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2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
2012 09-18-pdsg-open-3 d-environments.pptx
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2012 09-18-pdsg-open-3 d-environments.pptx

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  • 1. Open 3D Environments for Competitive and Collaborative Educational Games Roland Klemke, Milos Kravcik PDSG Workshop, Saarbrücken, 18.09.2012
  • 2. Game-based Learning Source: Nadolski 2010
  • 3. Game-based Learning Immersive learning, but high modelling costs for - 3d environments - Game logic - Learning content
  • 4. Is it possible to create a 3D learning gamewith freely available technologies /contents at low modelling cost?
  • 5. The ConceptUse Google Streetview and the real worldas a playground for interacting withvirtual items in location-based games
  • 6. Benefits •  Low modelling costs due to existing environment •  Open API for content and application logic •  Integration with the real environment •  Easy to handle for teachers and students
  • 7. The Problem •  What, if real 3D models matter? •  What, if students have to create rather than consume? •  What, if results have to be evaluated by humans? •  What about architecture?Image: Evelyn Kamilaki, dffevelyn_kamilaki, flickr.com
  • 8. Architecture is competition driven Architectural teams cooperate toImage: Charlie Vinz, vinzcha, flickr.com compete with other teams
  • 9. Architecture is contextual: results of architectural processes are embedded in the real worldImage: A-dit-ya, flickr.com
  • 10. The Vision•  Goal: Support architecture education in cooperative and competitive manner with a platform that provides contextual settings•  Approach: Extend StreetView in a manner, that it –  Supports embedding 3D models on the StreetView interface –  Support in-team collaboration on 3D models –  Supports cross-team rating
  • 11. Extending StreetLearn’s object model Service infrastructure for Map creating, uploading, Item publishing, and rating modelsConstruction Service Player Item Building Team ItemBuilding Model Status
  • 12. Extending StreetLearn’s user interface: Construction Area
  • 13. Extending StreetLearn’s user interface: Embedded 3D Model
  • 14. Extending StreetLearn’s user interface: Collaboration & Versioning
  • 15. Extending StreetLearn’s user interface: Competition & Rating
  • 16. Extending StreetLearn’s user interface: Competition & Rating
  • 17. Results•  3D add-on for StreetLearn succesfully prototyped by student team•  Collaboration and competition features realised•  Status: preliminary, but feedback from architectural students promising
  • 18. Next Steps•  User interface should be better integrated to provide better contextualisation –  currently, 3D models appears in soft-popup but should be really embedded•  Possible candidates for better integration might be realised in Google Earth –  Support for 3D models natively included –  Different application architecture required
  • 19. Mapping to workshop focusPedagogic StreetLearn Platform Game principles development MechanicsPedagogic StreetLearn Game Storytelling design authoringAI Agents? Game-based learning experience
  • 20. Thank you! Roland Klemke Milos KravcikCenter of Learning Sciences and Advanced Community Information Technology Systems (ACIS) Open Universiteit Nederland RWTH Aachen University Roland.Klemke@ou.nl kravcik@dbis.rwth-aachen.de

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