LIBR559M Module VI Immersion 2015

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Module VI – Immersivity & flow in social media

Learning objectives (March 23rd to end of term)

After completing this module, you will be able to:

Define immersion and describe its qualities vis a vis social media i.e. intense focus, a loss of self, warped sense of time, sense of flow

Consider how immersive and virtual worlds are used in the information professions Are they being used circa 2015 to deliver content and services?

Consider the social aspects of virtual worlds (and related trend “gamification”) Discuss immersion as play, education, research; players immersed in social situations

Source: Victor Sydorenko, “Immersion” series, oil on canvas, 2012

Activities in Module V

23 Mar 2015 (Module VI)

“Play & immerse” Play with mobile, augmented and immersive tools (video games, GPS-geolocation, mobile social network tools/apps) as you wish

Blogposts II

30 Mar 2015 “Integrate, reflect on the course”

Integrate and bring together course content Discussion in forums

6 April 2015 “Share projects” Social media in the future Final paper due April 10th

“…You are not a human being in search of a spiritual experience. You are a spiritual being immersed in a human experience."

Pierre Teilhard de Chardin (1881-1955)

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Immersion defined

Wikipedia defines immersion in quasi-religious fashion as a "... state of consciousness where an immersant's awareness of physical self is diminished (or lost) by being surrounded in an engrossing total

digital environment. This state is frequently accompanied by spatial excess, intense focus, a distorted sense of time, effortless action. The term is widely used to describe immersive virtual reality..."

As defined in The Free Dictionary http://www.thefreedictionary.com/immersion

im·mer·sion (ĭ-mûr′zhən, -shən):

noun. The act or an instance of immersing oneself The condition of being immersed e.g., in work, play or “thoughts” Baptism performed by totally submerging a person in water Total occupation of attention or of the mind

Immersion pedagogy is a concept used to teach languages. Fowler (2015) says that “…the problem with

using the term “immersion” is [its many applications] technologically, psychologically and pedagogically”. But that’s one of the reasons I like it the idea of immersion due to its linkages to other concepts of being absorbed in something intellectually, pscyhologically and spiritually. As you see below, the concept has been used in several different contexts in and outside of social media.

Source: Virtual reality approaches total immersion

Related concepts

Augmented reality

Baptism “to be immersed in water”

CAVE The name is a reference to the allegory of the Cave in Plato's Republic in which a philosopher contemplates perception, reality and illusion.

Epistemic gaming (see University of Wisconsin epistemic games group)

Four dimensionality (4D)

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Gamification

The Holodeck (Star Trek); head-mounted displays (e.g., Google Glass)

Immersive games & education | Massive multiplayer online role playing games (MMORPGs)

Metaverse “…A metaverse is a collective virtual shared space, created by the convergence of virtually enhanced physical reality and physically persistent virtual space including all virtual worlds, augmented reality and the internet. The word metaverse is a portmanteau of "meta" (meaning "beyond") and "universe" and refers to a future iteration of the internet made up of persistent, shared 3D virtual spaces linked to a perceived virtual universe…

Source: UBC Arts Metaverse http://artsmetaverse.arts.ubc.ca/projects.html

Mixed reality | Persistent world

Three-Dimensional Virtual Tourism

Smart Classrooms | Virtual world language learning

Virtual world librarianship (see Mon, 2012)

See: German composer Richard Wagner's Bayreuth Music Festival [which] foreshadows the idea of an immersive theatrical and psychological experience (also Gesamtkunstwerk (total art work).

Source: http://www.nytimes.com/ref/arts/music/wagner-journal.html?8dpc

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Immersion & “video games”

What features constitute immersion in a virtual environment? Or, in virtual games?

