Modeling
Reality with Virtual Worlds
Virtual worlds refer to immersive
simulated environments in which a participant uses
an avatar (a digital representation of oneself) to
interact with digital agents, artifacts, and contexts (Dawley & Dede, 2009).
This type of immersive technology became popular with Second Life, an online “social”
game that offered participants an escape from reality. In Second Life, each avatar
could be a complete opposite image ignoring the limitations of time and space.
The concept
of digital alternative reality has evolved significantly in the past decade. In
addition to entertaining, today virtual worlds/environments could be used for
education, training, applications in medical treatments and socializing. In his
article “After Second Life, Can Virtual Worlds Get a Reboot?” Jacki Morie, a
senior scientist at University of Southern California and a virtual world
designer, describes how virtual worlds have been utilized for telehealthcare.
In a joint effort with the US Army she oversaw the creation of virtual village
that resembled buildings and infrastructure from Iraq but configured with pleasant
villagers and artistic atmosphere. In it, vets could simulate walking around without
experiencing Post Traumatic Stress Syndrome. Another wide use for virtual worlds has been
implemented in education. For example, as part of the syllabus for BPL5100 -
the capstone in Baruch College, we have to compete over GLO-BUS where each team
runs a virtual company with all of the concepts from real world business
environment.
Modeling
reality with virtual world has its advantages and disadvantages. On the pros
side there is the cost advantage. As any technology virtualization offers
economies of scale. It takes a lot of efforts to create the first model but then
it is relatively easy to reach many users.
Another positive is the availability and accessibility
of the virtual worlds. They are available 24/7 and can be accessed from
anywhere. In addition, it comes to the consumer as a complete product that has
been already structured and categorized. A study in 2003 also has found that the
intellectual and social partnership created by technology of the virtual
classroom fosters creativity and engages additional social skills and sparks leadership
(Earle, 2018).
There are cons as well.
Many instructors complain that it takes them too long to prepare the teaching
material for a digital environment. Another time constraint comes from the fact
that participants often must be trained/learn on how to interact with the
virtual content. Also, as any online experience virtual worlds lack the behavioral
and social perks that come with a physical face-to-face interaction. In addition,
it is still challenging for software engineers and network providers to develop
a product that is close to the real world.
When it comes to the future
of the virtual worlds, I think that we are still at the dawn of it. As 5G
becomes the norm (and we already hear a talk about 6G) VR, AR and Mixed Reality
will become ubiquitous. Advances in GPU and CPU technologies will make the
virtual experience seamless. We will be attending weddings, sport events, perform
military training from the comfort of our home. When it comes to school, I
think on-line education will surpass the in-class attendance. In the face of
the current health challenges it is evident how inevitable will be the
transformation from work in the office and on-campus learning to a life where
we study and meet in virtual rooms.
Works Cited
Earle, Joe (2018, Sep 14). The virtual world moves
into the classroom.
Dawley, L., & Dede. C. (2009). Situated learning
in virtual worlds and immersive
simulations. In J.M.
Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.), The
Handbook of Research for
Educational Communications and Technology (4th ed.).
New
York: SpringerMehta, Diane. (2013, Apr 23). After Second Life, Can Virtual
Worlds Get a Reboot?
.