Introducing%20Children%20to%20Adult%20Tasks%20through%20Virtual%20Reality - PowerPoint PPT Presentation

View by Category
About This Presentation



Introducing Children to Adult Tasks through Virtual Reality Ted Leath University of Ulster, Northern Ireland Introduction The early introduction of school children to ... – PowerPoint PPT presentation

Number of Views:84
Avg rating:3.0/5.0
Slides: 20
Provided by: Syste112
Learn more at:


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Introducing%20Children%20to%20Adult%20Tasks%20through%20Virtual%20Reality

Introducing Children to Adult Tasks through
Virtual Reality
  • Ted Leath
  • University of Ulster, Northern Ireland

  • The early introduction of school children to
    adult tasks through non-immersive virtual reality
    (VR) should develop dexterity, task-oriented
    memory and appropriate attitudes while being fun
    at the same time.
  • VR allows the provision of a safe environment for
    children to attempt tasks not safe enough, or
    appropriate in the real world.

Introduction (continued)
  • An example project is proposed which will allow
    the evaluation of the extent to which successful
    completion of the virtual task translates to
    competency in the real world task.

Anticipated Benefits
  • Children should develop dexterity and spatial
    awareness through interaction with a virtual
    world. This dexterity would be advantageous not
    only in terms of the simulated task, but should
    also be of benefit in acquiring computer skills,
    and in understanding metaphorical models.
  • Children should develop task-specific competency
    and memory through repetition and experience. In
    addition, the exercise of memory should be of
    general developmental help.

More Anticipated Benefits
  • Tasks may be weighted to encourage the
    development of appropriate attitudes in the hope
    that these attitudes will become ingrained and
    carried into adulthood. For example, in the
    physical world, driving on the wrong side of the
    road may or may not result in an accident. In a
    virtual world where there are no enduring
    consequences (except in the participants memory),
    driving on the wrong side of the road might
    always result in an accident.

  • The ubiquity of PCs and networking in schools has
    made available teaching and learning environments
    that were hitherto unknown.
  • Software tools for the development and display
    of three-dimensional learning environments or
    worlds are freely available and widely
    distributed through the Internet.

VRML and VRML Worlds
  • It is proposed that the example project be
    implemented through the Virtual Reality Modelling
    Language (VRML). VRML is widely supported,
    inexpensive and accessible.
  • VRML is to three-dimensional environments what
    HTML (HyperText Markup Language) is to
    two-dimensional web pages. VRML does not execute
    like software, but is grammatically analysed
    (parsed) and then displayed. This is most often
    accomplished through a web browser with helper
    software. The presentation of parsed VRML files
    is known as a virtual world.

When to use VR in Education
  • When a simulation would be used
  • When teaching or training using the real thing
  • (a) dangerous (b) impossible (c) inconvenient

When to use VR in Education(continued)
  • When mistakes made by the learner or trainee
    using the real thing could be
  • (a) devastating and/or demoralizing to the
    learner (b) harmful to the environment (c)
    capable of causing unintended property
    damage (d) capable of causing damage to
    equipment (e) costly.

When to use VR in Education(continued)
  • Teaching tasks involving manual dexterity or
    physical movement.
  • Essential to make learning more interesting and
    fun, e.g., working with boring material or with
    students who have attention problems.

Immersive and Non-immersive VR
  • Virtual Reality environments divide into two
    broad categories, immersive and non-immersive.
  • Immersive VR uses specialist equipment or
    physical environment to immerse the user in a
    new sensual reality, completely manipulating
    senses of vision, sound, touch, and more rarely,
    smell and taste.
  • Non-immersive VR is also known as through the
    window VR since a computer workstation is used
    to provide a window into the virtual world. user
    can move about the world using a pointing device
    like a mouse, or the keyboard.

Use of VR in Education
  • The first practical use of an educational VR
    application that has been identified occurred in
  • Twenty applications were expected to have seen
    practical use by the end of 1997. Of these,
    nearly 75 were immersive requiring specialist
  • Use of both pre-developed VR applications and
    student development of virtual worlds can be
    educationally effective. Interactivity seemed to
    be the key rather than level of immersion.

Use of VR in Education(continued)
  • Students enjoy working with virtual worlds and
    this experience can be highly motivating.
  • In practical terms, desktop VR is more suitable
    for widespread use than immersive VR technology.

Example Project
  • The example project proposes the creation of a
    VRML world containing a public telephone callbox.
    The task chosen involves a child successfully
    placing a telephone call with all that this
    involves procedurally including lifting the
    handset, inserting a coin, entering the correct
    number and replacing the handset at the end of
    the simulated phone call.

Example Screens
Elements of the Interface
  • Visual movement on depression of touchtone
  • Audible touchtones and dial tone
  • Visual display of numbers as pressed in callbox
  • Speech output on incorrect button depression
  • Context sensitive help via help button using
    speech output
  • Congratulatory speech output on successful

  • Evaluation will involve two groups of children.
    One group will use the VRML world to complete the
    virtual task a specified number of times. The
    second group who have not used the VRML world
    will serve as a control group. Both groups of
    children will then attempt the real world task. A
    comparison of each groups effectiveness in
    performing the task will be compiled, taking note
  • Whether or not the task was successfully
  • The nature and number of mistakes made during
    task execution
  • The time required to complete the task

(No Transcript)