316 integration2010 proceedings

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Proceedings of Regional Conference on Knowledge Integration in ICT 2010 316

VIRTUAL ENVIRONMENT AS AIDS IN PERSUADING

USERS IN LEARNING PROCESS

Mohd Fitri Yusoff, Abdul Nasir Zulkifli and Nur Fadziana Faisal Mohamed

College of Arts and Sciences,Universiti Utara Malaysia, 06010 UUM Sintok, Kedah,Malaysia.

[email protected], [email protected], [email protected]

Abstract

With the advent of computing technologies, a plethora of computer applications were

developed to solve simple to complex human and organization problems. Computer

applications cover variety of fields and have been known to be powerful tools in changingpersons attitudes, behaviours, feelings and actions. This paper investigates the use of virtual

environment technology as aids in persuading users in learning process. It explains the

concept of persuasive and virtual environment technologies and the integration of both

technologies in persuading learners to learn. It elaborates on the design of persuasion and

explains the benefits of integrating persuasive and virtual environment technologies in thelearning process. Finally, it gives an overview of a proposed approach in utilizing virtualenvironment as aids in persuasive design for learning.

Keywords: Virtual environments, Persuasive technology, Learning process

1. IntroductionComputer technology has a significant influence on the future of learning. The potential use

of this technology in learning include solving skills, scientific inquiry, understanding of

abstract mathematical concepts, communication skills, and workplace competencies (Ying-

Chen, 2000). Computer based learning (CBL) is a learning concepts that will help us to make

the present teaching learning process joyful, interesting and easy to understand throughmultimedia elements aids. In CBL, various media such as text, images, animation, audio,

video, simulations, artificial intelligence and virtual environments are combined accordingly

into various forms or packages to serve various training requirements. Currently, most of theavailable CBL are a combination of text, static graphics, audio, 2D animation and video.

Furthermore, the use of computer assisted learning as a tool in learning method simplifies thelearners in learning without immediate or direct supervisionfrom the tutor.

Various studies have shown that many learning process are based on the passive

concepts (Neo et al., 2007). Even though there are many forms of supplementary learning

materials available in the market, none of them promotes active learning for their users.

Furthermore, the current supplementary courses lack portable learning media that can be

accessed anytime and anywhere. Moreover, the combination of virtual environment in thelearning process can attract and also persuade learners and provide more understanding about

the discussed topic.

Although virtual environments have been recognized as an impressive learning tool, the

need for expensive head-mounted displays, gloves, and high-end computer systems have

somehow restricted its uses. However, today virtual environments systems can run by

affordable personal computers. Human interaction with the generated virtual worlds can be

performed using conventional input devices, such as the mouse and keyboard without

introducing any additional peripherals.


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2. Virtual EnvironmentsVirtual environments (VEs) or also known as Virtual Reality (VR) are a relatively new type

of humancomputer interface in which users perceive and act in a three-dimensional world.

Laws (1996) defined VE as any real time interactive three dimensional systems, a virtual

space which can be visited but not necessarily resembling the real world. MeanwhileGasparyan (2007) described VR as a technology that allows computer-simulated interaction

between users and computer. There are many definitions of VE which broaden over the time.

However, the point is VE gives illusion of reality environment created by a computer system

to the users.

VE can be classified into three distinct groups: Non-Immersive, Semi-Immersive andFully-Immersive VEs (Kalawsky, 1993).

Fully-immersive, is mainly based on the immersive VE technology, providing afeeling of presence in the virtual world.

Semi-immersive, is one in which the user is partially immersed in a VE. Non-immersive, is an environment that presents images on a normal monitor and

allows the user to interact with the computer generated images.

2.1Virtual Environment as a Learning EnvironmentVE is the interactive three-dimensional computer generated environment. VE offers unique

capabilities that are able to provide significant and positive support for learning (Roussos etal., (1999); Whitelock et al., (1996); Winn (1993)). Furthermore Stone (2001) stated that VE

is not a passive medium, as one might find with conventional learning and presentational

media; "chalk-and-talk", slides, overheads, videos and the like. The user is, within certain

geometric boundary or scripted constraints, free to explore wherever he or she wishes and

interact with objects in the world. This freedom, coupled with the "high-tech" nature of

Virtual Reality technologies is believed by many to help enhance trainees' intrinsicmotivation, thereby improving their learning (retention) and their subsequent performancewhen transferring from the virtual world to the real world.

The main characteristics of a Virtual Learning environment are as follow (Dalgarno, 2002):

The environment is modeled using 3D vector geometry, meaning that objects arerepresented using X, Y and Z coordinates describing their shape and position in 3D

space.

The users view of the environment is rendered dynamically according to their currentposition in 3D space, that is, the user has the ability to move freely through the

environment and their view is updated as they move.

At least some of the objects within the environment respond to user action forexample, doors might open when approached and information may be displayed when

an object is selected with a mouse.

Some environments include 3D audio, that is, audio that appears to be emitted from asource at a particular location within the environment. The volume of sound played

from each speaker depends on the position and orientation of the user within the

environment.


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Table 1: VE potentials in learning environment.

Potentials of VE Descriptions

VE is a experiential With sense of immerse and presence, users can feel that

the learning is the developments of experience.

VE allows natural interaction withinformation. Designing to fit with the human architecture ininteracting with the given information. Through the

human nature responses.

VE is a shared experience. VE provides more experience in learning especially for

active learning. Example: presence

VE allows unique capabilities. VE have powerful context. Users can control time, scale

and physics.

VE can be tailored to individuals. Tools for movement and manipulation within the virtual

world can be configured to the physical needs of the

individual and the requirements of the task.

2.2Virtual Environments as an Active Learning MediumIn a learning process, learners should be active rather than passive (Moore et al., 2007). Self-

directed learners are often active learners where they seek to learn new information and find

ways to put it to use. Figure 1 shows a clear comparison of learning methods from (Edger,

1969). The statistic for reading is 10% of remembrance, while for reading and hearing words

is 20% of remembrance for hearing. Base on this, it explains why most of the students in

school do not do well in their study. Every individual is different in nature, some can

remember more by watching, or doing, or hearing, or teaching or playing. This is the part

where each individual has to discover oneself which will help him/her the most in learning.

Figure 1: Audio-Visual Methods in Teaching.

The use of multimedia and virtual environments in learning process have been extensive, as ithas been effective in increasing productivity and retention rates, where research has shown

that people remember 20% of what they see, 40% of what they see and hear, but about 75%

of what they see and hear and do simultaneously (Lindstrom, 1994). The combination of

these elements ensures active learning which promises better understanding and retention for

the learners.


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3. Collaboration Between CBL and VE in Learning ProcessComputer Based Learning (CBL) is associated with VE because of its special features

compared to other conventional learning media. According to Ruzic (1999), the situated

nature of learning in VE, and consequently the potential for transfer to similar real

environments, suggested that the advantages of VE-based teaching are individualized,interactive and realistic training. VE is successfully utilized in a broad spectrum of areas like

operation of engineering facilities, manufacturing machines, vehicle driving, piloting, traffic

and flight control, maintenance simulators, medical procedures and military operations (Helin

et al., 2007). The usage of VE as a learning tool in these areas has been accepted and

common.

VE is a kind of simulation where 3D dynamic graphics are developed to create a

realistic-looking world. As a synthetic environment, users enable to immerse in this created

environment. Moreover, the synthetic environment is not static, but a real-time, dynamic

and interactive system to the users (Appino et al., 1992). The opportunities provided by VE

such as able to give realistic visualization, exploration, manipulation by users and computer

generated interaction within the environment, hypothesized that the environment can be anexcellent tool to be used in the learning process.

According to Mikropoulos et al. (1997), the most important reasons for the use of VE in

learning are as follow:

VE allows extreme close-up examination of an object. VE allows learners to proceed through an experience at their own pace. The learning provides experience with new technologies through actual use. The environment provides interaction which encourages active participation for the

learners.

VE allows expandability to an immersive and telepresence system.

Table 2: Applications Using VE for CBL

Developer Name of Application Objectives Intended Audience

Carneigie Mellon

University,

SIMLAB, Pitsburg,

PA

Virtual Egyptian

Temple

Understanding of Greek

culture.

Middle High School

Carneigie Mellon

University,

SIMLAB, Pitsburg,

PA

Virtual Bicycle Train and rehabilitate

young bicycle users.

5-15 years

Oregon State

University, School

of Education

Science Education

World

Conceptual

understanding of nature

and experimental

method.

