The future of Education is AR, Projection Mapping, Gamification, and Simulations. Expect the notion of being “home-school” far more normalized than ever before. We are already seeing a huge uptick in education since the info-webbing of our computers. Every educational institution uses the web and many are moving entirely to communicating via the net. 80% of educators use online video and 1/3 students take at least one course entirely online. 93% of students exclusively use the internet over books for research and the most common resource is Wikipedia. If you want more on the statistics, you can start here but the point is that the interconnection of our computers is a heavily relied on resource for learning.

And what is the material we consumer? Dynamic webpages, video, text, photos, charts, graphs, diagrams, and probably a few other two dimensional forms of media. And that limitation is now artificial, because to engage a 3D environment is entirely realistic in the form of Augmented/Mixed Reality, Projection Mapping, Robotics and Simulations. Now we are going

Mixed Reality

Augmented and Mixed Reality models infused with our surroundings will highlight real problems in real time. Imagine, anyone with some magic glasses can have tutorials suspended in air as they proceed to change their bike tire, or fix their water-heater. The instructions ill come with colors and personalities and understanding each step will be easy because it will all be part of a game you’re playing. The experience will be highly memorable, because by doing is the best way to learn, and we will have fun in the process. Take a selfie with your cartoon bumble bee instructor that buzzed you right through that tutorial. Those cartons will evolve from animations to our favored people.

 

EON Reality

 

EON Reality, Inc. is the world leader in Virtual Reality based knowledge transfer for industry, education, and edutainment. EON Reality provides state-of-the-art 3D display technology for immersive and stereoscopic viewing, from portable tablet PCs and glass free stereo display systems to curved-screen and immersive rooms consisting of multi-channel projection walls. The technology foundation for developing interactive digital content includes importing the most common 3D animation formats into EON’s authoring software and creating modules and applications that can be viewed on various display systems. EON’s technology solutions enable all organizations to more effectively visually communicate, collaborate and accelerate knowledge transfer.

 

EON Reality

EON Reality

 

Virtual Reality is one of the most popular emerging technologies, especially since 2014 when Facebook paid a huge sum for Oculus and a wide range of consumer head mounted displays (HMDs) have become readily available.

Virtual Reality (VR) uses technology to immerse a person in a completely computer generated world and remove them from reality. In this way VR is different from its cousin, Augmented Reality (AR), which aims to seamlessly superimpose virtual imagery over a user’s view of the real world.

However in the last year people are starting to talk about a new term, “Mixed Reality” or MR. Google Trends shows a five fold increase in searches on Mixed Reality over the last year, and the term is appearing in more and more marketing material. One manufacturer is even proudly saying that they are producing the world’s first “Mixed Reality” display, apparently unaware that Cannon has been selling MR systems for almost a decade.

However like any term captured by marketing there is some confusion about what Mixed Reality really is. What is a Mixed Reality display? What is a MR experience? How is MR related to AR or VR?

Foundations of Mixed Reality

The definition of Mixed Reality can be traced back to 1994 to a research paper written by Paul Milgram and Fumio Kishino [1]. This was the first academic paper to use the term “Mixed Reality” in the context of computer interfaces. In the almost 25 years since then, this paper has been cited over 2600 times, making it the most popular research paper to use the term, and more widely cited than most research papers in AR or VR.

 

Mixed reality

 

Milgram and Kishino define Mixed Reality as “..a particular subclass of VR related technologies that involve the merging of real and virtual worlds.” More specifically, they say that MR involves the blending of real and virtual worlds somewhere along the “reality-virtuality continuum” (RV) which connects completely real environments to completely virtual ones. As shown in the diagram below the RV continuum ranges from completely real to completely virtual environments and encompasses AR and Augmented Virtuality (AV).

Robotics

Simulations:

Simulations, or scenario-based learning, can be designed for both technical and no-technical skills. As it becomes a more accepted and everyday part of the learning experience we can focus on constantly improving the design to meet curricular goals. If our , including realistic and relevant content, interesting and engaging learning methods and the preparing of learning to perform in clinical context.

 

Virtual and augmented reality in surgical training

Virtual and augmented reality in surgical training

 

Simulation based content service. Content managers and instructional designers embed their instruction into 3D simulation. We create the interactive “knowledge objects” that simulate high quality, real time, user driven /content that seamlessly interacts with the host.

  • Model on Scenarios: scenario simulation, puts the subject into the context of the scenario allowing them to learn by experience, train as it elates to a life-like situation.
  • Muli-path simulations – – users are compelled to make educated decisions along a chosen path while experiencing realistic consequences of their actions.
  • What if simulations (prototyping) used to prototype systems or environments to determine the cause and effect of various possible situations
  • LCMS – integration (LMS) standard complain learning management sstem through its integration with SNAP! Studio
  • Assessments and evaluations – in SNAP! Studio to report student performance and provide feedback for performance improvement.

