Mark McMahon

Enhancing the spatial awareness of trainee submariners using 3D game engines as training tools

Three-dimensional (3D) gaming technologies can be used to create experiential based learning environments that realistically represent real world places. Such learning environments are well suited for cognitive tasks that include navigation and locomotion in three dimensional environments (Munro et al., 2002). This paper reports on a study to explore the effectiveness of the Location and Scenario Training System (LASTS) to enhance the spatial awareness of trainee submariners. The simulation was used to engage participants in a simplified version of the 12 point safety round (12 PSR) performed inside the main generator room (MGR) on a Royal Australian Navy Collins class submarine. Results indicated that LASTS trainees performed the simplified 12 PSR more effectively than non-LASTS trainees. There was also some evidence to suggest that LASTS trainees possessed a comparatively better overall spatial representation of the MGR, including the development of higher order spatial knowledge.

Applications of Binocular Parallax Stereoscopic Displays for Tasks Involving Spatial Cognition in 3D Virtual Environments

Stereoscopic display technologies have seen wide spread application in entertainment and gaming contexts through their ability to intensify the perception of depth. However, their potential for enhancing the development and application of spatial knowledge within a 3D space is not as certain. Existing research suggests that stereoscopic displays can contribute both positively and negatively to the process of spatial cognition within 3D virtual environments. In order to explore this issue, a study comparing experience with binocular parallax stereoscopic displays to standard monoscopic displays was undertaken using a 3D virtual environment that required users to complete tasks using spatial cues. Findings suggested that spatial experience with binocular parallax stereoscopic displays and standard monoscopic displays was comparable in terms of effectiveness, though the experience was subjective and many participants found that binocular parallax stereoscopy created a strong emotional response.

Mark-UP: Promoting Self-Monitoring of Reading Comprehension through Online Environment

This book presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings - Provided by publisher.

Computer-Generated Three-Dimensional Training Environments: The Simulation, User, and Problem-Based Learning SUPL Approach

Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning SUPL approach has been developed in order to inform the design of 3D simulation environments based on gaming technology within a problem-based learning pedagogy. The SUPL approach identifies a series of design factors relative to the user, the problem-solving task, and the 3D simulation environment that guide the learning process and facilitate the transfer of knowledge. This paper will present a simulation environment design according to this conceptual framework for a problem-solving task within the context of an underground mine emergency evacuation. The problem-solving task will be designed to satisfy learning objectives that relate to the development of knowledge and skills for emergency evacuation of the Dominion Minings Challenger mining operation located in South Australia.

Using Blog Comments as Feedback to Promote the Metacognitive Development of Creativity

Creativity can be viewed, not just as a set of skills and strategies, but as an overarching metacognitive skill that integrates a range of subordinate generic skills. Key to developing creativity is to engage in a cycle of ideation, reflection and adjustment, within a feedback rich environment. Blogs have the ability to garner external comments that can prompt these processes. Case study research was undertaken to explore what forms of feedback promote metacognitive development and how those forms can best be elicited within a blog. Findings indicated that blog comments can motivate, provide information, enhance quality and promote reflection, and that a range of strategies can be applied in blogs to best obtain the most valuable forms of feedback for creative development.