High School

University of

Nottingham,VIRART Group

(UK)

Makaton World Teaches Makaton

symbols and associatedsign language.

Severely learning

disabled children

University of

Nottingham,

VIRART Group(UK)

AVATAR House Supports developments

of concentration skills,

improved attention span,self-confidence.

Autistic children


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4. Persuasive TechnologyPersuasive technology or more especially persuasive computer is an interactive technology

that can change a persons attitudes or behaviors (Fogg, 2002). This technology is regularly

used in many areas such as sales,religion,military training,public health andmanagement,

and also in virtual reality or virtual environments. Persuasive technology which is also knownas captology focuses on computational technologies including desktop computers (Oinas-

Kukkonen et al., 2008). Figure 2 shows the captology concept which is represented by the

overlapping components of computers and persuasion.

Figure 2: Captology areas

4.1How Can User Be Persuaded?In Persuasive technology, several principles of persuasion were introduced. These principleswere used in implementation and to change users attitude or behaviours towards a learning

process. Kaptein et al., (2009) summarized Cialdinis six principles of persuasion. The sixprinciples are as listed below:

1. Principle of reciprocation: People feel obligated to return a favour.2. Principle of scarcity: When something is scarce, people will value it more.3. Principle of authority: When a request is made by legitimate authority, people are

inclined to follow the request.

4. Principle of commitment and consistency: People do as they told they would.5. Principle of consensus: People do as other people do.6. Principle of liking: We say yes to people we like.

In fact, designers of persuasive system should adapt principles and strategies ofpersuasion in order to maximize the benefits and users understanding in learning process.

Due to the objectives, Berdichevsky & Neuenschwander (1999) proposed a framework for

analyzing acts of persuasion according to the motivations, methods and outcomes (see figure

3).
http://en.wikipedia.org/wiki/Saleshttp://en.wikipedia.org/wiki/Saleshttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Public_healthhttp://en.wikipedia.org/wiki/Public_healthhttp://en.wikipedia.org/wiki/Public_healthhttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Persuasive_technology#Oinas-Kukkonen2008http://en.wikipedia.org/wiki/Managementhttp://en.wikipedia.org/wiki/Public_healthhttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Religionhttp://en.wikipedia.org/wiki/Sales


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Figure 3: Framework of motivations, methods and outcomes

4.2 Relationships between Persuasive technology and Virtual EnvironmentsAccording to Fogg (2002), through Persuasive technology there are three ways where

computers can change people's lives. In line with that, virtual environment is also capable tochange peoples lives and the summaries of the relation between Persuasive and VE

technologies are shown in Table 3.

Table 3: Relation between Persuasive and VE

Persuasive Technology Virtual Environments

They can make it easier for people to do

things by making things easier, either by

giving people shortcuts to annoying

processes or by reminding them that it's time

to exercise.

VE for learning can be means of enhancing,motivating and stimulating learners

understanding of certain events, especially

those for which the traditional notion of

instructional learning have proven

inappropriate or difficult (Pan et al., 2006).

They can provide an experience, allowing

people to explore cause-and-effectrelationships.

VE offer the possibility to recreate the real

world as it is or to create completely newworlds, providing experiences that can help

people in understanding concepts as well aslearning to perform specific tasks, where the

task can be repeated as often as required and

in a safe environment (Chittaro & Ranon,

2007).

They can create relationships, either with

other people or with the program.

Relationship with virtual environments as an

educational tool, (VE) or any other media

immersion should allow a student to actively

become part of learning and reviewing

process. (Shaffer, 2002)

From Table 3, we found that both of technologies have the same objectives and stepsin changing and increasing users perception and understanding. It shows that VE has

potential in persuading users, especially in learning process.

5. ConclusionThis paper has given a review of VE and persuasive technology used for learning process.

We first started by examining the definition of VE and the potential of using VE as a learning

tool. As CBL, VE provides active learning to the users where the users can fully interact withthe learning environment. Previously developed application proved that VE is important in

CBL. From the literature, VE also has potential in persuading users in changing their

perception about learning which is related with an infant technology such as persuasive

technology. Hence, both technologies were investigated for similarities and strength to


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change the users perception towards learning. As discussed earlier, both technologies have

attractive relationship to improve the quality of learning process. Considering all the above-

mentioned factors, there is definite evidence to suggest that Virtual Environments can be used

as aids in persuading users in learning process.

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