Pick up where we left off. Well, take the current state of work into the direction of education. There is a need to do some of the fundamentals entirely over again but only if you are changing up the core, the rules, the best way to begin is with the simulations we already have developed and debugged, video games! Of course our end goal is not to see the world though the eyes of a hit man that has the objective of first-person shooting enemies, but to take the real-time strategy from them and apply them into our learning proses. Players who are disembodied commander of a military-like operation (such as Command and Conquer or Warcraft).

Begin to simulate real world experiences with virtual reality.

Help people move from novice to expert.

  • Formative feedback during simulation
  • An opportunity for deliberate and repetitive practice
  • Curriculum integration
  • Outcome measurement
  • Simulation fidelity
  • Skills acquisition and maintenance
  • Mastery learning
  • Transfer to practice
  • Team training
  • High stakes testing
  • Instructor training
  • Educational and professional context
  • A variety of conditions and range of difficulties

McGaghie et al, 2010; Issenberg et al, 2005

A novel aspect of high fidelity simulation is the ability to play back videos of the scenario that has been played out to an individual or team. Unlike verbal feedback from an observer there is tangible evidence of what the learner did or did not do or say. In addition insight into how they behave under stress (getting angry, withdrawal, making mistakes) is a valuable and powerful learning tool.

Deliberate practice refers to time spent on a specific activity designed to improve performance in a particular aspect of practice. Deliberate practice is a better method to acquire expertise than simple unstructured practice (Ericsson, 2004).  There is a consistent association between the amount and the quality of deliberate practice and performance in domains as varied as chess, music and sport (Ericsson and Charness, 1994). Deliberate practice means that there is effort involved as well as some form of feedback, whether through self assessment, from the simulator or observation by another person.

 

Augmented reality spider robot

Augmented reality spider robot

 

Short-term training courses are not the same as deliberate practice and do not have the same beneficial effects on long-term performance. Research, with laparoscopic equipment, has shown that structured practice with feedback improves subsequent performance in the same real-life situation (Reznick and MacRae, 2006). Deliberate practice using simulation is particularly useful for new skills, rare events or emergencies.

A lack of opportunity for practice is associated with a poor educational outcome. This is often attributed to insufficient access to the simulator, as training  sessions are usually time dependent, and the simulator is often a hotly-contested resource. In addition, each learner is different, and some learners inevitably need longer or more frequent sessions with the simulator to achieve the same educational results as their co-learners.

Thinking point:
How do you ensure that every learner is able to spend time on deliberate practice for the technical and non-technical skills they need to acquire?

What opportunities might you be able to put in place to provide learners with opportunities for deliberate practice?

Gaming

Designing a World

Suddenly the Gamers of the world are going to be a top of the score board as they know best how to build the future we’re on the brink of. The future is a game. All of life is a game, but we’re moving into an era of “sharing human experiences” and infusing digital assets into our daily lives (hyper reality video). Until the media bubble bursts (users/followers/likes) which is being poked by ` fraud (meta bot) and innovative protocol technologies, like blockchains, infinite replay value.

Real virtual physics:

 

Track the hand position. Have a real world object. Look at real object and real gravity, just tracking it. You can roll the tracker down a ramp and then you see the speed graph. The y position over time. The green graph is speed. Feel for derivative tracked in real time as you move your bod.y layer the graphs and see how they interact. More than a dot graph anted so made a speed donute that graphs the speed. Have your hand very fast but — experiment with motion and representations of motion and how they look over time. The visualization gives it deeper context, we learn by retaining the memorial of its shape and shading. You can track different types of — structured practice with feedback improves subsequent performance in the same real-life situation (Reznick and MacRae, 2006).

Put something on th market that is fun. Rehabilitate vision. We are working on these things but the challenges that the good ingredients in games to promote positive effects. (think broccoli) then there is an entertainment software industry that is adept to appealing projects you cannot resist. An education game thinking yeah might not be too much fun we need a new brand of chocolate that is irresistible that to play. Brain scientists, publishers and game software industry.

https://gamedevelopment.tutsplus.com/articles/how-to-extend-a-games-replay-value-by-including-different-modes–gamedev-6536

Developing a game of any scope is a lot of hard work. Months of building solid core machanics, designing sophisticated enemy behaviors and optimizing your code, the last thing you want to do is blow all that hard work on the lazy notion of “not wanting to add more modes”/

GROWTH

The eSports economy will grow 41.3 percent to $696 million in 2017, according to Newzoo. The total market is expected to nearly triple to $1.5 billion by 2020, with the largest portion coming from sponsorships. North America is the largest demographic for eSports revenue, poised to bring in $257 million in 2017 and reaching $607 million by 2020.