UCLA neurophysicists have found that space-mapping neurons in the brain react differently to virtual reality than they do to real-world environments. Their findings could be significant for people who use virtual reality for gaming, military, commercial, scientific or other purposes
a new study in rats shows that the virtual world affects the brain differently than real-world environments, which could offer clues for how the technology could be used to restore navigating ability and memory in humans.
Per Google Scholar:
Avoiding making people sick is one of the key struggles in producing VR games. Developers large and small have said games need to be made in new ways to protect players from motion sickness.
Virtual Reality’s Next Hurdle: Overcoming ‘Sim Sickness’
One problem is the resulting “postural sway,” or postural instability and hand-eye coordination challenges.
Additional reading: http://www.augmentedrealitytrends.com/virtual-reality/sim-sickness.html
my note: similar issues with Google Glass. Here is some more info on the issue:
Rethinking Motion Sickness
Pls have other IMS blog entries on Google Glass
11 Ed Tech Trends to Watch in 2017
Five higher ed leaders analyze the hottest trends in education technology this year.
new forms of human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR).
combining AR/VR/MR with cognitive computing and artificial intelligence (AI) technologies (such as machine learning, deep learning, natural language processing and chatbots).
Some thought-provoking questions include:
- Will remote workers be able to be seen and interacted with via their holograms (i.e., attending their meetings virtually)? What would this mean for remote learners?
- Will our smartphones increasingly allow us to see information overlaid on the real world? (Think Pokémon Go, but putting that sort of technology into a vast array of different applications, many of which could be educational in nature)
- How do/will these new forms of HCI impact how we design our learning spaces?
- Will students be able to pick their preferred learning setting (i.e., studying by a brook or stream or in a virtual Starbucks-like atmosphere)?
- Will more devices/platforms be developed that combine the power of AI with VR/AR/MR-related experiences? For example, will students be able to issue a verbal question or command to be able to see and experience walking around ancient Rome?
- Will there be many new types of learning experiences,like what Microsoft was able to achieve in its collaboration with Case Western Reserve University [OH]? Its HoloLens product transforms the way human anatomy can be taught.
p. 22 Extensive costs for VR design and development drive the need for collaborative efforts.
Case Western Reserve University, demonstrates a collaboration with the Cleveland Clinic and Microsoft to create active multi-dimensional learning using holography.
the development of more affordable high-quality virtual reality solutions.
AR game developed by the Salzburg University of Applied Sciences [Austria] (http://www.fh-salzburg.ac.at/en
/) that teaches about sustainability, the environment and living green.
Whether using AR for a gamified course or to acclimate new students to campus, the trend will continue into 2017.
15 Tech Tool Favorites From ISTE 2016
list of resources that can help educators find what they need
This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.
This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game.
Google Science Journal
This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.
This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,”
This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.”
a database of YouTube Channels by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).
This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work.
This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.
uild With Chrome
This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want.
Google CS First
Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding.
More on VR in this IMS bloghttps://blog.stcloudstate.edu/ims?s=virtual+reality
more on augmented reality in this IMS blog
please use this D2L discussion thread to log your thoughts regarding the readings below
Instructional Design in Virtual Reality Experiences
reading this short article, what are the questions, VR poses to IDs (e.g. SCORM for things like learner picked up the correct tool.)
why do you think creating higher order thinking learning objectives for a virtual reality training
Instructional Design in VR Training
In this conversation between Monica Price and David Cleverdon, what is the most striking idea, you gathered?
Do you think Monica is right when she says that only “see and hear” is not that potent to let us learn?
Can you elaborate on Monica’s thoughts regrading the connection between simulation and retention (e.g. Imo’s group final project can argue that their project for new employees training is superior to the current training with the ability for the employee to repeat the simulation until they think, it is retained)
The Future of Instructional Design: Experience Design
A glimpse inside the role of instructional design for Immersive Learning
Allen claims that traditional ID does not translate to VR ID. Do you agree and why?
VR is supposed to be more engaging then 2D. Why?
Which of the six steps do you find important and why?
3 Instructional Design Strategies For Virtual Reality Learning
which of the three instructional design strategies you find most appealing and why?
Reactive realities: VR in the chemistry classroom
“VR gives a superior sense of what is happening in the molecular world – you can zoom in and out, and move around in an intuitive way. It makes it much easier to see molecular structures and key parts of a reaction, which is not done as well via other modes,”
Each learning activity led a pair of students through a series of tasks. They built a molecule, then followed the journey of the enzyme reaction.
Students found the ‘tactile’ experience of VR engaging and they were able to quickly build and move molecules to see how they interacted. Watching the students walk around, bend over and peer around virtual objects was a highlight for the team.
more on VR in this IMS blog