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This is a first person role play where competitors learn how to escape a burning building and compete for faster times and more difficult levels. The prize is survival.
Web3D Application Focus
Define the scenario/situation back-story for the Web3d entry point. If you are creating a game/simulation this will be the occurrences to the point when the student starts the application (fact or fiction)? E.g. The ATO suspects Game Joes Inc.’s CEO has been skimming funds. You have been brought in as a Forensic Accountant to gather evidence which the ATO can use in court.
You are a student/staff member/visitor at USQ. An alarm signals an evacuation and you are to safely negotiate obstacles, extinguish fires and escape out of the building to the assembly point.
You will be allocated life points at the start of the evacuation that will be expended depending on your skill level and decisions you make.
There are several levels of difficulty that present a graduated approach to learning. As the difficulty levels increase, the allocated time for the evacuation decreases. Each increasing level of difficulty will introduce obstacles such as smoke, heat, fire, blocked passages, darkness, injuries and other injured personnel.
Networks and the internet present the opportunity to use multi player scenarios and interaction by third parties.
Educational Focus Define the subject matter/course content to be included in the application.
Using a generic building plan, the participant must demonstrate knowledge of the USQ emergency procedures by evacuating a building during an emergency. Competency is required to be demonstrated on each graduated level before proceeding to the next.
Content References What references/materials will provide the educational content for this application? What past applications have you seen that might provide inspiration for your Web3D application?
Reference materials are the USQ Emergency Procedures Manual 2007, USQ Emergency Procedures Flipchart 2007, Queensland Workplace Heath Act 1995, and Australian Standard 3745-2002 Emergency Control Organisation and Procedures for Buildings, Structures and Workplaces.
Past applications that provide inspiration include Doom and other first person survival/combat type games.
Pedagogic Elements What pedagogic activities would you like to include in your Web3D application? (Case Studies, Background Material, Quizzes, Reflection) How would you have these embedded or 2D hybrids with the 3D content?
The pedagogic elements in this activity may be limited to situations within the game that present multiple choices. For example: the student is presented with a fire and must choose between the types of extinguisher to use. An incorrect choice will provide an experiential learning situation with negative outcomes. Another example would be the choice to walk upright in a smoke filled corridor which will result in a loss of health points whereas crawling will provide positive feedback.
Feedback How will the student’s interaction with the Web3D application be assessed? How will feedback (summative, formative) be communicated to the student? (e.g. game score, number of successes, amount of treasure found, time taken to complete task etc.)
The student’s interaction with the process will be assessed by how far they can progress in the difficulty levels. A top score will be maintained to provide some competition for all students. The highest level should be designed so that it can not be resolved. Competency will be attained by reaching a minimum level.
Reinforcement and Reflection Describe how replay will be encouraged to assist in retention and remedy any student failures to complete the activity or achieve satisfactory levels.
Students will be encouraged to return to the game by the competition provided by keeping a log of all scores. Prizes may be awarded for the highest score achieved each year or within divisions.
How will students be encouraged to share their experience with the Web3D application with others and use reflection to reinforce what they have learned?
It is intended the game will be fun and the levels difficult and complex enough that staff and students will want to participate to better each others score.
Learning Unit Description Towering Inferno.
How does it fit into your curriculum? Primary evacuation training module.
How will you integrate knowledge from previous learning objects or existing course content? Experience and previous knowledge and skills will make advancement through the levels much faster.
Describe the student’s critical path through the leaning object’s scenario (from crisis to resolution). Walk out of a building with no obstacles on level one and arrive at the assembly point with no time limit. Graduated increase in difficulty until very short time limit, smoke, fire, darkness, blocked exits, injuries etc make escape almost impossible.
How can the student resolve the scenario?
By learning the techniques through trial and error and reaching he assembly point uninjured.
What decision making events (decisions and actions) should the student make during the scenario and how will they instruct and progress the scenario?
The student will be presented with multiple decision events. This will be the primary leaning and teaching technique. Decisions will include: walk/run/crawl, turn left/right, go through door/don’t go through door, assist/don’t assist injured person, test/don’t test door for heat, fight/don’t fight fire, etc
What are the discernable outcomes for each decision and action?
The outcomes for poor decisions will either affect health or will prove to waste time and make escape more difficult or impossible. Some effects such as fire, explosion, smoke may have immediate effects such as death of avatar. Good decisions will be rewarded by increase in health and prolonged time for escape.
How will you measure student performance during the scenario? What are the success and failure conditions and how should they be addressed?
Performance will be measured by how far up the difficulty level the student reaches. A minimum level will be set for competency. Students assessed as not yet competent will have endless opportunities to improve performance. |
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Support for this project has been provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this site do not necessarily reflect the views of the Australian Learning and Teaching Council Ltd.
This work is published under the terms of the Creative Commons Attribution-Noncommercial-ShareAlike 2.5 Australia Licence. Under this Licence you are free to copy, distribute, display and perform the work and to make derivative works. See licence details. |
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