3D Virtual World Environments for L2 Learning and Teaching - Assignment Example

To be able to experience a visual computer-simulated three dimensional environment is to step into the world of 3D virtual reality. The intention isto create such an environment that allows the user to feel as if he is present in that world. Computer scientists and engineers have been able to create both realistic and imaginary worlds with great precision. The images on screen seem life-size from the user’s perspective. Various devices have been designed to achieve this goal of being able to experience a virtual environment. These devices make it possible to track the movements of the user; especially his eye motion and head movement. Tracking these movements is important to present to the user new images on screen to go with the change in perspective. The virtual reality environment is at the foremost an immersive experience. In order for it to appeal to the user it needs to be as close to our real 3D world as possible. This is why there is a need to develop the 3D environment further for the user to get really comfortable in that world. Visual and audio components are given great priority when designing a 3D virtual world. At present, scientists are trying to find ways to incorporate the sensory component into the virtual environment. A user would feel more immersed within a particular virtual environment if he is able to make use of his sense of touch, just the way he uses his visual and auditory senses. Currently, there is also a need to refine visual graphics in order to make the virtual world appear more lifelike. Also, special attention has to be paid to the fact that enabling a real-time environment within such a virtual system is the key to its success with the user. The user is made familiar with the concept of real-time with regard to a 3D virtual environment. This idea of using 3D reality has already been applied to gaming with games such as Metal Gear Solid and System Shock. A relatively new usage of the 3D virtual environment is in the field of education. Educationalists have considered the use of incorporating the 3D virtual environment in class rooms and educational institutes with varying degrees of success. One of the most important things concerned with learning is to learn by exploration, be it structured or not. If a teacher asks students to learn through the means of exploration, not only does the student get a chance to develop the understanding of the way to go about a task but also realizes his self-interest with regard to a particular subject or field. Taking up the example of the usage of Second Life in class rooms, it becomes easier for a geography teacher to give an authentic feeling of the nature and landscape to his students. Learning can become more hands on in this manner; students can be asked to collect information and data or wind patterns at various grids in Second Life for example, in order to determine their theories and assumptions on climatology. (Constance, 2007) If learning is to be creative and all encompassing then the use of these virtual environments is justified, even necessary. A good example would be the socially relevant Second Life that allows users to access this virtual world by logging on to the internet. Users can interact with each other in this virtual world through their avatars. This portal allows its users to socially interact with each other in group and pair meetings and activities, as well as travel throughout the world. Currently, the uses of 3D virtual environments and their impact are under observation. Technology has allowed scientists and engineers to come up with rapid developments in this field which deems well for the educational sector; since it is this particular field that stands to benefit from major developments regarding the sophistication of the virtual reality system. One of the most impressive implementation of the as yet developing concept of 3D virtual environment pertains to its use in language learning centres. There are many examples of top language learning centres employing this concept to enable their students towards a healthier and creative learning experience. According to Rutgers students, speaking in a foreign language in a virtual world, breaks their bonds of self-consciousness and liberates them. This feeling of liberation is important because students can interact with other students freely. They may make more mistakes; but given the depth and vision of the virtual world that they become a part of, they gain a whole lot of experience. (Berry, 2009) Language learning has greatly prospered with the use of 3D virtual environments. Sometimes it is not possible for a person to travel the globe in order to come across a native speaker of the language that he is interested in learning. What better way than to interact, in a real like-like face to face manner by logging on to the Second Life portal and making that interaction possible? A native speaker has definitely a wider and better understanding of the language in question and can explain grammatical usage as well as idiomatic use of the language to the student. This also provides a more personal experience to the user compared to learning a foreign language through the dictionary, video tapes or the internet web pages. With regard to the students at Rutgers, the implementation of Second Life to learn French proved successful. Students were able to interact with students from all over the world who had created avatars in Second Life. They had the liberty to visit various islands (present within the game) and converse with each other in French. (Bean, 2009) This original and creative learning experience never felt out of touch with reality to these students who believe virtual reality to be similar to