Information
The Oculus Rift (OR) is the current VR frontrunner, boasting "the ultimate interactive experience with a 90 degree field of view in a headset that fully obscures the wearer’s view". With the 3-dimensional head tracking sensors (for yaw, pitch, and roll), the headset is able to pinpoint where the user's head exists within the software environment. |
| Excerpt from OR manual |
Besides the hardware/software genius of the Oculus Rift, there are some basic fundamentals needed in order to provide the learner with an immersive experience. If you are interested in creating an immersive experience (via a simulation or role-playing game), these tips will help extend belief in your learners:
- Include heavy storytelling, with good speed of the world/storyline is crucial
- Include a complete, continuous experience; no cut scenes or black fade outs
- Develop the scale, and provide detail to help maintain the believability of the scene
- Spend a good amount of development on the movement, visuals, and reactions of the body of the player
Just as with our interface design projects, a virtual reality project would need to follow similar guidelines when designing for the user experience (UX):
- Clearly detail the requirements of the module
- Develop the user flow
- Have a strong understanding of not just how a user will progress, but why they will make specific choices
- Create alternate design mockups
- Create wireframes and presentation decks for iteration loops between the design team (including UI, UX, Art Director) and engineering teams (front and back end developers)
Here is a video showing how virtual or augmented reality can become a true reality. The video is only 3 minutes long and shows many uses, but there is a specific section devoted to a Just-In-Time training tool:
- Minute 2:10- 2:30 http://www.youtube.com/watch?v=9Wv9k_ssLcI
- “If there are needed adjustments or preventative maintenance required, the technician can be provided with step-by-step instructions on how to make the required adjustments, or if maintenance is needed and part replacement is required, the technician might be provided with 3D work instructions.” [link to article]
More Research
I've completed some research regarding other VR hardware/software offerings and have a few notes about them here. Feel free to investigate further, if you are interested:- Virtualizer (omnidirectional treadmill [ODT])
- 360-degree locomotion
- Virtuix Omni VR treadmill (omnidirectional treadmills [ODTs])
- 360-degree locomotion
- a platform that’s just 48 inches (1.2m) across.
- Vuzix M100 (smart glasses)
- hands free operation
- alliance with Wikitude (SDK for AR apps)
- a geo-based AR engine
- image recognition/tracking services
- 3D model presentation capabilities
- Leap Motion (gesture recognizing device)
- Your hands need to be directly in front of the Leap
- The range of detection is limited (must stay centered to the device)
- Review against the current iteration of the device
- Wii Remote (infrared sensor/controller)
- Motion sensing capability allows the user to interact with and manipulate items on a screen
- Gesture recognition through the use of an accelerometer and optical sensor technology
- Ted Talk on Wii Remote Hacks
Questions
Given all of this background knowledge, where do you think the Virtual and Augmented Reality fields are going? Is education a viable VR/AR environment?How about the instructional design of such devices.
Is there some overlap between website/tool interfaces and virtual interfaces?
Which design elements will likely not work in virtual reality?
How can you overcome the input shortcomings of these tools (no option for mouse clicks or touch screens)?
My personal impression, at least for the smart glasses and Oculus Rift, is that voice and image recognition (think QR code scanners, or Aurasma) will lead the input of these devices. The interfaces will need to be minimalist, possibly showing only one option at a time (think of the singular physical iPhone button), which means the software will have to be developed to intuitively present options based on what the user is doing from moment to moment. This is different from our current expectation in that we tend to lead our learners through modules/tools; whereas in VR/AR, the interface will need to follow the learner.
After watching that video, there's something very cyborg-like in the concept of using VR for workplace activities. It seems also like a transitional place before full robotic automation. When do we no longer need the human capacity to reason and solve problems in complex contextual ways that computers cannot do at this time?
ReplyDeleteIt's also hard to imagine a UI where clicking and tapping will be replaced with interaction with virtual objects and probably read as specific gestures by the VR system. Perhaps we could still have areas where we mimic tapping a virtual surface and the gesture is read and approved by the system - even though there is no physical surface to tap. I think we like having responses to our fingertips, much like we favor hard plastic keyboards with keys that recede when we push and make affirmative clicking noises when we release them. The keyboard itself has not changed in how many years? 50? It may be hard to replicate such sensations in VR, at least for now.
If games and simulations continue to make headway and prove to be viable in education, then there is a definite transition into VR that's most likely inevitable. It's a very exciting prospect to envision. Talk about situated cognition! It brings to question the idea of transfer and if VR can build skills that transfer more readily to other contexts over the typical role-playing game we see now. It's a very interesting question.
I agree that the augmented reality glasses are very cyborg-like, but I do not think the human will become obsolete in the contexts you mention (granted, I would love to have a computer or car that could fix its own problems).
DeleteAs for the haptic feedback, I'm not sure it is needed anymore. Yes, I do love to pound my keyboard keys for that familiar click-clack sound, but that's because it's a familiar feeling for me. Someone born today may never encounter that feeling, and thus may not favor the physical response. I have actually turned off all sounds and vibrations on my mobile devices that allude to haptic feedback- I find it is silly to create a digital representation of a non-existent physical reaction. I like your ideas about possible VR interactions though. Some very interesting stuff to think about.
If you visit the two omnidirectional treadmill sites, and watch some of their videos, you'll see how they are trying to bring more transfer of skills to RPGs. Mainly physical skills (ducking, running, etc). I think VR is definitely in the right space for building skills that transfer more readily. I'm a firm believer of hands-on experience, even if that means virtual hands-on.
I think that education can definitely be a viable field for Virtual and Augmented reality fields, so long as the interface created is done in a way that A.) caters to the audience it is geared towards *i.e. small children, adults, etc.), and B.) Adequately accounts for different learning styles and understands that cognitive overload is a real possibility if the technology is not managed properly. Many virtual reality systems (i.e. 3D software, etc.) can stimulate the senses in a way that confuses them, and actually makes it harder to understand concepts. For example, I personally do not like 3D movies because I spend more time trying to focus my eyes than I do ont he actual material. However, children might appeal to this type of learning, as it is different and innovative, and really gets their thought processes working. I think that, with the right amount of management and gearing it towards appropriate learners, it could be a really neat and innovative way to teach new material.
ReplyDeleteI think there is definitely some overlap between user interfaces and virtual interfaces whent hinking about instructional design because you MUST gear the material and its workings towards the appropriate learners (i.e. stakeholders). As in all instructional design scenarios, the learners must be aware of why the subject matter is important to them, as well as have interactive means by which to practice the skills they are being taught. As I stated above, I think that avoiding cogonitive overload and ensuring that the information is being properly portrayed to the audience is a key aspect of the instructional design process,a nd can be taken into account when thinking about virtual learning.
In a virtual relaity setting, i do not think that linear presentations would be useful, as they do not appeal to all of your senses. Furthermore, part of the goal of virtual instruction is to use visual and audible depictions of ideas to help enhance encoding. Linear presentations (such as PPT slides, etc.) do not do this.
I think that voice activation and voice cuing may be the best course of action in terms of dealing with no mouse clicking or touch screens. It would almost create the sensation of the learner being a pilot, thus catering to self-directed learning. Children may be exceptional candidiates for this type of learning.
I like your analogy of the learner as a pilot in their self-directed learning environment!
DeleteAnd you definitely hit on some important hardware issues with 3D and 3D-portrayed environments. It can be quite difficult adjusting our eyes and brains to a manufactured 3D landscape.
I think the realistic options for these types of "gadgets" in education are still quite limited. Not saying that there won't be more advances that make them more practical. Actually reminds me of a piece I saw on the news the other night about robots and how much and how long it took them to do simple things like walking...long ways to go in that technology, too.
ReplyDelete