“Game designers and reviewers universally recognize immersion as a signal virtue of games, perhaps the central virtue… inspiring types of immersion or different ‘brain-states’. Caught up in a story, you are cooperative, yielding, in a hypnotic or trance-like state. In games, you may be ceaselessly active, in a

state of a constant flow. According to the Hungarian psychologist Mihaly Csikszentmihalyi (pronounced "chix sent me high"), flow is the zone, the groove - an enjoyable feeling of oneness with the activity…” –

Immersion explained (blogpost, 2006)

Immersive worlds are often thought of as being synonymous with their virtual counterparts – but there is a distinction. To simulate "reality" is not always the goal in immersive worlds, though it can be. In virtual reality, the aim is to replicate reality or augment it somehow which puts it on a continuum of reality from the real through to the completely virtual. In 1994, Milgram’s continuum (below) was devised to describe the reality-virtuality continuum. At one end, the world created is completely virtual. At the other, the real world is a default, against which other worlds are judged or measured. In between are various forms of “mixed” reality. The reality-virtuality continuum encompasses all possible variations and compositions of the real and the virtual.

With Milgram’s continuum as a backdrop, and to begin the process of understanding virtual worlds, let’s consider Markus’ typology. Even if you never go to Second Life or play the World of Warcraft, the typology gives insight into those who use these worlds. In 2002, Markus devised the typology to help identify and understand the functions and motivations of virtual communities.

Markus’ typology classifies the virtual community into three types: a social virtual community (far left), one professional in orientation (centre) and commercial (right). According to Markus, the greater the commercial interests of members, the lower the level of commitment to the virtual world since other opportunities will quickly bring about a change of commitment and allegiance when money is involved.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Figure 1: Markus’ characterizing the virtual community, 2002.

According to Markus, those that fit the social orientation aim to build relationships. To make friends, interact and communicate with others in the virtual environment. Participating in virtual communities for "entertainment" may be viewed as pursuing a hobby. Social orientation can involve adventure or games, or simply a chat room. While friendships and relationships can be found in all virtual communities their raison d’etre starts with one of the three types. Further, professionally-oriented virtual communities can be subdivided into two categories: "Learning networks" – for acquiring information or knowledge in a new subject area– and "expert networks" – for developing and documenting existing (expert) knowledge. Rather than being "socially motivated", commercially-oriented communities aim to gain financially from their use of the virtual community.

Gamers and “flow”

To understand the feelings or mental states reported by gamers in the context of play, it might be worth mentioning the concept of flow. Some of you may be familiar with it already.

In considering the mental states of gamers, intense concentration is often mentioned as one of its defining features. This state of “flow” – athletes and artists may even refer to it as being in the zone – is most desirable because it is this state where our skills match the challenge presented by the game. Apart from games, most of us have had experiences when we are “on our game”, and doing well at or enjoying something.

Csikszentmihalyi’s investigations into "optimal experience" and flow reveal what is most satisfying about this mental state: achieving a state of heightened awareness, being “in the zone”, is a source of happiness. During a state of flow, we experience the complete absorption of ourselves in the task or experience at hand. We lose track of time, perhaps even ourselves.

Further, Csíkszentmihályi identifies the following as part of the experience of flow:

1. Clear goals (expectations and rules are discernible and goals are attainable and align appropriately with one’s skill set and abilities)

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

2. Concentrating and focusing, a high degree of concentration on a limited field of attention (a person engaged in the activity will have the opportunity to focus and to delve deeply into it)

3. A loss of the feeling of self-consciousness, the merging of action and awareness. 4. Distorted sense of time, one’s subjective experience of time is altered 5. Direct and immediate feedback (successes and failures in the course of the activity are apparent,

so that behavior can be adjusted as needed) 6. Balance between ability level and challenge (the activity is neither too easy nor too difficult) 7. A sense of personal control over the situation or activity. 8. The activity is intrinsically rewarding, so there is an effortlessness of action. 9. People become absorbed in their activity, and focus of awareness is narrowed down to the

activity itself, action awareness merging (Csíkszentmihályi, 1975. p.72).

Source: http://fhc80.com.br/flow-by-mihaly-csikszentmihalyi.htm

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Immersive and virtual worlds

According to Pew (2012), game playing is pretty much universal for teens 13-18, with half playing daily. Although diverse in their aims and platforms, the most popular games fall into the categories of action-oriented, adventures or quests. Even if not explicitly social, many of the best games have elements of working with others, and collaboration. In 2015, many teens play games with others to integrate aspects of their personal, civic and political lives.

