Phase 3: Designing a multi-modal classroom

Helping diverse users collaborate through VR

• Phase 1: Outside looking in
• Phase 2: Inside looking out
• Phase 3: Designing a multi-modal classroom

Clearly constructing a mixed-mode classroom was a daunting prospect. Due to limited time and resources, I decided instead to build several iterative prototypes of mixed-mode classrooms as I learned more about mixed-mode interaction. Early prototypes had the shape of a simple amphitheater with seating for several avatars and a front screen to view real classroom activities. As I learned more I started to consider other versions based more on the inside looking out perspective described in Phase 2. I designed the next round of prototypes using this perspective. Finally, I went back to my original version but added in several lessons learned during the research phases of the project. The final prototype includes multiple "viewing" screens where students in the virtual environment get to see the real students participating in the activities. The real students, in this case, would be using a simple PC client to participate in the virtual classroom activities without having to learn a complicated interface such as the one used in Second Life.

As I described this approach to observers at the LDT Expo, I received several queer and puzzled looks. It was clear to me that nobody had ever thought about a mixed-mode classroom. Nevertheless, after a bit of explanation as to why I thought this might work based on World of Warcraft and other popular "social games" most of the quizzical looks turned to surprise and interest. I found that observers of all ages and backgrounds would quickly understand my ideas and began discussing additional possibilities with me. From this I have concluded that while my project was not the most comfortable topic for educators, it is something that needs to be further investigated. As technology continues to develop and the simulations continue to improve much more work needs to be done in order to comprehend the implications of mixed-mode interaction.