenario/environment based  Stand-alone or networked PCs  Short/medium duration  Wider goals VBS2 – Bohemia Interactive  Wider actions  Real-life not game rewards  Limited persistence
  • 6. Sandbox Games © 2010 www.daden.co.uk  Avatar based  Trailing camera/first-person view  Multi/single user  Scenario/environment based  Networked/Stand-alone PCs  Medium duration  Wider goals or storyline http://blog.media-freaks.com/other-horizons-different-applications-of-3d-animation/ Grand Theft Auto  Wider actions  Gameplay & score driven  Limited persistence
  • 7. Virtual Worlds © 2010 www.daden.co.uk  Avatar based  Trailing camera/first-person view  Multi user  Scenario/environment based  Networked PCs  Medium/long duration SL5B Conference Panel – Second Life  Wide/no goals  Very wide actions  Money & reputation  Persistence
  • 8. Synthetic Environments © 2010 www.daden.co.uk Action Scope Virtual Worlds “sandbox games” Simulations Serious Games Goal Scope
  • 9. Application Platforms © 2010 www.daden.co.uk Virtual World engine Scope Of Action Virtual Worlds Simulation engine Simulations Game engine Serious Games Range/Number/Complexity of Goals
  • 10. Synthetic Environments © 2010 www.daden.co.uk  Don't confuse application platform and user experience/environment  Limitations of technology and maturity of application tend to currently link platform with experience/environment  As technology and applications mature further: – A virtual world application platform could deliver a simulation and/or a serious game – A simulation platform could deliver a serious game – A serious game platform can only deliver a serious game
  • 11. One Platform – Many Environments © 2010 www.daden.co.uk Vastpark as 2D user interface Vastpark as avatar-less game Vastpark as simulation Vastpark as virtual world
  • 12. Modes of Use © 2010 www.daden.co.uk  Remote/Social Learning – Only using VW to overcome distance  Exploratory Learning – Use explores environment  Visualisation – Looking at data or processes from outside  Simulation – Immersive experience  Not Possible in Real-Life (“'NPIRL”) – “Grand Simulations”
  • 13. Modes of Use © 2010 www.daden.co.uk  Visual-Aid  Participative – Synchronous – Asynchronous – Group/Solo
  • 14. Why Use Virtual Worlds © 2010 www.daden.co.uk  Benefits of Virtual Learning – Developing enhanced spatial knowledge representation – Impractical and impossible tasks – Creating micro-worlds – embodying abstract concepts/principles – High motivation and engagement - due to high levels of personalisation and being “in the flow” – First-person non-symbolic experiences (cf third person symbolic) – Contextualisation for greater transfer from learning to practice – encoding specificity – More effective collaborative learning BJET Jan 2010 – Dalgarno & Lee
  • 15. Why Use Virtual Worlds © 2010 www.daden.co.uk  Supporting Distance Learning, eg UFI  Changing Learning Dynamics, eg St George's  Subjective view – greater emotion and spatial cues to aid retention and understanding  Doing the Impossible, eg historical recreations, inside a furnace  Supporting Different Learning Approach, eg read, watch, do, discuss BJET Jan 2010 – Dalgarno & Lee
  • 16. Better Learning - Metrics © 2010 www.daden.co.uk  Blitz Triage Trainer – 28% vs 7% for tagging accuracy for game trained students  Imperial College Operating Theatre Familiarisation – Higher confidence from VW group as against PPT or even RL group  Loyalist College – Border Crossing – Success scores raised from 56% to 98% in one year
  • 17. Saving Costs - Metrics © 2010 www.daden.co.uk  Routine Costs - ACS/IBM – Minimum $1000 per day per participant, plus soft-costs  Exceptional Costs - Highways Agency – Saving £65,000 per day for Highway Closure simulations
  • 18. Exemplar Projects © 2010 www.daden.co.uk
  • 19. WTRI – Factory Sales Simulation © 2010 www.daden.co.uk
  • 20. UFI – NVQ Customer Service © 2010 www.daden.co.uk
  • 21. Derby University – Virtual Quarrying © 2010 www.daden.co.uk
  • 22. Learning by Walking © 2010 www.daden.co.uk ThinkBalm Data Garden Italian SL Education Seminar
  • 23. New York City – Emergency Management © 2010 www.daden.co.uk
  • 24. Barriers, Issues and Planning © 2010 www.daden.co.uk
  • 25. Barriers © 2010 www.daden.co.uk  Technical: PC and network performance, user interface  Identity: Tension between work and play  Culture: Codes and etiquette  Collaboration: Building trust  Time: To learn and do  Economic: Set up costs  Organisational: Staff and student buy-in Steven Warburton: Liquid Learning Blog, Kings College, 2008 G Falloon: BTEJ Vol 41 No 1 2010
  • 26. Issues to Consider © 2010 www.daden.co.uk  Which world – SL, OpenSim, Vastpark, other?  How hosted – standalone PC, LAN or third party hosted?  How presented – training using virtual worlds, or virtual worlds including training?  How are users represented?  How is learning designed (and scaffolded)?  How will user preferences be managed?  What fidelity matters: environment, task, interaction?  How secure does the environment need to be?  What LMS/VLE integration is required?
  • 27. Scripting/Content Models © 2010 www.daden.co.uk  Embedded – High skill level – Hard to maintain – World specific  Web-Linked – Can get fragmented – Corporate IT policies – World limitations  Web-based Authoring – Central management/authoring of whole exercise – Easy to maintain, change and re-configure – Can deploy across multiple virtual worlds – Can deploy to web and mobile
  • 28. Planning a Project © 2010 www.daden.co.uk  Establish clear requirement specification  Be clear as to organisational and learner benefits  Develop a detailed exercise description form tutor and learner perspectives – and any metrics needed  Create the VW platform/environment  Create induction path from web  Build the 3D environment  Script the exercise  Arrange data capture, ideally with LMS link  Create supporting documentation  Test with team and refine  Test with tame students, and refine  Go live (with support)
  • 29. Questions © 2010 www.daden.co.uk