Can digital worlds simulate reality? Using virtual reality as an educational tool.

• Author: McKinney, Ralph E., Jr.
• Position: Report

1. INTRODUCTION

   Digram 1--Evolution of Story Telling Environment

   Spoken Word [right arrow] Written Language [right arrow] Off-Line Digital [right arrow] On-line Digital

   From spoken words to written languages to interactive on-demand scripted environments, digital worlds represent the next evolution in story telling (Sefton-Green 2005). From computer gaming systems to online gaming communities, stories are brought to life in several digital worlds through a variety of video game genres (Lewis 2007). Unlike traditional stories, most digital stories are interactive. In most cases, a story is driven by listener involvement.

   Video games can do more than tell a story; most video games provide an accelerated and safe learning platform where the user can interact with a digitally created world (Gee 2007; Sefton-Green 2005). Knowledge obtained though game interactions is based on the complexity of player interactions available. For users of the games to realize and maximize their learning experiences, games must be reinforced with relevant theories in a supervised environment where an instructor blends the digital with the theoretical (Sefton-Green 2005). Supervised instruction ensures that students will be properly exposed to digital lessons.

   Diagram 2 Story Telling and User Interaction Environment Characteristics Spoken Word[right arrow]Written Language[right arrow]Off-Line Digital[right arrow]On-line Digital Level of Interactivity Less More Flexibility Less More Cost Less More Potential Subjects Less More Subject Safety Less More Quality of Output Less More Because marketing professional continually seek creative ways to expose and introduce products through virtual world experiences, instructors must consider that product promotion may skew or dramatically embellish perceived product performance (Economist 2007a). Just as textbooks are previewed before being integrated into classrooms, digital environments and games should undergo a more stringent review process using subjects taken from the potential pool of experienced and novice users. When a well designed product is selected and coupled with educational instruction, improvements can be significant

   According to Roy et al. (2006), the medical field may reduce costs and obtain better results when digital educational simulations are used instead of hands-on training and other physical simulations. Digital simulations have been used to rehabilitate individuals suffering from psychological disorders by modifying behavioural responses to stimuli (Crigger 2007; TNA 2004; Zyga 2007). If an individual has a strong fear of spiders, repeated exposure to digital spiders may weaken this fear. Also, researchers can study large scale behavioural responses to certain stimuli (i.e., diseases and viruses), which are not ethically allowed to be introduced in the "real world," by simulating stimuli within the safety of virtual worlds (Economist 2007b).

   While a virtual world offers a relatively safe learning platform, integrating digital environments to enhance learning processes is a dilemma facing many organizations and educational institutions (Economist 2007c). With increased integration of digital environments into actual organizational environments and social realities, legal disputes arise when digital environments are given some form of non-entertainment reality, (Branch, LaBarre, & Szabo 2006; Economist 2007c). Many of these disputes revolve around tax issues, regulatory issues, and intellectual ownership. These disputes have begun to burden court systems and dramatically redefine intellectual and intangible property rights

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   To assist organizations with issues and disputes associated with digital environments, private organizations (i.e., Microsoft, Starlight Starbright Foundation) and publicly funded organizations (i.e., NESTA Futurelab and The British Educational Communication Technology Agency) are facilitating discussions on the educational use of digital and gaming environments (Sefton-Green 2005; Tucker 2008).

2. DIGITAL ENVIRONMENTS AND KNOWLEDGE TRANSFER

   According to Sefton-Green (2005), the knowledge that may be transferred from a digital environment to a user has not been sufficiently addressed. The next few sections will provide insight and focus the discussion on the knowledge that can be obtained from digital environments when organizations and educational institutions use digital platforms as financial and economical simulation tools. To facilitate discussions concerning how digital environments, like video games, can impact learning, this paper will look at (1) game economics; (2) off-line virtual reality, on-line virtual reality, and physical reality; and (3) industries that could benefit from digital platforms.

   The term digital platform refers to interactive computer platforms that are either standalone off-line video games or on-line video games which allow players to manipulate avatars or virtual pieces within a digital world or environment. The term avatar is defined as a playing character (human or computer) within a digital platform. Avatars do not include non-player characters (NPC). The distinction between an avatar and a NPC is that a computer avatar has the ability to compete or to complement (through alliances) player avatars. NPCs are digital representatives that perform limited functions to facilitate game play and are a common element within the digital environment.

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   Due to rapid advances in computer technology and the nature of competition among video game companies, this paper will cover general concepts and ideas that form the core of digital worlds. Therefore, specific discussions about certain games will be limited. Additionally, this paper evaluates educational aspects of digital worlds, thus, game market share, rating systems, player demographics, and aggressive behaviours resulting from using digital reality are beyond the scope of this paper. While some components of these variables will be discussed, discussions are, primarily, intended to add a greater understanding of educational uses of video games.

   To better illustrate digital environments, this paper will incorporate personal experience with the referenced literature. As several types of digital genres are available for entertainment and education, the focus...