Maya Mythology Triathlon Playful Role-Play Learning in 3D VWs

Stylianos Mystakidis

UWE MAEVW

UW Maya Island

Learning Needs

• Cross-generational education about historical and traditional aspects of culture for Native Americans

• Interconnectedness of cultures across the Americas

• Revitalization of traditional cultures, including languages

• Distributed community participation in language revitalization (e.g. tribal council and decision-making)

• Civic or linguistic engagement

Learning Outcomes

• Opportunity: final year of the 5126-year cycleof the Maya Long Count (2012)

• Virtual location to visit to learn more about this fascinating civilization

• Focus: Authenticity, Accessibility, Partnerships

• Value: Community, Events, Training, Academic Collaboration, Research, OER production

Maya Mythology

Maya Medicine

Explorer’s Cove

Maya Science

Second Life Destination Guide

Best Educational Practice in VWs & Best Educational Machinima Awards VWBPE 2012

Maya Highland Village

Maya Highland Village

• Cultural artifacts & traditional architecture

• Ancient Maya music instruments

• Pottery making

• Gardening

• Thunder throwing game (Maize Myth)

Maya Creation Cave

Maya Creation Cave

• Artistic visualization of Maya Poem

• Creation myth exhibits

– Animals

– Wooden men

– Mud men

• Information stations

Maya Glyph Game

Maya Ball Game

Maya Ball Game

• Learning focus: – Maya Ball Game

– Hero Twins story

• Game Player Role Play

• Story-driven

• “The Call to Action”

• Surprise

• Levels

The Bump: Xibalba Challenge

Xibalba: Experiencing Mayan Hell

3D Virtual Immersive Learning Environments Instructional Strategies

• Socio-constructivist instructional methods

• Inquiry-based learning (Ketelhut & Nelson, 2010)

• Situated and experiential learning (Dawley & Dede, 2013; Falconer, 2013)

• Simulated learning (Falconer & Frutos-Perez, 2009)

• Game-based learning experiences (Hill & Mystakidis, 2012)

• Communities of Practice (Wenger, 1991)

Learning Strategy

• Learning to know (knowledge)

• Learning to be (appearance, behavior)

• Learning to do (skills, action)

Aldridge, 2005

Flow Theory (Csikszentmihalyi)

Games vs Play vs Gamification

Alignment

Principles

Archetypes

Sensibilities

3DLE Architecture

Macrostructures

Kapp, O’Driscoll, 2010

The Sense of Self

The Death of Distance

The Power of Presence

The Sense of Space

The Capability to Co-Create

The Pervasiveness of Practice

The Enrichment of Experience

Virtual Worlds Sensibilities

Blended Taxonomy of Learning Domains

Storytelling Styles

Ann Cudworth, Virtual Worlds Design, 2014

Smart Learning in 3D

1 Analyze

Objectives

• Audience

• Domain

• Level

2 Design

Experience

• Activities

• Interactions

• Engagement

3 Develop

Environment

• Immersion

• Ambience

• Context

Mystakidis, 2012

Design Rationale

• Social Immersion in Maya Civilization (Highland Village)

• Metaphors (Creation Cave)

• Simulation (Village, Ball Game Stadium)

• Game-based learning (Glyph Game)

• Role Play (Maya Ball Game)

• Environments Creation NPIRL (Xibalba)

Benefits of 3d Virtual Worlds

• Mythology Visualization, Metaphors

• Engagement through Story

• Immersion feedback: “I feel hot!”

• Multiple modes of experience/learning

• Global Open Educational Resource

• Virtual field trips (over 5,000 visits)

• Networking without Frontiers (Co-Presence)

Maya Island Society

http://uwmaya.wordpress.com/