Immersive 3D worlds provide a way to experience a physics-based virtual reality (VR) modeled to support land, sea, air, and space environments as might be found in physical reality. Viewing applications are used to access an immersive 3D world and provide the means to establish a sense of presence over time and support interaction with 3D models and with other people, represented in the form avatars, in context of the environment. Interaction can take the form of text, voice, sharing content, and manipulation of models generating effects and responses. An immersive 3D-world can also allow users to create and place content in the environment. The environment size of an immersive 3D world can vary considerably from a few virtual acres to thousands of explorable acres. And, 3D worlds can be linked together across computer servers on a scale spanning the globe. Visits to 3D worlds can also be supported using hyper grid technology whereby a person’s avatar can travel easily from one 3D world to another. Increasingly, educators are making use of immersive 3D worlds to offer the means to embed simulations in context of VR real-world representations of problems and challenges to strengthen engagement, interaction, and meaningfulness of learning activities making use of model-based reasoning (MBR) and AI-augmented tutoring assistance.
Published in Chapter:
AI-Augmented Developmental Instruction for Improving Contemplative Practices in the Face of Complexity
Andrew G. Stricker (The Air University, USA),
Cynthia Calongne (Colorado Technical University, USA),
Barbara Truman (University of Central Florida, USA), David J. Lyle (Air Education and Training Command, USA), and J. J. Jacobson (University of California – Riverside, USA)
Copyright: © 2019
|Pages: 25
DOI: 10.4018/978-1-5225-9679-0.ch017
Abstract
A simulation design is introduced for using artificial intelligence (AI)-augmented developmental instruction for improving contemplative practices in the face of complexity. The focus of the design is on developmental instruction in the use of contemplative cognitive and moral reasoning practices to improve self-awareness and means to better discern and address complicated and complex challenges. Developmental instruction is supported by an AI-augmented tutoring aid provided during a simulated mission to Mars within an immersive 3D-world. A set of tasks are introduced during the Mars simulation to assist with the development of contemplative practices. The AI-augmented tutoring aid assists participants in the simulation to better understand and apply contemplative practices involving cognitive and moral reasoning meta-thinking suitable for each task. High levels of fidelity, involving visual, auditory, and interactive model-based reasoning (MBR) tools help to embed the senses, thoughts, and actions of participants in the feeling of traveling and being on Mars.