Cody Landon2011 Today’s technology brought forward immense advancements in computer generated graphics. The latter, being 2D or 3D are powerful enough to create anything one can imagine. 3D animations incorporate three different factors including 3D modelling, layout and animation and rendering. These three factors are crucial to attain high level images, truly making it art in motion. The roots of 3D animation lie in the skeletal framework. The skeletal/base mesh provides the anatomical structure without which the 3D animations will lack credibility. The 3D model can then be further developed with a natural layout and animation. However, other factors have to be considered in order to attain a successful piece of work. These are the spatial factor and the integration of models in the environment. Complimentary to these factors are the implementation of the dynamics of physics with interaction forces. The latter contributes to visualize and realize the model in a particular environment. Karen Ruth Duvall2011 However, 3D is not complete without the rendering process which mainly includes lighting effects which authenticates the scene/objects to be fully appreciated. Reggie Rocca2011 Full success is achieved when the software operator is more artistic and creative.
Abhimanyu Sharma2010 3D plays an important role in how products and services are presented and promoted. When compared with 2D images, 3D are more memorized by people. This means that an object can be viewed from any angle and/or walkthroughs through virtual environments. This offers full control over the displayed product. A complicated scenario can be simplified by virtually dismantling objects into individual parts. For example the various components of a wreck can be viewed individually and therefore a full explanation of the object is achieved.
David Trenholme and Shamus P. Smith2008 Building realistic virtual environments especially virtual reconstructions is quite complicated and time consuming. In creating virtual object models, for example terrain or other sceneries, the developer must take into consideration the user interaction. Some features of the virtual world such as water, wind, fog and smoke are difficult to simulate. In the past years there has been a rise in virtual reconstructions. Kim H. Veltman2007 Virtual reconstructions allow visitors particularly those who find difficulties to travel, to experience a site although it is not the “real thing”. On the other hand virtual experiences can help people to visit the site before actually visiting the real thing. This could be of great help to those tourists who travel from one country to another to experience adventurous sites such as up sailing or diving.
Eugine Ch'ng2006 Virtual reconstructions go beyond the aesthetics of the environment. The initiation of artificial life such as marine plants and fish made it possible to attain a truly successful application to educate the user’s perception for a fully evaluation of the site. Today, the fusion of the virtual environment with artificial life has become crucial for the reconstruction of a handful of world heritage sites, including underwater environments. Research in computer graphics have over the years tackled issues related to the many facets of visualized information, primarily the interaction between the player and the game to develop a real-time experience and becomes what Eugine Ch'ng claims as the 'believability'.
David Trenholme and Shamus P. Smith2008 When one deals with virtual worlds, game engines require additional programming skills. Richard A. Bartle2003 The common vocabulary to describe virtual worlds is games-based. The basic factors of the virtual world are geography and its population. People who interact with the simulated virtual environment are known as players rather than users. The environment providing objectives for the players is referred to a game play while the interaction with the virtual environment is referred to as playing. The virtual world has automated rules that enable players to make changes. "This is known as the world's Physics". The physics of virtual worlds is based on real world physics. For example if something falls and hits the ground due to the law of gravity the same can happen in a virtual world. If a real diver immerses in water following the water’s gravity, the same happens in a virtual dive. Therefore virtual world physics is related to the real world physics.
Players act as individuals in the virtual world, whether single or multiplayer. Interaction takes place in real-time and feedback is immediately contributing in the increase of action and reaction. This result is what is known as Artificial Intelligence (AI). For example in a virtual simulated underwater environment fish are instantaneously disturbed when the diver exploring the site is too near. Games can be shared with others and can become addictive. Michele Fumarola and Alexander Verbraeck2008 Virtual environment can be fully exploited when people can collaborate with each other on the same project from different places. With the help of integrated set of tools, collaboration, visualization and communication are possible.
Marc Prensky2001 Adopting the concept of video games to create virtual environments has a number of advantages. Video games are constructed piece by piece, adding upon or oblitering in the process. David Trenholme and Shamus P. Smith2008 They are extensively tested, for their usability and efficiency and it can be easily distributed via online communities. Game technology expanded the spectrum of virtual environments by including virtual museums, eco system simulation, photo realistic environment walkthroughs, landscape visualization and e-tourism.
