Tag: final

Austin Gouchenauer

Ryan Scott

Ruth George

Sam Hooker

Katie Heidel

Link to PowerPoint/Prototype:  http://docs.google.com/presentation/d/1xfu3iflU-4edBkzKCsrVGXwKZu6P9PArsCQ4A5qyrWE/edit?ts=58503806#slide=id.p

Proposal

In recent years, the use of virtual reality (VR) has become more popular. The functionality and development of VR has increased as well, which has allowed a variety of ideas to be introduced regarding how to utilize this technology. Since many video games are developed with the intent to entertain and sell, implementing education in popular games is a way to affect a wide audience. Due to its similarity to the video game medium, VR can also provide educational experiences capable of reaching many people, which can change the way that we use educational games and videos. With VR, we can immerse the audience into a world that can teach new views and ideas in a way that traditional video games are unable to: it allows us to get visual, first-hand experience with lessons and skills that can make the whole process more fun and endurable. When VR is successful, it can reach a wide range of ages and demographics. Virtual Reality, like many video games, also allows someone to get the perspective of another person and learn his or her story. Each person has his or her own thoughts and morals when it comes to different situations; through a VR experience, we plan on showing differing political mindsets in order to help people understand the “other side” of their opinions.

Unlike most video games, where you see the point of view of an assassin or zombie hunter, our goal with VR is to show the different sides of political controversies. With our prototype, we plan on using a single issue to demonstrate our goal: to give the user a wider view of how individuals with opposing views think when it comes to politics and the issues that are associated with it. Many people know why they believe in their own morals and stances when it comes to issues, but they don’t know or understand the opposing side’s reasoning. Our purpose is to allow the user to see the differences of the opposing side first-hand, to put the user into the shoes of a person with opposing ideals. The user will be able to see the opposing side’s lifestyle and disposition so that he or she can better understand where the “other side” is coming from, which will hopefully lead to a respect for others’ beliefs. From this experience, the user will be able to see how others think, and they will be able to possibly relate to or understand why others think so differently. This will lead people to accept others and their moral beliefs. Through this experience, any user can learn to respect an opposing party.

Although this game is meant to be used by people aged 18 years and older—because 18 is the minimum voting age in America—the interface that the user sees is quite simple and easy to use. Whenever the user opens the game through the VR headset, he or she will begin with a simple Start button that he or she can focus crosshairs on to move into the experience. Now, to get the best experience it would be ideal for the user to experience the view that opposes his or hers. Also, to get more immersed in the game and experience it better, the whole simulation would be an animation, so that it can also be more interactive. So, the next screen shown will have two options: to the left will represent the Liberal viewpoint, and the right side will represent the Conservative viewpoint. The user would turn to look toward the side that the user feels he or she is more apart or supportive of. Next the screen would change to the user’s perspective as a member of a family sitting together at a meal. The characters would begin to speak and would eventually ask for the user’s response, where the user would be asked to choose from a selection of responses requesting that the user pick which fits best to his or her preferred response. The only catch, however, is that the game has put you in a family that is talking about the side opposite of what you chose before the experience began. This enables the user to experience up front the reasoning and thoughts of the opposing side. This interface is simple to navigate, which can make it easier for any user who is not accustomed to the VR experience.

With the experience being a prototype, we have decided to focus on a single issue, and in a real version there would be several issues in different scenarios. However, in the prototype we decided to focus on the issue of prayer in schools, a controversial topic among the two groups (“Republicans v. Democrats”). This experience is meant to be available to anyone, so it would be downloaded as an app on the users’ phones and then used with Google Cardboard or Samsung goggles. This will make this game easily accessible, just like many other games.

Originally, we had a broad subject, knowing that we wanted to focus on political ideals and beliefs. Later on, we thought it was better to pick specific issues to present the game. The full game was intended to include several issues to focus on so that there would be more content for the user to compare and explore.

