Nurien has announced plans for a brand new high-definition graphics Social Networking service. For those in the know it uses CUDA and PhysX from NVIDIA, which means fantastically realistic movement from photo-realistic avatars. The psychological implications of approaching photo realism is something I've previously blogged on. As we approach photo realism the sense of immersion felt in virtual worlds, that contributes to believing we are 'actually there', increases dramatically. The implications of controlling an avatar that looks as realistic as real life and being able to control their behaviour are significant. One wonders if the sense of identity that each of us posses in the real world will extend to our 'Super Avatars'?
Could this attract a mainstream market that existing 3D multi-user virtual worlds have failed to tap in to? Check out the video.
19 June 2009
01 June 2009
Psychology on Second Life? Learning, Support and Research in 3D Online Multi-user Virtual Environments.
Bignell, S.J. (2009). Psychology on Second Life? Learning, Support and Research in 3D Online Multi-user Virtual Environments. Keynote Lecture at McCord Museum. International Conference on the Use of the Internet in Mental Health, McGill University, Canada.
Abstract:
Multi-user online virtual worlds, such as Second Life™, can provide an accessible and rapidly deployed platform for immersive learning, support groups and virtual research. However, the challenge to these innovative spaces is in realizing their potential without being bogged down in the technology. Educationalists, therapists and an increasing number of researchers are using pseudo-3D 'avatars' and groups to connect virtually with others. Just as the 2D web has broken down barriers to the availability of information, 3D virtual worlds are allowing interactions between people irrespective of location, status or disability. Support groups, educational developments and virtual laboratories for research are utilising the immersive graphically realistic nature of virtual worlds and emerging properties to good effect. This talk outlines a framework for understanding the relations between the tools, techniques and technology used in learning, support and research in these evolving virtual communities.
Psychology on Second Life?: Learning, Support and Research in 3D Online Multi-user Virtual Environments.
View more OpenOffice presentations from Simon Bignell.
Abstract:
Multi-user online virtual worlds, such as Second Life™, can provide an accessible and rapidly deployed platform for immersive learning, support groups and virtual research. However, the challenge to these innovative spaces is in realizing their potential without being bogged down in the technology. Educationalists, therapists and an increasing number of researchers are using pseudo-3D 'avatars' and groups to connect virtually with others. Just as the 2D web has broken down barriers to the availability of information, 3D virtual worlds are allowing interactions between people irrespective of location, status or disability. Support groups, educational developments and virtual laboratories for research are utilising the immersive graphically realistic nature of virtual worlds and emerging properties to good effect. This talk outlines a framework for understanding the relations between the tools, techniques and technology used in learning, support and research in these evolving virtual communities.
Teaching and Learning in Online Virtual Worlds.
Bignell, S.J. (2009). Teaching and Learning in Online Virtual Worlds. Invited Talk. International Conference on the Use of the Internet in Mental Health, McGill University , Canada
Teaching and Learning in Online Virtual Worlds.
Abstract:
3D multi-user virtual environments can provide a highly immersive and socially interactive way of enhancing university teaching. Most major universities have ventured into immersive 3D virtual worlds. However, existing teaching and pedagogies may not be sufficient to inform good practice in these settings. Specific skills need to be acquired by teaching professionals to run effective learning and teaching ‘in-world’. The University of Derby evaluated the use of Second Life™ for teaching and learning in Higher Education by developing virtual teaching methods and an extensive virtual world teaching space. When traditional text-based content is blended with innovative student-focused methods, the result seems to be a shift from isolated study and tutor-led instruction to student-led highly interactive group learning. Methods of teaching need to be established that place the student at the centre of the learning by involving them in the experience itself. Virtual worlds are ideal for this and findings suggest they can offer high levels of student engagement and satisfaction although whether the academic benefits of such classes are equivalent to face-to-face or existing e-learning methods is not yet fully established. Teaching in virtual worlds within Higher Education is challenging, requires planning and continual development, needs a flexible attitude towards learning, and possibly requires relinquishing control to the learner at the risk of alienating some students. The potential benefits are increased immersion and engagement with learning activities. Given the existing use of virtual immersive worlds and the impact of the internet on teaching along with the likely expansion, increasingly educationalists have to rethink student – tutor contact in these innovative learning spaces.
Teaching and Learning in Online Virtual Worlds.
Abstract:
3D multi-user virtual environments can provide a highly immersive and socially interactive way of enhancing university teaching. Most major universities have ventured into immersive 3D virtual worlds. However, existing teaching and pedagogies may not be sufficient to inform good practice in these settings. Specific skills need to be acquired by teaching professionals to run effective learning and teaching ‘in-world’. The University of Derby evaluated the use of Second Life™ for teaching and learning in Higher Education by developing virtual teaching methods and an extensive virtual world teaching space. When traditional text-based content is blended with innovative student-focused methods, the result seems to be a shift from isolated study and tutor-led instruction to student-led highly interactive group learning. Methods of teaching need to be established that place the student at the centre of the learning by involving them in the experience itself. Virtual worlds are ideal for this and findings suggest they can offer high levels of student engagement and satisfaction although whether the academic benefits of such classes are equivalent to face-to-face or existing e-learning methods is not yet fully established. Teaching in virtual worlds within Higher Education is challenging, requires planning and continual development, needs a flexible attitude towards learning, and possibly requires relinquishing control to the learner at the risk of alienating some students. The potential benefits are increased immersion and engagement with learning activities. Given the existing use of virtual immersive worlds and the impact of the internet on teaching along with the likely expansion, increasingly educationalists have to rethink student – tutor contact in these innovative learning spaces.
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