The gaming worlds have evolved from games such as Dungeons and Dragons (1974). According to Wikipedia, role-playing has always been a part of these games. Recently, MMORPGs are a variation on this theme "....players control a central character, or multiple characters, and attain victory by completing a series of quests or reaching the conclusion of story. Players explore a world, while sorting out puzzles and engaging in tactical combat. (See massively-multiplayer online role-playing games (MMORPGs). Today, gaming enthusiasts spend hours playing in virtual environments such as World of Warcraft and Minecraft. The gaming influence is seen in university departments. In the context of LIS education, Professor Cliff Lampe examines the influence of games in libraries: https://www.si.umich.edu/people/clifford-lampe.

Assassin’s Creed “…a fully systemic city” (a handsome example of virtual reality)

Source: https://www.youtube.com/watch?v=3-h8me2zrRw

Videogame review: http://www.scmp.com/lifestyle/technology/apps-gaming/article/1742620/videogame-review-assassins-creed-rogue-lost-and

What is it about virtual environments that so many find captivating? Are they a refuge for those who seek to escape? Is the goal escape and fun or is it to experience a more idealized world under new social, political and economic orders? Probably all of the above; interest in immersive worlds is changing the way some individuals choose to live, in terms of play and what they want in real life.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Immersive worlds for children

Many of my friends’ children have been interacting in immersive worlds for years. One friend said his son and daughter started with Webkinz, progressed to Penguin Club and then moved to Moshi Monsters. In 2013, I spent some time exploring these sites, and saw that they all had the affordances of social media: elements of social engagement, participation, collaboration; the ability to create things and get immersed. The goals were typically to have fun, learn something and “be safe”. I noticed these gaming platforms involved caring for pets and the pets often became the child’s avatars. I include the links to take you directly to the parent pages on these sites because that is where you learn the most:

1. Webkinz http://www.webkinz.com/SWF/TOUR/siteTour.html 2. Penguin Club ... Disney product ... Read the pitch to parents

http://www.clubpenguin.com/parents/club_penguin_guide.htm 3. Moshi Monsters http://www.moshimonsters.com/parents

I know parents who may worry about the implications of virtual worlds, especially games such as Minecraft and Second Life. Are we creating future generations of virtual world users by starting them so early? Perhaps but what fits for each child depends on their goals in discussion with parents, and perhaps conversations with the gaming librarian at the local library.

Immersive learning environments

Immersive environments are widely-used in primary education but we are seeing the use of the concept in K-12 and in post-secondary sectors. According to Lui (2014), room-sized immersive simulations, ‘smart classrooms’ are created in schools where physical spaces are transformed by using projected images, and head-mounted cameras. In these kinds of immersive spaces, students interact with a new, unusual type of media. The amount of time spent in the space does not have to be significant for the experience to be so. The experience designed must support a synthesis and reflection of the many ideas and resources they have encountered in the course leading up to the immersive experience.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

The Immersive Education Initiative is a non-profit international collaboration of educational institutions, research institutes, museums, consortia and companies. The goal of the Immersive Education Initiative is to create learning partnerships to develop open standards, best practices, platforms, and communities for virtual reality and game-based learning.

An immersive learning environment may be described as a "hybrid world" where learners can be immersed in work and play, building something, playing games, perhaps both. The quintessential immersive environment is probably Second Life. Apart from whether SL is irrelevant, what I think is important is to see SL as part of a range of immersive worlds open to users in 2015.

In education, three-dimensional virtual learning environments (VLEs) such as Active Worlds and Fifth Dimension are popular. Some new media claim to bridge reality with elements of immersion such as what is seen with wearable-computer devices, Google Glass and Oculus VR. Other immersive worlds include Gaia, Kaneva, RocketOn and Onverse. Do you know of others? Let me know if you have gone in to other worlds and have thoughts to share with me.

