The Metaverse: A Laboratory for Digital Media Networks

Joan M. Mazur, Curriculum & Instruction

Cindy Lio , Curriculum & Instruction

Christopher Jaynes, Computer Science

James McDonough, Mechanical Engineering

University of Kentucky

• Describe the Metaverse Project

• Overview of Research on Immersive Learning Environments

• Initial Focus Groups with Educators

• Implications and Issues for Research and Implementation

Metaverse Project Description • The Metaverse is a synthesized world that combines

computer-generated elements and real-world elements, allowing them to co-exist thereby breaking the physical barriers of time and space through would normally constrain them.

• To fully participate in this meta-world, users must access it through an interface (called the Metaverse Display Portal) that is 1) visually immersive 2) interactive and 3) collaborative.

Metaverse Project Description

• These visual environments must support meaningful human-computer interaction. More importantly, visual landscapes must be connected together in such a way as to support human to human interaction and collaboration, potentially over large geographic distances.

Metaverse Project Description

• We are developing a research program to address three aspects of the project's larger aims: – 1) Self-configuring, scalable visual displays,

– 2) specialized media network protocols to support meaningful interaction, and

– 3) a research program that seeks to understand the impact of these visual environments have on education, collaboration and society.

Metaverse Project Description

– Commodity Hardware Used - Cost Effective• Off the Shelf Computers, Graphics Cards, Digital Video

Cameras and Projectors - Unlike more traditional immersive environments

– Concurrent Research and Development of Technical and Theoretical Aspects

• End User Applications for Teaching and Learning Concurrent with Technical Development

Metaverse Project Description

• Video: The Metaverse Enviroment – Visually Immersive

– Non-restrictive

– Uses Commodity Hardware and Software

• Research on Immersive Learning Environments– Overview of current literature– Differences in currently deployed immersive

environments and the Metaverse

• Research on Immersive Learning Environments: Overview of current literature– Evaluation work with respect to the social-application

dimension focuses on how the technology is used to support social interaction and activity such as work or learning, be it individual or collaborative.

• Research on Immersive Learning Environments: Overview of current literature– For example, evaluations have been conducted that

examine the effectiveness of collaborative virtual learning envirorments for K-12 education (Roussos, M. and Gillingham, M.,1998), collaborative VR for conceptual learning (Johnson, A., Moher, T., Ohlsson, S., Gillingham, M.,1999) or informal education and VR

(Roussos, M. ,1999).

• Research on Immersive Learning Environments: Overview of current literature– Researchers have proposed conceptual bases for educational

applications of VR (Winn, W., 1993). and have laid out a research agenda for exploring the connection between theory and practice in VR (Winn, W. , Windschitl,

Thomason-Bulldis, A.,1999). Examinations of social applications of VR have also been conducted in work, theatrical and medical settings.

• Research on Immersive Learning Environments: Differences in the Metaverse– Previous research, while yielding important findings, largely

studied the interaction between a class of users and a particular pre-engineered artifact (such as the headmounted display and the corresponding rendered virtual environment). The Metaverse is unique in the character of its iterative research and development. We are gathering data from user populations as the new technology is evolving and exploring new tools for evaluating the environment that are shaped by these evolving features.

• Research on Immersive Learning Environments: Differences in the Metaverse– The Metaverse is unique in its non-restrictive character

which supports iterative research and development of an evolving environment. This enables the collection of data from user populations as the new technology develops

– Exploring new uses and implementation the environment is key.

• Initial Focus Groups with Educators– Data Collected– Overview of Initial Findings

• Reactions to the Environment• Potential Applications in their fields

• Initial Focus Groups with Educators– Initial Tours - Three 2 Hr. Tours Scheduled– Participants - 19 Participants (9 Female, 10 Male)

• 16 Faculty, 3 Graduate Students• Representing diverse fields

– Educational Psychology, Science Education, Curriculum & Instruction, Kinesiology and Health Promotion, Psychology, Educational Policy and Assessment, Ed. Administration, Radiology

• Initial Focus Groups with Educators– Participants - 19 Participants (9 Female, 10 Male)

• Average age, 52 years• Experience with 3-D

– Limited, 4– Teaching, 1– Research, 4

• Initial Focus Groups with Educators– Overview of Initial Findings

• Reactions to the Environment – Discomfort: 2 – Ease to orient self

Somewhat:11, Not:6, Slightly: 1 – Ease for movement

Somewhat:10, Very: 9– Ease to locate object

Easy: 8, A few seconds: 4, Slight difficulty: 5

• Initial Focus Groups with Educators• Potential Applications in their fields

– Student presentation– Create set designs for dance studio – Problem solving tasks in shopping environments– Interactive environment for Kids with disabilities– Teaching and research

Manipulation of physical objectsVisualization of complex molecules

• Initial Focus Groups with Educators• Potential Applications in their fields

– Mine safety– Research on on-line shopping behavior– Convey geometry principles– Business classes

Learn observation skills– Non-accessible environment

Heart or brain, interior of the earth, outer space,platform above the North Pole

• Initial Impressions Regarding Application– Defining “best fit” instructional applications

• Content where the student needs to physically move about an object or environment to discover properties of the phenomena BUT physical limitations preclude students from doing that (e.g. standing above the North Pole, or examining a spinal column by moving around it)

• Initial Impressions Regarding Application– Multiple Content Areas May Benefit

– Both Arts and Sciences (e.g. Dance and Science Education)

– It is the physical immersion quality that appears to be cross-disciplinary

– Actual Classroom Implementation Issues• For example, switching between instructor and

student views

• Future Directions for the Project Focus on Teaching and Learning– Research in ME 330 Fall 2002

• Compare one class using 3-D Desktop with Immersive Displays for Mechanical Engineering Content

– Careful Examination of the Process of Translating Instructional Materials into Immersive Displays is Needed

• For example, converting 3-D desktop displays for mechanical engineering to immersive displays

• References

Johnson, A., Moher, T., Ohlsson, S., Gillingham, M. (1999). The Round Earth Project: Collaborative VR for conceptual learning. IEEE Computer Graphics and Applications, 19(6), 60-69.

Roussos, M. and Gillingham, M. (1998). Evaluation of an immersive Collaborative virtual learning environment for K-12 educators. Available at http://www.eval.uic.edu/mariar/DOCS/aera_paper.html

• References

Roussos, M. (1999). Immersive interactive virtual reality and informal education. Available at http://www.fhw.gr/.

Winn, W. (1993). A conceptual basis for educational applications of virtual reality. Human Interface Technology Laboratory - University of Washington, TR-93-9.

Winn, W. , Windschitl, Thomason-Bulldis, A. (1999). Learning science in virtual environemnts: A theoretical framework and research agenda. Paper presented at the Annual Meeting of the American Educational Research Associations. New Orleans, LA.