Right now, due to the path of using Google Cardboard or Samsung goggles, the technology is limited to only the visual aspect with the ability to move one’s head and the camera at the same time. Many of the other VR headsets include hand controllers, and if the original is successful then the implementation of the controllers would be able to make the game more interactive by adding environmental aspects that can be moved, or by using the controllers to point and select from the choices of responses. Since the game would feature animation, it would be easier to change the content of the game. If we were to use a 360-degree camera to shoot images for the game, then it would be costlier and time consuming. In animation, characters and setting can be reused. Right now this game’s purpose is to put users in the shoes of people who have different political ideals, but in the future it could be used for more subjects that do not include politics, such as foreign cultures, various jobs, or other aspects of life that people do not normally know or completely understand.

Through this game, after years of it being easily available, then hopefully the next generation of voters and politicians will be able to get along better. Today’s politics are filled with unnecessary arguing and no compromise. This game can help the future by enabling people to respect and understand those who they don’t agree with at all. This can help bring people together, allow more political laws and bills to be accepted, and also unite a country that at this point in time is separated through political parties.

Integrity Statement: We pledge on our honor that we have neither given nor received unauthorized assistance on this assignment/exam.

Works Cited

Mortara, Michela, et al. “Learning Cultural Heritage by Serious Games.” Science Direct. N.p., n.d. Web. 13 Dec. 2016.

Mutz, Diana C. “The Consequences of Cross-Cutting Networks for Political Participation.” American Journal of Political Science, vol. 46, no. 4, 2002, pp. 838–855. www.jstor.org/stable/3088437

Personalizing Politics: A Congruency Model of Political Preference. Caprara, Gian Vittorio; Zimbardo, Philip G. American Psychologist, Vol 59(7), Oct 2004, 581-594. http://dx.doi.org/10.1037/0003-066X.59.7.581

“Republicans v. Democrats.” Republicans v. Democrats. N.p., n.d. Web. 13 Dec. 2016.

 Jackson, John S. The American Political Party System : Continuity And Change Over Ten Presidential Elections. Washington, D.C.: Brookings Institution Press, 2014. eBook Collection (EBSCOhost). Web. 13 Dec. 2016.

Group Members: Takneeah Cook, Maureen Gast, Ciera King, Molly Muse

Integrity Statement:  I pledge on my honor that I have neither given nor received unauthorized assistance on this assignment/exam.

Presentation: https://docs.google.com/presentation/d/1j0BIqmwhNVCepRQ4frpwMFnT8Aw26998vzzNaXroo3M/edit?usp=sharing

Prototype: https://www.dropbox.com/s/enr8kffpnsf4m72/ENG%20281%20Prototype.pptx?dl=0

Formal Proposal: 

This proposal is for the U.S. Department of Education’s EdSim Challenge. Our objective is to create a virtual reality experience that informs users of mental illnesses, specifically anxiety. Our VR experience will teach users about the challenges that people with anxiety face, such as stigma from our society and challenges with everyday activities that people without anxiety find easy or menial.

When the user is placed within our VR project, they will see through the eyes of people diagnosed with anxiety. They will experience what their characters sees, thinks, and hears on any given day in their anxiety filled life. Additionally, the user will experience the stigma from the society around them by interacting with other people within the VR experience. While interacting with the other characters, the user will hear responses such as “you’re overreacting.” “What’s wrong with you?” and “You just need to calm down.” Combined with these responses, the user will  see the unempathetic expressions from the other characters.The user will  have the chance to make choices regarding their character’s life, changing their anxiety experience.

Many educational games on the market today focus on either pure simulation or pure game play. For simulation games, the user only experiences the life of their character without any choices to make. The user simply sees what’s around them without any interaction with the environment or characters. An example of this would be the New York Times VR app (The New York Times). In the NYT VR app, the user selects certain stories to experience (The New York Times). One virtual reality experience from the NYT app was specifically about bees and how important they are to our environment (The New York Times). Although the experience was interesting to observe, there were no choices being made by the user and no interactions were provided (The New York Times). For  pure game play games, the user is constantly making choices and “playing the game” rather than taking away something from the experience. These types of education games focus solely on the enjoyment and entertainment the user experiences. An example of this would be the InMind VR app by Nival Inc (Luden.io). This virtual reality game requires the user to shoot neurons in order to cure depression (Luden.io). Even though the user is choosing whether or not to shoot the neurons, they are not learning anything about depression or what it is like to live with depression; they are doing a task to get a high score, thus there is no learning or educational value involved (Luden.io). Our virtual reality experience combines both game play and simulation in order to create a unique experience providing both educational value and entertainment from interaction. An example of a virtual reality experience that incorporates both entertainment and educational value is a depression virtual reality created by Penn State students Reika Yoshino and Jun Xia. According to Tiffany Yau’s article, Mental Health virtual reality gives students a glimpse of mental illness,  the creators claimed that virtual reality can be very interactive and innovative in teaching complicated subjects such as depression; Yoshino and Xia ultimately hope to influence the Penn State community not only to raise awareness of mental health, but also think more about the roots of depression (Yau 1). In this example, a virtual reality simulator was both interactive and a simulation; users found the experience enjoyable while at the same time learning about a severe mental disorder. It is this experience that our virtual reality will emulate.

Since this experience relies on the basics of VR technology, such as audio and visual cues, this project will easily fit in with other VR experiences. This project will also include features such as gaze activation and choice implementation. Many VR experiences already use gaze activation technology such as the InMind app. Choice implementation is also a basic form of technology used in many experiences, VR or not. Although this is not a VR experience, the app Episode-Choose Your Story by Episode Interactive is a great example. Users can play in preloaded stories or create their own and create different branches to them in order for the reader to get the most out of their experience. The Playful Company also uses choice implementation in their VR experience for CPR certification courses (The Playful Company). The user can choose exactly what to do in an emergency situation and the ending changes based on the choices made (The Playful Company).

This application will be easily available to anyone. Although the focus will primarily be for educational purposes and in a classroom environment, this VR application will be beneficial for anyone to experience. Regarding the classroom environment, our experience will be given out to classrooms that focus on psychology, medicine, and education. This way, the students will get a unique experience that prepares them for their future careers. This experience will also be given to organizations that help the family and friends of someone suffering from mental illnesses and disabilities. This way, the people surrounding those suffering will be able to understand what they are going through. This experience will also be advertised on social media and gaming websites in order for everyone else to be able to experience mental illnesses and/or disabilities in VR. This way, the application will not only reach out to the people close to or in the community of mental illnesses and disabilities, but it will also to everyday people in order to reduce stigma.

This experience is not only an improvement upon the concept of VR technology, but it can also be improved upon as time goes on. This project combines technology from many different VR experiences while focusing on mental illnesses and disabilities. Although the prototype is centered around anxiety, more mental illnesses and disabilities can be added as needed. By the end of this project, the goal is to have almost every possible mental disability or illness as a possible experience for the user. Mental illnesses, again, are very stigmatized and the more that are added to the application, the more easily the experience can break down the walls of that stigma, not only from society but also within themselves. According to Understanding the impact of stigma on people with mental illnesses, people diagnosed with mental illnesses not only struggle with the symptoms and disabilities from that disease, they are also challenged from the stereotypes and misconceptions that are associated with their mental illnesses; research has suggested that instead of being diminished by the stigma, the person becomes angry of the prejudice they have experienced due to the stigma (Corrigan and Watson 1).

There is also an extended role to this project. If possible, a randomization feature would be very beneficial to this experience. The user can choose to have the whole experience be randomized or choose the mental illness/disability they want to experience. In the case that the user wants their experience to be randomized, their setting(s) and character will be randomized as well. It would be beneficial to be able to see what someone goes through will a mental illness such as anxiety and have that experience change. Instead of a student in school, they are a single father trying to make enough money for him and his kids. Or an elderly woman living in a nursing home. This project would not be finished if the prototype was used as its one and only adaption. For this project to reach its full potential, it would have to be improved upon through multiple versions involving different mental illnesses in different situations.

In terms of implementation strategy, potential barriers would be implementing different mental disorders in a virtual reality setting; the more mental disorders included would increase the costs of production and technical constraints in terms of how to include a multiple of mental disorders in one virtual reality simulation. A potential solution to these barriers to create different virtual reality simulators, each version having a different mental disorder for the user to experience. Another solution to these barriers to is to conduct more research on mental disorders to determine which disorders are the most stigmatized and misunderstood by the public. This solution could potentially limit the number and types of mental disorders that are marketed first, followed by least severe mental disorders being marketed later on in the future. Current technology such as 360-degree cameras will be integrated to catch panoramic images of the user’s experience along with choice mechanic technology in order to allow the user to choose their own adventure throughout the simulation, which in turn can lead to multiple endings of the simulation itself. These two current technologies will allow the user to have both an educational and entertaining experience.

