Building Interactive 3-D AR and VR Courses

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Virtual and augmented reality (VR and AR) have held a particularly large appeal for several years now, but until recently the manufacturing cost of these projects has been generally considered too large for training. New options have emerged which enables of authoring 3-D interactive training as a result of outstanding simplification of content creation and minimal 18, democratization.
In this interview, Debbie Richards reacts about the use of virtual reality and augmented reality.
BB: If would you choose augmented reality to get an immersive or interactive lesson, and if would you choose reality?
DR: I would choose augmented reality largely. For example, you have developed a training course, it has been obtained by someone, now they’re out in the field and some info is needed by them. Augmented reality is a great solution for it. I used a reality in classrooms that were eased. I’ll do a demo in which we are likely to apply augmented reality in an escape area exercise. Participants find clues using reality escape the room and in order to resolve a mystery and will go around the area. Learning can be included as a member of a blended learning strategy.
For reality, suppose you’ve got a situation where you want learners to have an immersive experience. For example, instructing how to execute a procedure. Reality works great for that. Students can be placed by you and have them operate through a digital encounter. They could create and test their muscle memory, they could explore the environment, and they’re able to find advice. In a workshop I’ll be teaching at Learning Solutions 2020 and Realities360, I’ll be using Adobe Captivate 2019, which allows us to import 360 degree pictures or 360-degree videos. We are going to create a digital simulation with questions and hotspots. So they can have self discover, it puts learners into a digital environment, without needing to be there, and they’re able to experience the 360-degree environment. While they’re sitting in their living room in your home or in a classroom, learners can be in a digital environment.
BB: Can you provide some more examples of the types of applications where you would use VR and AR?
DR: I am getting ready to work on a project where we are going to do a walk through of a workplace for new hire orientation. They could have a walk through the workplace, before someone starts their new occupation; they could see where everything’s at and you can give them some orientation. Another example that we are performing in VR is that a training slice on parking lot safety. The student experiences walking out to a digital parking lot. They’ll learn to be aware of their surroundings. There is likely to be things happening in that environment. Should they look around, they will have the ability to see and comprehend those items, and there will be information and drives.
We’re working on a project teaching how to construct a window in a manufacturing environment. In VR the students may practice that meeting virtually, and they also must get the task done in a certain amount of time so there’s a time element involved. That can be recorded by us and play back the performance, and discuss that together.
BB: Have you got some examples of usage of AR?
Using AR as performance support, imagine taking an online course on the best way to operate a forklift. On a forklift, we have markers which the individual will scan. They will view a portion of a video which has to do with safety requirements when the student scans among these markers. They’ll experience using a safety checklist, to make sure they’re ready to operate the forklift If they scan another marker.
BB: What are the skill sets needed on the development team for AR, and can VR demand a different skill set?
DR: With AR, it will depend on the software that you’re using to create the encounter. There are end software packages that require some ability and some programming skills to comprehend things that are a little more complicated. Within my Sunday pre-conference workshop at Realities360 is one which, if you understand how to use a different tool, you should not have any trouble. In building your content, building what you want that individual to do and what you want the student to see, the process is. You will set that content up, the student will output either a record which has an AR anchor onto it, or a way for the person to activate the reality experience. There is not a level of skill that is necessary to do that in augmented reality. In the part of the workshop if you’ve got a bit of understanding of Adobe Captivate, that is enough–you do not actually need. If you’ve got a knowledge of basic eLearning tools you will have the ability to use in we’ll be discussing what from the session. All these are fairly low-level tools and will make it possible for you to make a pilot or create AR experiences and VR.
Debbie Richards will introduce a full-day pre-conference workshop on Sunday, March 29 at the Realities360 Seminar and Expo: “Practical Solutions for Creating Simple 3-D AR/VR Interactive Lessons”. In this workshop, you will learn how to make easy VR/AR content by leveraging budget-friendly tools (Zappar Zapworks and Adobe Captivate 2019) to create your own straightforward applications, providing you a jumping-off purpose for constructing your VR/AR growth skills even further. You will also learn to include questions, labels, and hotspots to make interactivity in a virtual reality project, and how to include videos and images into a virtual reality project. We will also discuss a variety of hardware and software bundles useful to encourage your project. Participants will need Adobe Captivate 2019, the free-to-download Zappar app in their mobile device, and a laptop with ZapWorks Studio installed and downloaded.

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