Source: http://gaia-online.en.softonic.com/web-apps

Some features of immersive learning:

A type of environment where learners feel immersed in the experience; when online, learners feel they are “in” the actual learning space, but may be distributed geographically

An immersive learning environment creates new layers of perception; users should perceive the environment to be physically real

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Immersive learners should not simply be asked to click on menus or watching videos, but feel they are in the space, house, street, entering a hospital, performing a task as in real life

Virtual classrooms should not be built simply to deliver powerpoint, video and other content

Some educators consider Blackboard Connect to be an immersive learning environment

Immersive findability

Immersive environments are going to be useful for many things but in terms of helping us to find and retrieve information, I'm not sure. Will we one day have immersive OPACs? Should that be our goal? I’m not sure. My main concern is the amount of complexity you introduce by trying to create a virtual space to deliver library services. Much of this complexity is unnecessary (and distracting). Since a lot of what we do as librarians and archivists involves simplifying matters and stripping things down to essentials, what would be the goal in creating immersive environments in our organizations? I'd consider it a step backwards to walk my avatar into virtual stacks to have them scan simulated journal shelves for an article. If I want to look something up, is a 3D interactive representation what I want at that point in time? If I want to know the date of confederation, do I need to travel back in time to the 19th century to ask a virtual Sir John A. MacDonald?

Source: Library & Archives Canada, a painting of Sir John A. Macdonald. http://www.collectionscanada.gc.ca/databases/sir-john-a-macdonald/index-e.html

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Perhaps virtual environments are better for browsing than searching. Even there, less is more. Do we need simulated libraries or bookstacks? A mouse is as good as a simulated hand to select and open objects for reference purposes. There are some kinds of information sources in science that are so complex it would take multiple interactive dimensions to visualize them, datasets, molecular and cosmological models, biochemical pathways and so on. I leave the research to others...

Immersive information behaviour & documents

LIS educator Lynn Robinson is exploring the notion of immersive information behaviour and immersive documents. (see Robinson L. Immersive information behavior: using the documents of the future. New Library World: charting new developments. City University London, 2015.) Her research examines the idea of immersive documents where a number of rapidly developing technologies and applications collide: pervasive, networked information; multi-sensory interaction; and the creation of participatory texts. Her paper presents the case for studies of information behaviour in the use of such documents.

Immersive documents blog http://thelynxiblog.com/

For me, it is the stories and human interactions (and books) that are immersive technologies not the media, per se. In discussing immersion, I feel the term may imply a level of engagement and participation online but I see immersion is also media-neutral. As a librarian, this is vital for me. I feel I can easily immerse myself in ideas in analog books.

The issue of Second Life

“…Second Life is meant to be immersive, right? The different spaces kept me distracted for a long while and I lost track of time. When I found the Rockcliffe University Library and reference desk, I looked

around for a bit. It was interesting to see how information was organized in a virtual room. I would say the affordance was you could ask anyone for help but it was also a problem. The major drawback is that everyone wants to be your friend and talk to you about visiting their club. I just wanted to get some help

and FIND a librarian! I don't think I'll be visiting again until I have a bunch of time to kill…”

– LIBR559M Student, 2011 [discussion forum]

The best-known immersive world is still probably Second Life (SL). Users assume a digital identity or 'avatar', and one of its features is teleportation, a simulated kind of flying (or, levitating) from place to place. If you want to fly, SL gives you that chance. Since its launch, SL has been visited by millions (see http://secondlife.com/statistics/economy-data.php). At its peak, information organizations maintained property and held regular events in SL. In its early days, one of the benefits of SL was that it provided libraries with opportunities to participate in gaming, and to tie that to public library programming. At one point, the Alliance Library System (ALS) operated InfoIsland and coordinated ~40 reference librarians and staffed the in-world reference desk for 80 hours a week. But all of that is gone now.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Facebook buys Oculus for $2 billion USD in 2014

http://techcrunch.com/2015/03/15/facebook-oculus-and-the-future-of-virtual-reality/

Virtual Reality: Turning Our Minds Inside Out

This is the type of hype around Oculus VR. Not sure whether to be excited or not... Dean

https://www.youtube.com/watch?v=dO4k2Rvs94I

The idea of immersion is used by the Association of College and Research Libraries (ACRL) for its information literacy workshop entitled Immersion http://www.ala.org/acrl/immersion.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

References

Angeletaki A, et al. MUBIL: creating a 3D experience of "Reading Books" in a virtual library laboratory. Int J Heritage Digital Era.2014;3(2): 271-286.

o Bibliography http://www.ntnu.edu/documents/140478/621891744/Mubilpublikasjoner.pdf/e5b461ad-178f-492c-b0c6-200d1e856072

Becnel K, O'Shea P. Teaching public library administration through epistemic gaming. J Ed Lib Info Sci. 2013;54(3): 235.

o This paper describes the design of an innovative educational experience with a cohort of library science students at Appalachian State University. The students, working online in virtual public libraries, engaged in an epistemic game that required them to undertake an experience as if they were practicing professionals in charge of a library. Through content analysis of end-of-course questionnaires and follow-up interviews after completion of the course, students shared their views of the ways the gaming format affected their learning.