the real world. Even though the students interacted with each other through their uniquely constructed avatars they were, in essence, different individuals who projected their personalities into their avatars and made this a real life-like experience. The participants or users have the freedom to be creative and shape whatever they want, with respect to the virtual world they are a part of. In one sense, this is a highly exhilarating experience; the freedom to do whatever you want in a world that resembles your real world is a wish come true for many people. However, this is where there is some sense of danger. A few psychologists believe that getting too immersed in the virtual world can prove harmful for users. They cite examples of violent 3D virtual games as being the cause of insensitive and destructive behaviour among game players. (Meyer, 2005) Certain others think that an overload of the virtual world can lead to cyber addiction. This could prove harmful for real-world social interactions between the user and his community. Some psychologists also see heavy reliance on the virtual environment as being escapist. By immersing oneself in the world of make believe, users can forget their duties and responsibilities with regard to their regular, day to day life. Such behaviour is seen as a destructive force with concern to not only the individual but the society as a whole. Defining criminal acts in the virtual world is also seen as a problem. With the present attitudes towards a virtual environment, virtual crimes are not taken as serious as real-world crimes. This can prove to be harmful for the victims of virtual crimes; studies show that such victims have been deeply affected by crimes committed against them, possibly rape, in a 3D virtual environment. (Strickland, 2009) This sense of degradation comes from the fact that such an experience is very life-like for the user and may leave a bad impression on him. Proponents of 3D virtual environments, however, disagree with these studies and believe that virtual environments in fact help to foster friendship and trust between individuals. In an informal setting, users or “participants” are more at ease. This casual attitude is a key component when interacting with strangers through their unique avatars in the virtual world. With concern to learning, there are many possibilities for the 3D virtual world to function and prove helpful. Babel-M is an example of a virtual environment that is focused on making learning easier for users. It allows users to log in a single, primary interface and interact with other users. For the sake of making learning more productive for the users, the system only provides basic commands and data to the users when they first join this virtual environment. In order to step ahead in this virtual world, users have to become adept at speaking the language and gaining more than basic knowledge in relation to the language that they are learning. As users progress by interacting with each other and exploring the virtual world they come across new words, phrases and experiences that help to shape an all-new learning experience for them. (Collins, 2006) For many users this learning experience holds greater value than the traditional mode of learning through class lectures. Babel-M also allows the users to interact with each other through built-in chat windows. These chat windows work as a tool of communication between not only two individuals but also large groups. Discussion boards and group chats encourage users to participate and simultaneously learn and teach each other. Another subject that can benefit from the use of 3D virtual worlds is the teaching of history. By allowing students to take up role playing games, teachers can teach history in a more creative and memorable manner. The issue that most students have with the study of history is the “boring” way that lectures are delivered. Facts and figures are unimportant to students if they are unable to understand grasp the basic concepts with regard to historical figures and events. The remedy for this is the introduction of 3D virtual environment in class rooms whereby students can imagine themselves and take up the roles of historical figures. This can prove beneficial in imparting the knowledge with regard to historical events and the need to understand history and learn from it. This gives rise to the idea of “learning by being”. (Gardner, 2004) By assuming identities, students can be made to learn about cross disciplinary issues. In the study of English Literature, for instance, students can be made to re enact William Shakespeare’s works in the London of Shakespeare’s time. This would mean transporting the students to Elizabethan England, where they would have to assume the mannerisms and identities of that time period. This will be beneficial in giving the students a feeling of Shakespeare’s time and the problems, issues and politics that formed a large basis of his plays. The Second Life can also be used to inculcate the spirit of helping others among students. If this virtual world is taken up in a social studies class, students can be asked to assume roles, take up projects and implement them in any part of the world. Another great way is to ask students to implement their social action projects in the virtual world. Social action projects could be anything that the students have worked on regarding the benefit of their local community. So, for example, a group of students comes up with a plan to educate the rural poor in a developing country by teaching them a work of the English language every day. This idea could be taken up in the virtual world, where students can enact as those poor children as well as assume the role of the teacher to give a sense of reality to their project. An