As for long-term vision, a method for encouraging collaboration among the developers would be to encourage each developer to use his/her knowledge and strengths on the subjects of mental illnesses and virtual reality. In order to create this experience, each developer will have something to contribute in terms of research, technical development, script-writing, editing, etc. This virtual reality simulator will broaden the educational simulation market by implementing both educational and entertainment values; the simulation will be educational as it will teach the users about different mental illnesses, yet it will incorporate entertainment as it will allow the user to choose their own story throughout the experience. This allows the user to experience different scenarios and alternative endings within the simulator. Overall, these two aspects will create a first person experience that will teach valuable take-home lessons about mental disorders, which in turn help reduce stigma and encourage help for those who may be unable to help themselves.

Works Cited:

Corrigan, Patrick W, and Amy C Watson. “Understanding the Impact of Stigma on People with Mental Illness.” Understanding the Impact of Stigma on People with Mental Illness, pp. 16–20. www.waisman.wisc.edu/EVENTS/ethics/Corrigan_Stigma_WP_2002.pdf.

Luden.io. “InMind VR.” InMind VR, Luden.io, luden.io/inmind/.

The New York Times. “NYT VR.” The New York Times, www.nytimes.com/marketing/nytvr/.

The Playful Company. “Virtual Reality CPR Training.” The Playful Company, 26 July 2016, theplayful.company/work/virtual-reality-cpr-training/.

Yau, Tiffany. “‘Mental Health Virtual Reality’ Gives Students a Glimpse of Mental Illness.” The Daily Pennsylvanian, 3 Mar. 2016, www.thedp.com/article/2016/03/mental-health-virtual-reality.

Pictures:

https://kennethyoungcenter.wordpress.com/tag/stigma-against-mental-illness/

https://kennethyoungcenter.wordpress.com/tag/stigma-against-mental-illness/

http://www.st3recruitment.org.uk/file/image/media/560aaf35c0978_banner-timeline.jpg

http://www.st3recruitment.org.uk/file/image/media/560aaf35c0978_banner-timeline.jpg

https://www.google.com/url?q=http://www.thetwitt.com/wp-content/uploads/2016/07/Students-at-Seneca-College-are-getting-real-about-virtual-reality-700×450.jpg&sa=D&ust=1481653633168000&usg=AFQjCNEaWFrZxzkFgPKOZxfpPI3hy5GAvA

https://www.google.com/url?q=http://www.thetwitt.com/wp-content/uploads/2016/07/Students-at-Seneca-College-are-getting-real-about-virtual-reality-700×450.jpg&sa=D&ust=1481653633168000&usg=AFQjCNEaWFrZxzkFgPKOZxfpPI3hy5GAvA

Slideshow/Video

Kayla “Red” Zuromski

Andrew Vetsch

Juwan Guinyard

Nina Dondero

Kelly Turner

This is a submission for the U.S. Department of Education EdSim Challenge. This virtual reality experience that is being proposed is an immersive first and third person experience involving emotional abuse and learning about the signs, how the victims feels, and how to help.

Abuse is very common in the American society. The National Domestic Violence Hotline and Break the Cycle describes abuse as “a pattern of behavior used to gain and maintain power and control” and can take on many different forms. While physical abuse takes the spotlight for the term of abuse, verbal or emotional abuse is just as dangerous, and even more common. According to the American Psychological Association, about 1 in 10 high school students will experience physical abuse from a significant other, with even more being the victim of verbal or emotional abuse (American Psychological Association). Some of the characteristics of emotional abuse includes threatening, insulting, constant monitoring, humiliation, or stalking by one’s partner (National Domestic Violence Hotline and Break the Cycle). According to the Global Times, extreme cases of emotional abuse can lead to post traumatic stress disorder.

