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Based on the results of the study, I developed psychological portraits for game's characters with reference pictures to be used as guidelines for character artists and designers.
World Of Riders: Exercising is Fun. Social Superpowers in Social VR. I received my BS and MS in psychology to better analyze human behavior, cognitive responses and effects on user experiences within online virtual worlds. I practiced this knowledge at multiple game studios around the world. My professional interests and passion for interactive media granted me a Fulbright scholarship to pursue Master of Arts degree in HCI and Game Design at Michigan State and the opportunity to create user experiences for VR platforms.
Upon my graduation from Michigan State, I moved to Los Angeles to continue my career in games and digital entertainment. I want to apply my knowledge into creating new, unique and immersive experiences. I also want to see these interactive systems successfully operate in real life and observe people appreciating them.
I thrive most within teams of creative and dedicated people, I believe games and other computer-driven experiences are a medium to create positive emotions and feelings of social connection. Message received. Top of Page Research Awards Publicatios. Hi, I'm Anya Osborne Welcome to my portfolio! Game Designer Anya Osborne. Social VR Research. Design Researcher.
Game Designer. Game Designer Anya Kolesnichenko. Dreamy Food. Trained Food Classifier. Manu Video Game Maker. Non-limiting examples include digital and analog data recorders of any sort, such as CD and DVD recorders, and recorders coupled to an electronic computer memory, either via cable, wireless connection, locally, or remotely via the internet.
In some embodiments, the learner delivery tool and learner recording tool may be components of the same device, such as a media player and recorder coupled to the same computer station where a learner may participate in training. The training may deliver the video via one screen on a computer monitor and a second screen on the same monitor may allow review of recordings of the learner where the recording device is also coupled to the same computer. Thus, for comparison purposes, a learner may simultaneously present a master's preferred actions and review the learner's recorded actions on side-by-side screens on the learner's computer.
The system provides for delivery and capture of newly learned behavior and approaches easily and quickly. A learner control and interactive pause may be a control and pause as described above.
A suitable learner control may be any that simplifies use of the system and reduces distractions to the learner that would subtract from the learner's focus on the video content and consideration of actions in response to events. In various other embodiments, the method and system comprise: delivering a situation to one or more learners via a media player on a computer monitor, the situation comprises a plurality of events carried out by a plurality of situation participants and masters; after occurrence of an event, recording one or more actions by the learner in response to the event; reviewing one or more recorded actions by the learner; and presenting to the learner one or more preferred actions by one or more masters in the response to an event.
The delivering may be paused after occurrence of an event. The learner controls the order and timing of the delivering, recording, reviewing, presenting, and pausing. Commands from the learner include skipping forward and backward as desired among events, actions, and preferred actions. By way of example, consider a situation where a learner trains by viewing and listening to a situation via a training video. In this example, the situation in the video e.
Alternatively, a group of learners directed by a leader may similarly train by viewing and listening to such a training video. Both the learner delivery tool and learner recording tool are components of the same computer that includes a coupled monitor and audiovisual recording device. Separate screens on the monitor display the training video and the learner's recorded actions. The learner can simultaneously control the two screens displaying the training video and recorded actions.
For example, the learner may be skipping from a new recording to a previous recording for review while simultaneously playing, fast forwarding, rewinding or the like within the training video. In this instance the control is an adapted keyboard or keypad. The training scenario is an actual, live sales meeting directed by a sales manager, who in this case will be the master.
Participants in the meeting include: salesperson 1 , salesperson 2 , engineer, marketing, and accountant. The sales meeting is an actual sales meeting directed by a seasoned and respected sales manager, thus the participants are not actors and the learner is able to observe real situations and absorb not only what is said, but also the manner in which it is said, voice quality and volume, tempo, and inaudible factors such as body language, facial expressions, and the like.
The learner learns by observing an event and then in any order: recording a learner action in response to the event, observing a participant action in response to the event, and reviewing the learner's recorded action. As would be anticipated in such a meeting, each topic in the meeting is met with various responses from the various participants the master may be defined as a participant for these purposes , in no certain order, based on their areas of expertise.
An event may be one or more verbal responses, facial expressions, or gestures, or a combination of these by any number of the participants. Note that as a learner moves from event to event audible or not in a situation, a participant's action in response to an event may then become an event to which the next participant action or learner action is directed.
Then the learner records a learner action in response to the event, which may or may not emulate the participant's action in the response to the event. Examples of some recorded learner actions may be to repeat the exact words in the participant's action; paraphrase the words in the participant's action; partially paraphrase the words in the participant's action and also make independent learner inputs directed to the event; make only independent inputs directed to the event that do not emulate the participant's response; or create an entirely alternative response to the event.
The learner may record any number of different learner actions in order to practice responding to an event, and even delete recordings if desired. After recording, the learner may then or later review the recording for comparison to a participant's response to the event. After making a comparison the learner may record another learner action in order to further hone the learner's response technique. Recordings are automatically saved so that they are associated with the related event.
The system allows for any number of recordings to be made for an event. Thus, the learner may build a database of retrievable recordings associated with the various events in a situation. The system and control give the learner or someone reviewing the learner's work the power to jump among situations and events as desired when grading the learner or going back to a specific point in the training for further trials.
Because the learner has the ability to record and erase response actions, the learner is better able to be uninhibited and trusting of the learning process when going through it and, since there are no right answers in complex, known interactions, just better approaches, the system of the present invention encourages risk taking and trying again and deleting old recordings as desired to hone and perfect newly learned behavior and approaches.
Thus, a live meeting with continuous discussion by multiple participants can be broken up as desired into situations and events, or organized even further such as into episodes.
Further, the learner may at will skip forward or backward at various speeds within and among learner recordings and training video events even simultaneously , not to mention varying playing speeds, in order to move to new or former scenarios of interest within the meeting setting.
The above description of illustrated embodiments of the invention is not intended to be exhaustive or to limit the invention to the precise forms disclosed. While specific embodiments of, and examples for, the invention are described herein for illustrative purposes, various equivalent modifications including those described above are possible within the scope of the invention, as those skilled in the relevant art will recognize.
The teachings provided herein of the invention can be applied to other learning systems, not necessarily the interactive systems described above. The various embodiments above can be combined to provide further embodiments. In general, in the following claims, the terms used should not be construed to limit the invention to the specific embodiments disclosed in the specification and the claims, but should be construed to include all interactive learning and training systems.
Accordingly, the invention is not limited by the disclosure, but instead the scope of the invention is to be determined entirely by the following claims, which are to be construed in accordance with established doctrines of claim interpretation. A training method comprising: delivering a situation to a learner where the situation includes an event;. The method of claim 1 wherein delivering, inserting, and presenting comprise playing a series of motion menus and still menus.
The method of claim 2 wherein delivering, inserting, presenting, recording, and reviewing are capable of being carried out simultaneously.
The method of claim 1 wherein delivering the situation and presenting the preferred action comprise playing a motion menu in its entirety. The method of claim 1 further comprising storing recordings.
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