Designing for Virtuality continuum
The Virtuality Continuum is essential in understanding the range of possible experiences in the evolving fields of VR and AR, and it has implications for how we interact with technology, how we perceive our environment, and how digital experiences are designed and implemented.
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Unlike the traditional web, the standardisation and guidelines for designing a virtual experience are poorly defined. Overlapping among the virtual continuum poses even more complex challenges.
Background
The client is at the forefront of virtual and augmented reality innovation, focusing on augmenting human and robotic capabilities through its Skill MetaVerse.
Their flagship product is a cutting-edge full-body motion capture suit with haptic feedback crafted for immersive learning and skill development. This platform merges augmented reality, virtual reality, artificial intelligence, robotics, and 5G, creating a comprehensive environment for users worldwide to acquire and refine future-oriented skills in various domains of Education and Training.
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Milgram and Kishino's Reality-Virtuality Continuum
The Virtuality Continuum is a concept in computer science and human-computer interaction, particularly within virtual reality (VR) and augmented reality (AR). This continuum represents a spectrum or range that describes the degree to which a digital or virtual experience is integrated with the physical world.
The Virtuality Continuum is essential in understanding the range of possible experiences in the evolving fields of VR and AR, and it has implications for how we interact with technology, how we perceive our environment, and how digital experiences are designed and implemented.
Challenge
A well-known agricultural university aimed to incorporate virtual reality tools and mediums into their teaching methods to provide practical learning experiences virtually. However, most of the modules were hands-on and required physical interaction. Our task was to develop learning objects that could be seamlessly integrated into the curriculum and provide students with practical and interactive experiments and activities. Despite the challenge of incorporating virtual tools into the agricultural curriculum, our main focus was to ensure a cohesive and effective learning experience for the students.
Client
Holosuit Pvt ltd
Role
Interaction Designer
Value Delivered
The Virtuality continuum tools allowed for the creation of a rich and interactive learning environment. The learning objects were designed to cater to different learning styles and abilities, enabling the students to engage in valuable virtual hands-on activities. Through this process, the students could experience the practical aspects of their theoretical knowledge.
LEARNING OBJECTS
The use of Virtuality continuum tools for designing 'learning objects' to teach various modules of an agricultural university curriculum was a valuable addition. The immersive learning objects created through this process addressed the challenge of providing practical learning experiences to students by replicating real-life situations.
MULTI-MODAL INTERACTION DESIGN
Because of the overlapping mode and environment of interaction the designed experience had to be scaled from Web to AR to an immersive VR environment.
PEDAGOGY DESIGN
Method of teaching in the virtual environment should balance between complexity and ease of use.It should be easy to navigate still providing challenge in the educational context
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These virtual experiences were crafted to complement theoretical learning and provide the students with a comprehensive and practical learning experience.
FRAMEWORK DEVELOPMENT
Streamlining the process for When designing a learning object and being dependent on multiple departments to provide assets
Approach
Every project necessitates a customized approach to achieve the desired solution and experiences. For Holosuit, we have embraced the following approaches.
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Precedent Study & Market Analysis-Understanding the tech
The process started with understanding the technology in picture.It was followed by understanding the current market and the future scope of the technology
02
User Research & SME Interview-
Understanding people
There were two main stakeholder:The students and the professor.This phase involved understanding their affinity toward particular tech and also talking to SME to deeply understand the technical topic.
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User Journey and Persona
Development-Mapping Scenarios
To get a better understanding of user needs and POV various scenarios of user in each step of the continumm were mapped.HMW sessions was used t give structure to their PoV.
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Conceptualising the interaction-
IA, wireframing and testing
At each stage in the virtual environment various scenarios were mapped and tested.i.e-How would the the person board the tractor from different position.The keyboard and mouse interaction mapped to selection,locomotion and manipulation.Based on the goals determined in the previous steps quick ideations were developed and tested in smaller parts for technical feasibility.The IA was defined and the scenarios were quickly prototyped and tested with hardware integration.The process was based quick iteration and testing
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Hi fidelity prototyping and testing
The wireframe were refined based on the feedback and handed off for development
06
Pedagogy Design:
Designing Learning Objects
Designing for a comprehensive curriculm was a challenge.This holistic approach aimed to enhance the pedagogical framework and provide a well-rounded virtual learning experience
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Frame work Development
Streamlining the process
To streamline the process for future development an internal framework was developed.This included the step to streamline the process for When designing a learning object and being dependent on multiple departments to provide assets
Functional Modules & Features
Navigating Technology Challenges:
Simplifying Interactions for Agricultural Professors and Novice Students
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The user base, consisting of professors from an Agricultural University and students less acquainted with intricate game mechanics, posed a challenge due to their limited affinity towards technology. In response, a proposed solution involved simplifying interactions through minimal keys and mouse actions, a departure from the previously complex game mechanics in the web interface. Additionally, clear instructions were integrated into the interface to enhance user understanding.
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Optimising Instructional Flow:
Crafting Seamless Learning Objects
In the instructional design phase, the challenge was to develop a digital learning object that seamlessly aligns with the natural learning process, incorporating real-world features for a smoother transition and usage. To address this, proposed solutions included consulting subject matter experts and breaking down instructions into manageable parts. These strategies aimed to enhance the overall instructional flow and ensure a more effective learning experience.
Navigating Scene Understanding:
Enhancing Immersion for Agricultural Learning
Incorporating scene understanding into the virtual learning environment aimed to enhance the immersion factor for agricultural students. The challenge was seamlessly integrating digital elements with agricultural practices' physical context.The selection,locomotion and manipulation in the Virtual Environment were designed at each step of the process. This allowed the virtual environment to adapt to real-world scenarios, providing students with a more immersive and contextually relevant learning experience.
Navigating Virtual Pedagogy Challenges:
Striking a Balance
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In addressing pedagogical challenges within the virtual environment, the task involved creating a user-friendly system while presenting educational challenges. Achieving a delicate balance between learning and gamification experiences was identified as crucial. The proposed solution encompassed the design of reusable learning objects, the division of the curriculum into modules, and the integration of theory with practical testing of educational material. This holistic approach aimed to enhance the pedagogical framework and provide a well-rounded virtual learning experience
Framing Virtual Experiences:
Overcoming Design Challenges
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Challenges in the absence of a defined design process or framework for virtual experiences centred on difficulties in streamlining the creation of learning objects and dependency on multiple departments for asset provision. To address these challenges, the proposed solution involved the development of a comprehensive framework. This framework aimed to guide the creation of interactions, fostering a more streamlined and collaborative design process ultimately enhancing the efficiency and coherence of virtual experiences.