Clarke C. Second Life in the library: an empirical study of new users' experiences. Program: Electronic Library & Information Syst. 2012;46(2):242-257.

De Freitas S et al. Learning as immersive experiences: using the four-dimensional framework for designing and evaluating immersive learning experiences. Brit J Ed Tech. 2010;41:69–85

De Freitas S, Neumann T. The use of ‘exploratory learning’ for supporting immersive learning in virtual environments. Computers & Education. 2009;52:343–352.

Floyd JM, Frank I. Beyond Second Life: new immersive worlds for educators and librarians. Library Hi Tech News. 2012;29(6):3.

Fowler C. Virtual reality and learning: where is the pedagogy? Brit J Ed Tech. 2015;46:412–422.

Hew KF, Cheung WS. Use of three-dimensional (3-D) immersive virtual worlds in K–12 and higher education settings: A review of the research. Brit J Ed Tech. 41, 33–55.

Kirsch BA. Games in libraries: essays on using play to connect and instruct. McFarland, 2014.

Markus U. Characterizing the virtual community (5th edition). SAP Design Guild, 2002.

Milgram P, Kishino. Augmented reality: a class of displays on the reality-virtuality continuum. In: Photonics for industrial applications, 282-292. International Society for Optics and Photonics, 1995.

Mon LM. Professional avatars: librarians and educators in virtual worlds. J Documentation. 2012;68(3):318-329. http://www.emeraldinsight.com/doi/abs/10.1108/00220411211225566

Nicholson S. Everyone plays at the library: creating great gaming experiences for all ages. Information Today, 2010.

o Nicholson S. Gaming in libraries: the course http://gamesinlibraries.org/course

Pew online gaming website http://www.pewresearch.org/topics/online-gaming/

Lui M, Slotta JD. Immersive simulations for smart classrooms: exploring evolutionary concepts in secondary science. Technology, Pedagogy and Education 23.1 (2014): 57-80.

Mayes JT, Fowler CJH. Learning technology and usability: a framework for understanding courseware. Interacting with Computers. 1999;11, 485–497.

o The framework offers a way of relating immersion to learning. Designed to be used by teachers it simplifies learning at a psychological level into three stages: conceptualization, construction and dialogue. Mayes and Fowler map these onto online spaces. They encompass pedagogical and technological aspects of what we call the learning environment.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

Swanson K. Second Life: a science library presence in virtual reality. Sci Tech Libr. 2007;27(3):79-86.

Taylor AL. Collective tagging of places in the multi-user virtual environment of Second Life. University of North Carolina Chapel Hill, School of Information & Library Science, MSLS Paper, 2007.

Tennant R. The end of ALA's Second Life Island. Libr J. 2012;137(3):14.

Turkle S. Alone together: why we expect more from technology and less from each other.

Wang F, Burton JK. Second Life in education: a review of publications from its launch to 2011. Brit J Ed Tech. 2013;44:3.

Webber S, Nahl D. Sustaining learning for LIS through use of a virtual world. IFLA J. 2011;37(1):5-15.

Xiangming M, Dimitroff A, Jordan J, Burclaff N. A survey and empirical study of virtual reference service in academic libraries. J Acad Librarianship, 2011;37(2), 120-129.