        There are many different behaviors of emotional abuse that many people may not recognize that could cause emotional harm. While some are obvious like someone yelling at their partner, blaming their partner for their abusive behavior, or stalking, there are some behaviors that are not as obvious. These would include intentionally embarrassing their partner in public, making their significant other feel guilty for not wanting to participate in sexual activities, and controlling what their partner wears. Emotional abuse can become even more dangerous, such as damaging property when angry, preventing their partner from seeing their friends and family, and threats to harm one’s pets and loved ones (National Domestic Violence Hotline and Break the Cycle).

When it comes to educating people on this topic, a virtual reality experience involving emotional abuse could immerse the viewer to demonstrate how harmful this abuse is. The experience would be both in first person and third person, allowing the viewer to watch from the outside, as well as become the victim. Before the program starts, there will be a trigger warning for viewers, letting them know of the mature content of the virtual reality experience. For the third person point of view, the person using the virtual reality app would be able to watch as the abuser yells harmful and controlling dialogue, as well as how the victim reacts to the abuse. There will be extras in the background to simulate a public environment and users will be able to see how others react when viewing someone being abused. After viewing the argument, the user will be given three options: do nothing, interfere themselves, or the call the police. For the do nothing option, the viewer will just walk away and not try to help. If they try to intervene, the abuser will either turn their attack on the viewer, or walk away. If the user decides to call the police, the user will see a police intervention between the couple. During the first person experience, the viewer will be in the place of the victim, with the abuser name calling and threatening the viewer. The user will be able to notice the fear the victim has, from a shaking camera and backing away from the attacker. Both of these experiences will promote empathy with the person using the program. By letting them experience these events head on, they will understand how this type of abuse is just as harmful as physical or sexual abuse.

When looking at virtual reality programs that are similar to the one being proposed, one example is the virtual reality program created at the University of Houston. Established in 2002, the program was designed to help people who are suffering from some sort of mental, behavioral, or drug problem. The program puts the users in virtual situations that could trigger them, such as a bar if they have a drinking problem (University of Houston). Through the program, they are taught skills and techniques in real time by a therapist that can stop them from relapsing in the future. The program works by fully immersing them within the situation, including sight, sound, and smell (University of Houston). It offers a safe environment for the user to learn and practice good techniques that could help them out of their current mental state.

When creating the emotional abuse virtual reality, the program that would be the most beneficial would be the Google Cardboard. The set up runs off of a virtual reality app that can be downloaded onto the phone for free, making the experience available to anyone with a smartphone. Google Cardboard would be the most beneficial for the program because of how inexpensive it is. One Google Cardboard is only $30, compared to an Oculus headset which is about $1,500 (Ralph). The program would be able to reach more people because of its price, spreading the information through cheaper means.

If this prototype was ever created, the next step would be to create a virtual reality experience that involves emotional abuse between a parent and a child. Emotional abuse is as dangerous for a child and parent as it is in an intimate relationship.

I pledge on my honor that I have neither given nor received

unauthorized assistance on this assignment/exam.

Work Cited

N.d. About Relationships. Web. 8 Dec. 2016. <http://divorcesupport.about.com/od/covertabuse/>.

N.d. Dr. Phil. Web. 8 Dec. 2016. <http://www.drphil.com/advice/emotional-abuse-the-victim-and-abuser/>.

N.d. Independent. Web. 8 Dec. 2016. <http://www.independent.co.uk/news/world/americas/weapon-of-choice-verbal-abuse-campaign-sees-victims-physically-scarred-by-the-words-used-against-9445886.html>.

N.d. Laurie Idahosa’s Blog. Web. 6 Dec. 2016.

“Love Doesn’t Have to Hurt Teens.” American Psychological Association. American Psychological Association, 2016. Web. 08 Dec. 2016.

Ralph, Nate. “Google Cardboard Review.” CNET. CBS Interactive Inc., 06 June 2015. Web. 08 Dec. 2016.

“Safe Voices | Abuse Statistics.” Safe Voices. Safe Voices, 2016. Web. 12 Dec. 2016. <http://www.safevoices.org/statistics.php>.

“Types of Abuse.” Www.loveisrespect.org. National Domestic Violence Hotline & Break the Cycle, 2013. Web. 08 Dec. 2016.

“UH Moment: Unique Virtual Reality Lab Expands, Tackles Heroin Addiction.” University of Houston. University of Houston, 28 July 2014. Web. 08 Dec. 2016.