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3d Virtual Immersive Environments
as Enabler for Blended Gamified
Learning Experiences
Using Virtual Words to Enhance
Engagement & Create Playful Face-
to-Face Educational Programs
Stylianos Mystakidis, University of Patras
Synopsis: !sdrawkcaB
• Story: Virtual -> Physical
• Virtual Worlds use in a f2f educational
program to enhance engagement & learning
Stylianos Mystakidis
MSc, PMP
• Learning Innovator @ Library & Information
Services, University of Patras (Greece)
• Adjunct Faculty @ University of the West of
England – UWE (Bristol, UK)
• Adjunct Faculty @ Open University of Catalonia
– UOC (Barcelona, Spain)
• Teaching Mentor @ University of Washington –
UW (Seattle, USA)
3d Virtual Immersive Environments as Enabler for Blended Gamified Learning Experiences
Good Digital Teaching Practice
Seal
#mathisi20
University of Patras (Upatras)
• World Ranking*: #327
• Greece Ranking*: #2
• 24,460 students | 754 Faculty members
• 24 Departments in 5 Schools
• Prominent Research Center on ICT & Engineering
• St Andrew (Patras’ patron Saint)
*Webometrics, 2012
Library & Information Services
• National & European Research Projects
• Institution-wide Services (e.g. Repository)
• ISO 9001:2000
• Openness- & Innovation-oriented
Explosive Environment
Budget Cuts
Layoffs (?!)
Retirements
Reformation of Higher Education
E-Learning in
Greek Higher Education?
Definitions
• 3d Virtual Immersive Environments:
SL locations & environments
• Blended Gamified Learning Experiences (LE):
LEs with game mechanics or playful elements
using physical & virtual space
Virtual Worlds, Library & Librarians
• Alternative ‘face’ of typical Library services
– Communication
– User support & Training
– Integration of Web Services
– Learning Objects
• Communities
• Professional
Development
Challenge
Prepare a 2-3h
educational program
for K-12 classes visiting
the University of
Patras’ Library
Real Challenge
• Create an innovative, engaging, enjoyable,
effective educational program
• Hidden agenda: demonstrate the potential of
Virtual Worlds
• Support & justify the provision of institutional
Virtual Worlds infrastructure & budget
Storytelling
• Stories are extremely powerful tools for
learning
• Better recall when in a narrative (Adval, 1998)
• “Stories allow us to learn from the experience
of others without having to face another
person’s personal consequences”
Gamification & The Power of Play
Self-Determination Theory
Self-Determination Theory
Flow
Flow Theory (Csikszentmihalyi)
Games vs Play vs Gamification vs Toys
AnatomyofFun
Player Types
From the Ancient to the
Modern Tablets
Learning Objectives
• Cognitive domain: Learn and understand the
main of stages of the writing & books history
• Affective domain: love books, encourage
reading & literacy
• Meta-cognitive skills: understand cause &
effect mechanisms behind facts
Experience Design (Levels)
1. Playful Library Tour [30’]
2. Interactive Presentation & Game [45’]
3. Creative Group Reflection with Tablets [30’]
Playful Library Tour
Engagement through Play
• Team play
• Competition
• Challenge
• Quests
• Choices
• Curiosity
• Expression
Interactive Presentation & Game
• Classroom & video projector
• Instructor controls avatar in the 3d Virtual
Environment
• Avatar appearance & movement
• 2 Teams
• Scoring points by answering questions
• Mini-game: Phoenician Alphabet Challenge
Interactive Presentation & Game II
Immersion (Second Life)
3d Virtual Immersive Environments :
• UW Museum of Virtual Media
• Museum Island
• Ancient Alexandria
• Alice Academy
• International Spaceflight Museum
Virtual Immersive Learning
Environments
• Cave Paintings, Lascaux Cave, France 32000 BC
• Ancient Tablets, Mesopotamia, 3500 BC
• Ancient Greece, Linear Α & Β’, 1450 BC
• Alphabet, Phoenicia, 1200 BC
• Great Library of Alexandria, Egypt, 200 BC
• Manuscript copying, Byzantine Empire, 600 AD
• Movable Type, China 1040 AD
• The Future of Books & Knowledge
Lascaux Cave,
UW Museum of Virtual Media
UW Museum of Virtual Media Island
• University of Washington Virtual Worlds
Certificate Program
• Instructor: Randy Hinrichs, CEO 2b3d
• Mentors: Stylianos Mystakidis, Anna Gadler
Pratt, Michael Thome
• Final project of 2012 Class
• Inspired by book Infinite Reality
• Collaboration with book authors,
Blascovich & Bailenson
Creative Group Reflection with Tablets
Results I
Results II
We love books!
Statistics
• Program offered since 2012
• Participation: 1500 students from 20 schools
(ages: 7-15)
Evaluation Findings
• Online Questionnaire (Likert scale)
• 28 teachers
• 81% children acquired new skills
(agree & fully agree)
• 85% helped children assume a positive
attitude towards books & reading
• 98% 3d VIEs useful for facts recall & history
understanding
Teachers’ Quotes
“I have never seen my class so quiet and
concentrated as when they attended this
program” (oral statement)
“You exceeded teachers’ & students’
expectations; you have captivated childrens’
interest and they enjoyed the program greatly.
The whole visit to the Library was so alive.”
(email)
Highlights
• Spontaneous applause
• Customization / adaptation for older classes
• Attention Grabber!
• Discovery Explosion!
Lessons Learned
• Avatar appearance & gestures count!
• Atmosphere creation
• Camera movement (macro view)
• Encourage participation
non-stop with
micro-interactions!
• Surprise!
• Learning as Show
Stylianos Mystakidis
Learning Innovator
linkedin.com/stylianosm
@stylianosm2
stylianos@mystakidis.com

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