Appendices:

Explore the concept of immersivity

It is difficult to pick any one video that provides an overview of immersivity. If you find one, or can recommend one, let me know. Dean

Assassin's Creed http://en.wikipedia.org/wiki/Assassin%27s_Creed |AC Developer http://en.wikipedia.org/wiki/Ubisoft

Lemontree, the library game https://www.google.ca/search?q=Lemontree,+the+Library+Game&ie=utf-8&oe=utf-8&gws_rd=cr&ei=4Y0MVfe5GdGyogSx-oKoCA

Broussard’s Digital games in academic libraries: A review of games and suggested best practices Facebook acquires OculusVR for 2 billion http://en.wikipedia.org/wiki/Oculus_VR

https://www.youtube.com/watch?v=bz_iGO1MKj4 http://www.scoop.it/t/augmented-alternate-and-virtual-realities-in-higher-

education/p/4038503030/2015/03/05/never-break-presence-new-amd-technology-platform-for-immersion-and-responsiveness-in-vr-environments

http://immersive.co.uk/ Journal of immersive education http://jied.org/1/1/index.html https://www.youtube.com/watch?v=C27ZNPavMgo Google Liquid Galaxy, GIS Librarian

https://www.youtube.com/watch?v=HnDJXYjFZUg#t=27 Google Liquid Galaxy www.google.ca/earth/explore/showcase/liquidgalaxy.html Immersive learning chapter in Pagano’s book:

https://books.google.ca/books?id=sY1eAwAAQBAJ&lpg=PA64&ots=K1JMsdKCLS&dq=immersive%20flow&pg=PA11#v=onepage&q=immersive%20flow&f=false

Neurogaming http://www.mercurynews.com/business/ci_25957073/neurogaming-interest-growing-technology-that-picks-players-brains

RealXtend (open source 3D Internet) http://realxtend.org/about/ Wikipedia “immersive design” http://en.wikipedia.org/wiki/Immersive_design Twitter hashtag “immersive” https://twitter.com/hashtag/immersive?src=hash Lusens Immersive exhibits (is there a library application here? Cool technologies)

http://www.lusens.com/product/immersive-exhibits/

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

10 future technologies that will change the world https://www.youtube.com/watch?v=uaYallt29Tg | https://www.youtube.com/watch?v=lMymFYJWW5M

Explore immersive projects

"Immersion" - http://www.youtube.com/watch?v=HfOUhwhdUV0 Also https://www.youtube.com/watch?v=A7e5lE3ZW98

Robbie Cooper explaining his Immersion Project https://www.youtube.com/watch?v=0jXpvGBP0U0

Roobie Cooper virtual worlds o https://www.youtube.com/watch?v=vy9cmkpP_bY o http://en.wikipedia.org/wiki/Robbie_Cooper

Visitors Trailer https://www.youtube.com/watch?v=s3w8cNgWtMI "Visitors" reveals humanity's trancelike relationship with technology, which, when commandeered by extreme emotional states, produces effects beyond the human species. The film offers audiences an experience beyond information. "Visitors" takes viewers on a journey to confront them with themselves. Alter egos: avatars and their creators by Robbie Cooper http://www.amazon.ca/exec/obidos/ASIN/1905712022/braipick09-20

Alter Ego is based on a project by Robbie Cooper, British artist and researcher, portrays people in tandem with their alter-egos or avatars in role-playing games

This is a concept book, and presents the phenomenon of the contemporary avatar.

The virtual characters gamers choose and design to engage in 3D worlds is central here.

Portraits of gamers are paired with digital images of their alter egos, graphically dramatizing gaps in identity between fantasy and reality.

Each of the seventy images is accompanied by gamers' profiles.

Alter Ego serves as a guide to the new world of the avatar and a serious contribution to the debate about the future of society in the digital age.

Gaming in libraries

This is more of an open question that I'm throwing out there to see if any of you all have thoughts. Aside from libraries using the social media that is available, it seems some libraries and museums are building their own apps such as NYPL Mobile App and Biblion and see the Smithsonian report on user interest in smart phone service. Some institutions are investing in these technologies. What about games? I had a look at some of the games at Games for Change started to wonder about the possibility of games designed for library advocacy? What do other people think about the affordances of mobile games?

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

McGonigal on gaming

According to Jane McGonigal “…libraries should be places where people come to makes games”

https://www.youtube.com/watch?v=svcmv8BtasQ

McGonigal says 7.1 billion hours per week are spent playing games. The gender gap between has evened out with 99% of boys playing games for more than an hour a day and 94% of girls. The research shows the top 10 emotions people feel while gaming are positive. They include joy, relief, love, contentment and creativity. People associate video games with violence but games help game geeks to feel like they’re part of something. These positive emotions have long-term effects because games help people develop emotional resilience. For example, they might stay engaged in difficult situations, set ambitious goals, and collaborate with others. McGonigal cites Brian Sutton-Smith, the dean of Play Studies at UPenn who says that the opposite of play isn’t work: it’s depression. There’s neurological proof that games encourage optimism and activity, contrary to making people lazy or disengaged.

