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How virtual environments could become important teaching tools in the near future

How virtual environments could become important teaching tools in the near future

The pandemic has resulted in a new reliance on internet technology for work and social interaction. Immersive technologies, such as that used in 3D video gaming, virtual reality, and augmented reality, can now be built to bring the user into a socially rich online environment.

This begins with the creation of massively multiplayer online role-playing games and continues with other platforms for living in an altered artificial world with purposeful activity, such as the platform Second Life.

During pandemic shutdowns, online role-playing players maintained deep social links with a large number of people in virtual worlds. On the real-time voice server Discord, players connected for free with hundreds of other users. Where the exterior environment was cut off, the combination of an immersive 3D video game and real-time voice communications provided a soothing room.

However, gaming environments aren’t all about socializing. This kind of immersion, which is built on a desktop computer experience, has now spread to the medical and humanitarian fields.

Making models of game worlds

A gaming universe is an alternate reality that allows users to travel to virtual worlds. This ensures that people can learn and practice expanding their expertise in virtual space when working in business, college, or life coaching environments.

The most critical distinction is that a gaming world is not a game. It does not have any winning or losing requirements. It is essentially an expansive dream world built with the intention of encouraging contact with its surroundings. Visiting a game world is similar to visiting a region, globe, or even the inside of an emergency department, where rules, known as game mechanics, control the skills of the players.

It is not a game in the sense that it is intended to amuse but also changing behavior. A gaming universe is made up of a few main components. The first is a plot, also known as a novel. The universe might be the interior of an emergency department, for example, if it were used for medical education.

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Game worlds for medical and humanitarian workers

The World Health Organization (WHO) is currently developing those simulations. We can film every emergency room in the world using a 360 camera, then convert it into a 3D model that can be displayed on a desktop or expanded so that the user is standing inside that simulated replica.

The WHO Learning Academy is developing code that will enable virtual patients, each with their own life path, to be admitted. Managing the movement of patients during a mass casualty simulation will save virtual lives. The program can estimate how many minutes can be gained by doing diligent triage.

Game realms can be more fantastical and geared toward increasing learning pleasure, particularly when the subject matter is complex. The United Nations Office for Disaster Risk Reduction and the United Nations World Food Program have created video games to help people think about the challenges about which they are responding.

Our team, which includes a computer game company, learning specialists, and UN topic experts in Rome, is currently working with the World Food Program to create a truly interactive discovery game. We are developing a game world for UN personnel to learn how to defend vulnerable people and be responsible in their field work.

The game world has a number of interaction loops (things to do) that make it appealing to play. When you choose to teach the intricacies of a 40-page textbook in a matter of hours, a video game environment is an excellent option.

People’s abilities to remember text they read are reduced in the short term, and their knowledge of it deteriorates with time, but when people learn procedures in a video game environment, they demonstrate strong interest and maintain the content.

Fantasy and simulation are now important when explaining what happens in game worlds: “autopoiesis,” which implies self-organization or self-generation, and “hyper reality,” a word coined by French postmodern sociologist Jean Baudrillard to refer to “the generation by models” of something possible “without origin or reality.”

A gaming world has its own “digital mechanics,” as opposed to real-world physics, which distinguishes it from simulation. A game world is a place where people can make new ideas and live among imaginary objects. Autopoetic hyper reality is a fictional environment in which the player is enticed to complete targets in a fantasy that includes a simulation.

Scholars in the area of new communication are currently hard at work developing a form of integration of the human nervous system and technology. This means that the line between one and the other will become fictitious, as in the case of doctors using remote technologies to perform surgical procedures.

However, the greater implication is that as augmented reality evolves, we will increasingly spend more of our time in digital space. Throughout the pandemic, we’ve seen many manifestations of this, including modern applications of Zoom and social media to replace the office and face-to-face communication.

Digital game worlds are environments where we can live, play, and collaborate around great distances while feeling safe and connected.