This document discusses the benefits of 3D environments and avatars for learning. It finds that experiences as an avatar can change real-world perceptions, and that people are influenced by avatars that match their appearance. A 3D virtual world allows for authentic practice in simulated environments and builds identification with content. Interactivity and immersion in a 3D space enables meaningful learning through sustained engagement with peers.

1. Why 3D Matters for Learning And “Serious Games” By Karl M. Kapp Bloomsburg University www.learningin3d.info Twitter:@kkapp Hashtag #lrn3d

2. Google “Kapp Notes”

3. Agenda Is the use of 3D avatars appropriate? Do 3D graphics and interactions really make a difference in how a learner interacts with content or other learners? Why a 2D environment is not as effective for serious games as a 3D environment?

4. Identity– no deep learning takes place unless an extended commitment of self is made for the long haul. Good video games capture players through identify. Players either inherit a strongly formed and appealing character or they get to build a character from the ground up. Players become committed to the new virtual world in which they will learn and act. Why should the identify of being and doing “science,” “math,” “healthcare” or “sales” be any different? James Paul Gee, University of Wisconsin-Madison

5. We’ve Always Wanted Characters

6. Why be a Character at All? Research indicates that human social models influence behavior, beliefs and attitudes. Bandura, A. 1986 Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.

7. Avatar as Teacher Research also indicates that learners perceive, interact socially with and are influenced by anthropomorphic agents (avatars) even when their functionality and adaptability are limited. Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565

8. Can an experience as an avatar change a person's real life perceptions?If yes, how?If no, why not?

9. An experience as an avatar can change a person's real life perceptions. In a study conducted by Yee and Bailenson (2006), it was found that negative stereotyping of the elderly was significantly reduced when participants were placed in avatars of old people compared with those participants placed in avatars of young people. Yee, N. & Bailenson, J.N. (2006). Walk A Mile in Digital Shoes: The Impact of Embodied Perspective-Taking on The Reduction of Negative Stereotyping in Immersive Virtual Environments..Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA

10. Are two avatars better than one? Motivator Mentor Expert

11. Motivator Yes, two avatars are better than one. Mentor Baylor, A. L. & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15(1), 95-115. Expert

12. http://www.codebaby.com/showcase/elearning-showcase/

13. Three groups: Which is more likely to exercise within the next 24 hours? Group 1 watches an avatar that looks like them loitering Group 2 watches an avatar that does not look like themselves exercising. Group 3 watches an avatar that looks like themselves exercising.

14. If learners watch an avatar that looks like them exercising & losing weight, they will subsequently exercise more in the real world as compared to a control group. Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.

15. Within 24 hours of watching an avatar like themselves run, learners were more likely to run than watching an avatar not like them or watching an avatar like them loitering . Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113.

16. Learners are more influenced by an avatar of the same gender and same ethnicity/race with some interesting exceptions. Baylor, A. 2009 Promoting motivation with virtual agents and avatars: R ole of visual presence and appearance. Philosophical Transactions of the Royal B Society. 364, 3559–3565

17. People tend to conform to how their avatar appears regardless of how it is perceived by others. In one study by Yee and Bailenson (2007), participants with taller avatars behaved more confidently in a negotiation task than participants with shorter avatars; specifically, they were more willing to make unfair splits in negotiation tasks. In contrast, participants with shorter avatars were more willing to accept unfair offers than those who had taller avatars. Additionally, in subsequent research, Yee et. al. (2009) found that behavioral changes originating within a virtual environment can transfer to subsequent face-to-face interactions.

18. Which builds more confidence for on the job application of learned knowledge? Class room instruction. Simulation Game.

19. Simulation Game. 20% higher. Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology.

20. Do simulations have to be entertaining to be educational?

21. NO Sitzmann, T. (in press) A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology .

22. Flow in a 3D virtual world is impacted by three factors: The skills available to tackle challenging tasks The degree of presence sensation perceived by students. The perception of interactivity in the virtual learning experience.

23. First Person View

24. Third Person View

25. Experiencing an Inventory Observation EY

30. Learners journey through a series of activities designed to synthesize conceptual learning.

31. Learning changes from being Disembodied and Transactional to Embodied, Relational and Experiential.

32. Additional Observations

33. Do not view virtual worlds as a next step in “how” classroom-based learning will be delivered.

34. Instead, ask what kind of learning can this new technology can enable.

35. Human interaction around a task where peer-to-peer or group learning is enabled.

36. Interactivity (I) + Immersion (I) = Sustained Engagement (E) Results in meaningful learning.

37. Authentic Practice occurring in an authentic environment.

38. By adding immersion to the equation, organizations can allow for higher quality learning interactions between employees who work at a distance.

39. Learning content not organized around the work context causes unnecessary overhead for the learner. Learners tend to prefer instructions over instruction.

40. Simulated environments always made sense in Medicine, Military and Aviation. Now they make sense for Factories, Call Centers, Retail Stores and other “work” environments.

41. Summary Avatars provide a model of acceptable social (work) behavior. An experience as an avatar can change a person’s real life perceptions The look of an avatar impacts a persons behavior in and out of world. People identify with avatars that look like them. A 3D environment allows for authentic practice. 2D environments lack immersion, depth and sense of space.

42. Questions/More Information http://www.kaplaneduneering.com/kappnotes/ Recommended books Samples and Examples Learning in 3D www.learningin3d.info Gadgets, Games and Gizmos for Learning www.gadgetsgamesandgizmos.com Email: kkapp@bloomu.edu Email: karlkapp@gmail.com