David Williamson Shaffer, Kurt R. Squire, Richard Halverson and James P. Gee2004 Video Games are essentially a mirror of reality however simplified. It has to be admitted that most games on the market are violent and racist, far from being a means of learning and educating and many see games as a mere entertainment. Some educators see little educational potential in games because these have nothing to do with memorizing words, definitions or facts. On the other hand others express themselves positively as for them video games are much, much more. However, one can also learn through entertainment. Video games allow people to participate, think, talk, act and inhabit places that are not easy accessible. Through the virtual world, people go through a near reality experience more than words can describe. In fact Doug Whatley2004 sustain that games can also prepare workers for future jobs in the sense that games can teach higher thinking skills including strategic thinking, interpretation of analysis, problem solving, planning and adaption to rapid changes.
David Williamson Shaffer, Kurt R. Squire, Richard Halverson and James P. Gee2004 Nowadays video games have become a social phenomenon because many people can simultaneously participate in virtual worlds regarding the economy, political systems and cultures. Through gaming one can create new and powerful ways of learning and how things can be perceived. If well constructed, they will not remain only to test one's skills when using them, but incorporates social interaction, integrating thinking and technology. Donald L. Evans2003 Games contain features that are highly motivating and this is evident in players that continue to play even after failure of the game's mission. David Williamson Shaffer, Kurt R. Squire, Richard Halverson and James P. Gee2004 Therefore video games instigate players to participate in "thinking learning" and informative processes that are beneficial to many. Video games can be an important means of learning, depending on who is creating these video games, the possibilities of learning and being informative and by incorporating sensitivity of social, educational consciousness.
Various video games are at present under development, including simulations to help medicals to perform their duties more efficiently, for scholars to study history and for various public institutions (including governmental ministries) to promote their work or product and make it more attractive and accessible. Going through such games, can lead to the development of powerful identities and shared values.
Ricardo Zamora2001 Another branch of games are simulations. Simulations are a form of “living learning” where the process of thinking combined with emotion; give the players to understand better the situation being experienced. Marc Prensky2001 argues that although simulations are an essential part of games, however they are not games in themselves. Games simulate fun; there are also rules, targets and competitions. In games the element of winning is crucial. Saunders and Powell1998 state that simulations are
“a partial representation of reality which selects crucial characteristics of a real situation and makes a replica of them, within an environment or place which is basically free of risk”.
Marc Prensky2001 Two Types of simulations exist; low and high fidelity. Low fidelity simulations are mostly used in games as only few elements are taken from reality. On the other hand, High fidelity simulations mimic closely reality situations, such as already mentioned a flight simulator, where it contains a real cockpit with all the exact instruments and controls. In other words, high fidelity simulations deal with highly realistic training.
There are a thousand and one good reasons to simulate things or processes in training and learning. The advantage of “practicing in safety” and to experience “what if” are methods used for specialized training such as for example flight simulators. This also counts for diving experiences. It would be beneficial if divers are to have a virtual experience of the site and its dangers. For example if one is to enter a wreck or the conditions of underwater currents and visibility. This had already been tested on the HMS Scylla in Whitsand Bay, Devon, 2004 by Rob Guest which was built upon Eugene Ch’ng’s PhD research after many divers had lost their lives in the wreck. Therefore although the latter can be very much informative (to know the site), it can also take a gaming element if the player is asked to tackle difficulties that he/she is to encounter in the site. Elliott Masie2001 claims that turning a simulation into a game overcomes our fears. In fact she states that
“you can have a game that’s not a simulation and a simulation that’s not a game, but when you get one that does both, it’s a real kick-ass situation”.
Ricardo Zamora2001 Therefore simulation works fully or partially according to the player’s decisions. Gaming/Simulations have three important factors. These are:
• A basic operating model (environment)
• Human Activity
• A scale representation of reality
Amongst these three factors, human activity is perhaps the most significant because of the fact that individuals can modify or exchange what is known as the mental model. The fun element of games/simulations can transform hectic learning into experiential learning through a simulated world. Therefore learning and the gathering of information becomes voluntarily. Gaming/simulations allow participants to understand the outcomes of their decisions and accomplishments relatively fast. As Ricardo Zamora Enciso states,
“accelerated learning processes, provide a more solid acquisition of knowledge”.
Having said the above, Richard A. Bartle2003 states that virtual worlds are not simulations because they don't simulate anything. For Bartle simulations are only similar aspects of reality, however enough to involve people in it. He also states that these worlds are not services, neither mediums although he claims that they do have channels for communication. The fact that one can play in a virtual world without communicating with other players means that virtual worlds are not essentially channels in themselves. Bartle went even further in claiming categorically that neither games are virtual worlds. For him virtual worlds are only places. They can be used as a service, people may use them to play games, however they remain a set of locations.
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