FINAL PROJECT: ADDING 10 NEW CONTENT ELEMENTS TO MY IMMERSIVE LIBRARY

Meshmoon was crashing but able to add in content about how 3d printers work and virtual worlds for education from Journal of Virtual Worlds Research.

These are samples for class. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

CLASS 13: Identity in the Context of Virtual Worlds

Identity is innate in people.  Everyone has parents (known or unknown).  Observations in within the Virtual Worlds, identity is sought after and may be personal and impersonal at the same time.  There is flexibility to a certain extent which I will cover in the following paragraphs.  I thoroughly enjoyed this class as it help me further become aware of the details that are needed to plan, create, implement and execute and test - an avatar in a virtual world.

GIMP is a tool that can be used beyond this class for personal use.  I never heard about GIMP before taking this class.  Modifying images to airbrush or add particular elements is powerful and can influence a person's perception on the image.  As it relates to identity there are both angles of being negative by not being what that image is in raw value or positive in that an image may be used to improve one's self esteem.

Entering a virtual world can be an adventure - there is a certain element of unknown that people adhere to.  Virtual worlds may not be for everyone - when entering a cool space like a beach or seaside - the pictures are relaxing and images reflect a sense of calm which may be beneficial for people who have never seen a beach or seaside or maybe not able to get to.  Virtual worlds may create imagination and can on the other side be uncomfortable as well.  As we learned in class, the user has the flexibility to step away or close out the computer program if an uncomfortable situation arises. 

Honing in on the uncomfortable situation - that is where guardrails are not necessarily found and can hinder use of virtual worlds.  There are age appropriate virtual worlds. That is needed when identity is unknown and accountability for behavior may not be easily attainable. Having an unknown identity is somewhat counterintuitive in virtual world because the first step is to create an identity.  The flexibility to modify an identity with a few clicks away and gain a reaction from others can be interesting depending on how drastically the avatar identity has changed.  Possible reactions are that everyone in the room walks away from you or gets closer to interact more.

Learning via online games can be fun.  In class we used Greenfoot to create a game.  The application seemed easy to navigate and there were more topics to read about on how Greenfoot can help with math.  Identity was not a particular focus.  Cloud Party was halted during class.  The virtual world had more areas and easily navigated around with more elements to customize identity.  Meshmoon was more basic and allowed creation of spaces to create for avatar to visit. 

These are samples for class. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL 5a: Greenfoot JoC #4 Finally some code

Greenfoot was impressive and easier on the eyes as far as layout.  I found some code on wombats!

This is code for wombats in Greenfoot. Interesting to follow the logic and interested in learning more about this topic. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL 5b: Greenfoot Lettuce and Snake

Greenfoot was fun and easier to navigate - still need to practice but I understand the concept. The rocket launcher had loud sound and after hitting the run button - it move down to explode with a very loud BANG! The dart was fun too!
This is from Greenfoot and followed instructions to create a game. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL 5c: MY CUSTOMIZED JAVA GAME

This is snapshot of my original issues with Java. 

It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Final #3: Group 3D Building Project

These are pictures of building a 3D project in Meshmoon. Using different shapes and textures allowed me to build a tree using fancy masonry. Using the brick and stone combination shows the contrast between the different textures and shapes to build a tall structures. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL PROJECT: TESTING MY FELLOW CLASSMATES' IMMERSIVE LIBRARIES

This is a visit to Jamie's Library in Meshmoon. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc