Some VR research projects in the field of VR landscapes and education so far

Waymaker (Strohecker/ Barros/ Back at MIT Dept. of Urban Studies and Planning, StrataVarious Software) 

Based on Lynch’s (Lynch 1960) idea of “imaging the city” Strohecker and Barros developed an environment that uses Lynch’s navigational tools in order to shape a new landscape. User could drag and drop symbols of Lynch main image-shaping elements into a 2D map and the system would generate 3D VR walkthrough views of the map by using Cézanne paintings as underlying artwork to fill in the scenario. 

fig 1 – example of a 2D map created in WayMaker

User could chose what paintings should be used in what part of the map and what path to use going “through” the created map.

fig 2 – example of chose path through a 2D map and its 3D representation using motifs from Cézanne

WayMaker uses a reversed approach in comparison to Wayfarer. Wayfarer relies on real existing maps that help the user to navigate by quoting official icons and symbols from map generation. WayMaker uses these icons – or to be precise: the five basic structuring symbols from Lynch – to enable the user to create a map, which can be encounter in 3D afterwards.
It is insofar of importance to Wayfarer as it heavily focuses on the notion of landmarks as navigational elements. The VR gets structured by the positioning of the landmarks and the special artwork chosen for the specific area. 

Lit:
- Strohecker, Carol/ Barros, Barbara/ Slaughter, Adrienne (1998) 
Mapping Psychological and Virtual Spaces. A Contribution to Design Computing on the Net ’98. http://www.merl.com/projects/waymaker/DCNet98/index.html

The Virtual Reality Roving Vehicle (Osberg, Kimberley M at University of Washington) 

The Human Interface Technology Laboratory at the University of Washington developed the Virtual Reality Roving Vehicle VRRV in the field of educational value of 3D environments for school children. Based on the idea of constructivism – that is, using symbols and the connection of symbols to “make meaning” of one’s own environment, experiences and interaction – as a knowledge acquiring method, the use of computer generated 3D environments was addressed. The final piece was a mobile VR unit that could be transported to different schools in a van.
The work focuses on the creation of a 3D environment with biology content (wetlands ecology) by the students. Each environment was created by a team of students who would share the tasks of management, documentation, modelling, art direction, and behaviour design in their positions in the project.
The world-building process proved to be successful if integrated into the school’s daily curriculum and taught over a longer (3-4 weeks) time (Osberg 1997, 129). But the more ‘extra-curricular’ the project was treated the more problems showed up. Osberg used the VR technology in a biology class setting to teach ecology. She concludes: “On the Constructivist side, findings indicate that by incorporating the student’s creativity and design skills, metacognitive skills, freedom to make their own design and navigational decisions, and their whole body into the learning process, students have a very wide avenue of opportunity for cognitive, somatic and affective growth and experience” (Osberg 1997, 124). But traditional, teacher-led lectures and textbook methods seem to be equally educationally valuable. 
Constructivism via single elements in a computer-generated environment seemed to be a helpful tool especially for students who do not respond to traditional classroom pedagogic.
As in the WayMaker project, the world building aspect is in focus here but Osberg’s work insofar relates to the Wayfarer project as it aims to increase the educational value of a school session by using VR 3D graphics. She states the value and problems of this approach as her system was set up and tested on over 3000 students in over 70 schools. 
The VRRV’s team approach might prove to be helpful in future multi-user versions of the Wayfarer. Sharing responsibilities and combining efforts to optimise the performance in VR requires and probably improves social skills among the students and might have an educational value in itself.

Lit:
      - Osberg, Kimberley M (1997) Constructivism in Practice: The Case for 
        Meaning-Making in the Virtual World. PhD Thesis, University of 
        Washington.
        http://www.hitl.washington.edu/publications/r-97-47/
      - Rose, Howard (1995) Assessing Learning in VR: Towards Developing a 
        Paradigm Virtual Reality Roving Vehicles (VRRV) Project. 
        http://www.hitl.washington.edu/publications/r-95-1/ 	

InterFIRE VR (Bureau of Alcohol, Tobacco & Firearms, American Re-Insurance Company, the U.S. Fire Administration, and the National Fire Protection Association)

InterFIRE is a commercially available product for the training of US firemen. Instead of a three-dimensional world representation, the developers did chose Quicktime VR as presentation tool and added professional film sequences as educational material. The result is a multimedia training CD-ROM with a three divided info structure. It includes; 1) a scenario 2) a tutorial 3) resource files. 
It is of interest for the development of Wayfarer insofar as it offers direct access to a website that offers constantly updated information from a wide field ranging from legal issues to a message board and specific articles. Interconnection of CD-ROM and web media seems to be the most powerful part in a project that in itself bear few new elements.
A development of a web-based platform (e.g. as a portal for linking schools) might be an interesting feature for a multi-user version of Wayfarer.

Lit:
	- InterFIRE VR web page at: http://www.interfire.org/

Introduction to Geographic Information courses 137 & 247 (Ludwig, Gail S at University of Missouri)

Started in 1992 (as course 137) these projects are ongoing (course 247 opened early 2000) courses in the Department of Geography. They mainly deal with mapping various data in different ways. 
While Wayfarer concentrates on the navigational aspects, these projects aim more at map generation with the help of computers but address a comparable target audience – college students. The goal of the program is to teach mapping and cartography as part of geographic education but Ludwig includes VR in his approach: “How can the relationship between topographic relief, land use and people be visualized and studied in a manner that is understandable? The answer, potentially, is Virtual Reality ….” (Ludwig 1996). Using Vista Pro to generate 3D models of the 2D maps VR was included in the process and explorable simple 3D maps were generated which could be used for walkthroughs and illustration.

fig x – teaching Vertical Exaggeration / Central Missouri

 fig x – example for a topographic map

 fig x – example of terrain interpretation / Hawaii

On the main 2D side technically modelling tools and mapping tools were used (e.g. ArcView, ArcInfo, AtlasPro etc.) in order to allow students to create accurate maps. These maps can focus on various special content, not only spatial structures but also, for example, mapping crime.
This layering of information could improve the Wayfarer maps significantly as it ads social, historical, and cultural information to a spatially defined area. 
As it was suggested in the “Treasure Hunt” scenario, this additional information can not only enhance the motivation for optimal navigation but could also refer to other curricular content (e.g. history lessons).
In addition Ludwig refers to the “teach-ability” of geographic information and his experience might offer valuable insight.

Lit:
- Ludwig, Gail S (1996) VIRTUAL REALITY: A New World for Geographic Exploration. Earthworks. at: http://www.utexas.edu/depts/grg/eworks/wie/ludwig/earthwor.html 
	- course #137 at: http://ludwig.missouri.edu/137/index.html 	
	- course #247 at: http://ludwig.missouri.edu/247/index.html