Using The Observer to analyze exploration in virtual worlds

G.E. Gazit1 and D. Chen2

1School of Eduction, Tel Aviv University, Tel Aviv, Israel
2David, Tel Aviv, Israel

 

In reality, we learn about new environments with a fixed frame of reference by moving within them. The frame of reference aids orientation and navigation [1]. In contrast, a Virtual Environment representing the Solar System (VESS) on a computer screen has no stable frame of reference. Imagine 'flying' through the solar system, moving with the planets as they revolve in orbit around the sun. Imagine controlling your visual journey through the solar system, deciding what to see and from which viewpoint. These learning experiences, and much more, form part of VESS: a unique interactive virtual environment [2].

How can we identifiy and describe systematically the ways by which students explore VESS? How can we represent the navigation procesess that take place in a VE with a dynamic frame of reference?

To address these questions, we used The Observer to analyze exploration processes in VESS. The interactions of ten 10th grade high school students with VESS were videotaped. A qualitative method for analysis was developed - SEE (Systematic Exploration of Exploration) - based on the ideas of Marshall [3] and the work of Golani & Drai [4]. The Observer served to convert the videos into meaningful data, allowing us to investigate at the level of observable actions, and at the level of interpretation. Each action and verbal expression made by the students was coded with a one-second resolution, producing a 'thick' description of the exploration process. Two basic types of behavior were identified:

Figure 1. A "freeze" screen from the VESS.

'Freeze' mode emerges after several minutes of exploring in 'on the move' mode. The student is cognitively active, organizing the data collected, making categorizations, and so on. This pattern of 'freezing' VESS after exploring it in dynamic mode occurred several times during the spontaneous exploration task.

Within 'on the move' mode, three different exploration patterns were found: the 'butterfly', 'bee' and 'eagle' patterns. Each pattern differs according to the pace and duration of object exploration, the way the space is manipulated, and the visual and symbolic data collected (Figure 2).

Figure 2. VESS video analysis.

References

  1. Lackner, J.R.; DiZio, P. (1998). Spatial Orientation as a Component of Presence: Insights Gained from Nonterrestrial Environments. Presence, 7(2), 108-115.
  2. Yair, Y.; Mintz, R.; Litvak, S. (accepted for publication). 3D-Virtual Reality in Science Education: An Implication for Astronomy Teaching. Journal of Computers in Mathematics and Science Teaching.
  3. Marshall, G. (1999). Exploring Assessment. Education and Information Technologies, 4 (3), 311-327.
  4. Golani, I.; Drai, D. (2001). SEE: A tool for visualization and analysis of rodent exploratory behavior. Neuroscience & Biobehavioral Rev., 25-5, 409-426.

Paper presented at Measuring Behavior 2002 , 4th International Conference on Methods and Techniques in Behavioral Research, 27-30 August 2002, Amsterdam, The Netherlands

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