important aspect of group activities is the inculcation of inter-dependency. This is to say that inter-dependency is not bad; rather it is fruitful for bringing about large changes or implementing big projects. When students are involved in trying to strive towards the same goal, they will help each other get to that goal in a healthy competitive spirit. These sort of activities deem well for social cooperation. (Johnson, 2000) After all, these same children will grow up to be adults who have to sometimes work in constrictive environments and listen to each other before coming up with a decision. For computer based environments to function properly in class rooms it is mandatory for educationalists to conduct surveys relating to the relevance of this particular implementation. Many times, prospective users might be hostile to the use of virtual world and computer based technology in class rooms. This holds true especially for developing communities or communities that are closely linked to traditional mindsets and ideas. If such virtual systems are introduced without a pre-planned guide and model, things could definitely go wrong. Like a cost-benefit analysis that businesses conduct before starting on with a new project, it is better to be prepared with a list of possible pros and cons of developing a virtual world. One problem pertaining to the installation of 3D virtual worlds in some areas is the hesitation shown towards learning how to operate the computer. In developing communities this is a big issue, simply because in those communities computers are not seen as an important part of the learning experience. To get these communities acquainted with the working of 3D virtual systems will be definitely harder and not an easy job. People have pre existing notions that they are not willing to compromise. Hence, when thinking of a way to implement the virtual world in such a community where there are reservations about the usage of computers and anything remotely connected to computer systems, care has to be taken about not upsetting the community. (Ligorio, 2001) Researchers believe that two types of surveys can benefit the educationalists in not only determining the mindsets of the target audience in order to develop the most suitable virtual world but also to prepare the target audience to accept the possibility of becoming a part of that virtual world. For this purpose it is suggested that qualitative and quantitative surveys are carried out. (Williams, 2006) Qualitative surveys pertaining to student attitudes can function as market research. The results acquired from these surveys can be used to further develop and improve the functionality of the virtual world. Quantitative research would be helpful in determining the benefits reaped by students from such a program in contrast to traditional modes of teaching and learning. There is a great scope for 3D virtual environments to develop. Many times projects are not taken up because they are seen as being a waste of time. However, if companies decide to whole heartedly get involved in the development of virtual worlds, benefits can be reaped. The current scenario of the virtual world market is that since the development requires a lot of funding, companies that start off with great vigour, end up leaving the business after a short period of time. This is not productive for anyone, because no future developments are taking place in this manner. In many ways, the 3D virtual world system is still in its infancy. Even though bigger and better virtual worlds are in the process of development at present, they are mostly concerned with state departments. (Schweinhost, 2006) As such, the development of virtual world systems with relevance to the education sector is considered secondary at present. However, with the passage of time those notions are changing and giving way to newer ways of improving ways to develop virtual environments for the education sector. For 3D virtual environments to become an important part of the current educational system careful steps need to be taken. Instead of coming up with new projects, the existing projects should be taken up and modified to suit the needs of the prospective users. Less time would be consumed in coming up with a solution to the existing models and also would give an insight into the time required as well as the resources in question regarding the chalking up and development of a new virtual world. Bibliography Bean, M. (2009). Development of Learning . Rutgers Guide , 14-22. Berry, C. D. (2009, April 8). Focus. Retrieved March 18, 2010, from Rutgers: http://news.rutgers.edu/focus/issue.2009-04-06.1814922901/article.2009-04-07.1692917645 Collins, B. (2006). Ways to Inculcate Good Learning. New Learning , 15-25. Constance, S. (2007). Teaching and 3D Learning . Education Central , 37-46. Gardner, H. (2004). The Theory of Multiple Intelligence . Computing Chronicle , 33-45. Johnson, R. (2000). Instrucional Goal Structure. Review of Educational Research , 49-60. Ligorio, M. (2001). Cooperative Learning and Achievement. Journal of Educational Studies , 19-27. Meyer, E. (2005). The Psychology of the Virtual Criminal. Red Book Press. Schweinhost, K. (2006, January 25). Matching pedagogy and technology- Tandem learning and learner autonomy in online virtual language environments. Retrieved March 18, 2010, from Language Teaching On-Line. Ghent: University of Ghent: http://www.tcd.ie/CLCS/assistants/kschwien.html Strickland, J. (2009, Feb 19). How Virtual Reality Works. Retrieved March 18, 2010, from How Stuff Works: http://electronics.howstuffworks.com/gadgets/other-gadgets/virtual-reality7.htm Williams, C. (2006, June 23). Babel-M. Retrieved March 18, 2010, from Parapal: http://www.parapal-online.co.uk/prof/atmosphere_design.html Read More