Other instances of games being used to solve real-world problems include people in New Zealand reaching out to gamers to help protect the forest, or translating whale sounds into English. McGonigal said Minecraft is used in different communities to reimagine what to do with empty derelict spaces.

Immersive projects: Find the future at the library

McGonigal got the idea to create a project where people could be inspired by physical spaces in libraries. She found 90% of people want to write a book, so she created a game where participants could write a book. She conceived that the game would be played for a year. Participants had to write an essay; 10,000 people applied but 500 were selected. Once inside, participants went on a treasure hunt for 100 world-changing artifacts that lived at the library, including a copy of the Declaration of Independence.

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

With each artifact was a secret bit of information that participants had to find, like a scavenger hunt, to see the process of history. Participants wrote their own declaration and had to get 56 others to sign it. The declarations were put into 100 Ways to Make History, Volume 1. Staff promised McGonigal that they would include whatever came out of this project in their collections. 100 Ways is now in their rare books and manuscripts collection in a case next to the copy of the Declaration of Independence.

“Gamification” in the library Gamification is the basic idea of using gaming elements in non-gaming contexts. You can find in it apps like Four-Square, which allows users to check into locations, gain points, titles and badges, turning mundane check-ins into fun competitions between friends. At the University of Michigan, Assistant Professor Cliff Lampe https://www.si.umich.edu/people/clifford-lampe uses gamification to help his undergraduate seminars in the School of Information. Students accomplish goals, interact in guilds and can skip tests by creating artistic forms of assessment (think infographics and the like). In his video interview with Slashdot, Lampe states that teaching large class lectures can be just as boring for the professor as it is for the students, which is part of the reason he added gamification to his syllabus.

See Gamifying Library Services: Issues and Challenges http://www.slideshare.net/PAARLOnline/gamifying-library-services-issues-and-challenges?qid=935fae26-4aef-466b-ac5d-2f18623918de&v=qf1&b=&from_search=1

Other ideas related to immersivity, flow zones

Prensky’s Digital Game-Based Learning (2001)

Examples http://app.visiblegeology.com/ http://www.amazon.ca/The-Immersive-Internet-Reflections-Entangling/dp/1137283017 http://www.immersalabs.com/home

The aim of Module VI is to show you a range of immersive experiences, some of which are achieved socially through media

ReactionGrid Inc. http://reactiongrid.com/ is a software development company and studio creating multiuser 3D simulations and virtual worlds. Jibe 2.0 is ReactionGrid's platform for building multiuser environments on mobile devices. Our Jibe platform gives customers the ability to build their own environments using Unity3d and we provide services for customers who need direct assistance with construction. ReactionGrid's focus is on the educational, business and entertainment use of 3D environments that deliver high-fidelity immersive experiences similar to modern video games.

The Daring Librarian Interview

Gwyneth Jones, aka The Daring Librarian and a social media savant, talks with Infinite Thinking Machine's Chris Walsh about how her school makes the most of technology, including their reverse-psychology QR codes, and her vision for the 21st century media library of the future.

https://www.youtube.com/watch?v=X98Teh2zPlE ACRL Virtual Poster https://www.youtube.com/watch?v=5U4OsNYW9Fs Are you curious about ways to provide new digital access models to your library for your community? Our virtual poster highlights some of our efforts in 3D modelling in Minecraft and 3D Via. Read about our initiatives and experiences in working with students, faculty, and community. Using the Ontario Institute for Studies in Education (OISE) library at the University of Toronto as a case study, we are working on approaches to model the real library into a three-dimensional virtual one. In an immersive environment, the virtual library environments allow participants to use an avatar to walk through the library and collections and interact with others virtually. In phase I, we examine potential locations of different library services, present physical arrangements vs. potential, location of resources, accessibility and usability, and new formats for basic library instruction (especially Minecraft). We hope to develop virtual environments to allow faculty/student and librarian interactions and to create a social platform for interaction and promotion of library services.