Abstract

The digitization of reality has been recognized to have the potential to revolutionize education and the distribution of course content since its inception over fifty years ago. Unfortunately, the learning curve and the heavy technology infrastructure to run these projects have stymied many applications. Amazon launched a virtual reality (VR) development platform called Sumerian in the summer of 2018. This program works differently than traditional programs because it is web based and can be developed and presented using common Internet browsers. Sumerian is supported by Amazon with in-depth training modules and free introductory accounts. Encouraged by the lowering of these adoption barriers, I required my students in the Fall 2018 to use Sumerian to present their semester papers on block chain applications. MGSC 390 is an undergraduate overview of the use, management and implication of computer-based information systems and is taught as an elective in the Business Analytics Certificate in the Moore School of Business and also as a required course in the joint degree program in the School of Computer Science and Engineering at the University of South Carolina. This duel mandate provides for a population of students from both the business and engineering schools with a wide variance in background and interest. The course is taught at least once a year with a current cap of 60 per section. I use virtual reality to impact the student learning experience on three levels: A. As a tool to support active learning in a virtual environment. B. By adding an experiential component to case studies on Amazon and Amazon’s Web Services. C. To provide insight and experience into the technological development, application and distribution of a VR application. This addition to the traditional semester assignment should move a student’s understanding of the course’s material toward the ultimate ability to Synthesize-Evaluate-Create in terms of Bloom’s Taxonomy. The initial stages of Bloom’s Hierarchy are described as Remember and Understand which are associated with the active learning techniques of examples and illustrations. The student’s exposure to virtual environments would encompass this learning technique. A higher level of understanding is required by Bloom’s Apply and Analyze which would be supported by the active learning technique of case study analysis. The level of Synthesize-Evaluate-Create would be supported by the development of a Sumerian application. Sumerian’s lower learning curve and fewer technology requirements allowed my students to complete this addition to their semester projects with minimal guidance beyond the Amazon training modules.

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Virtual Reality in the Cloud: Amazon Sumerian as a Tool and Topic

The digitization of reality has been recognized to have the potential to revolutionize education and the distribution of course content since its inception over fifty years ago. Unfortunately, the learning curve and the heavy technology infrastructure to run these projects have stymied many applications. Amazon launched a virtual reality (VR) development platform called Sumerian in the summer of 2018. This program works differently than traditional programs because it is web based and can be developed and presented using common Internet browsers. Sumerian is supported by Amazon with in-depth training modules and free introductory accounts. Encouraged by the lowering of these adoption barriers, I required my students in the Fall 2018 to use Sumerian to present their semester papers on block chain applications. MGSC 390 is an undergraduate overview of the use, management and implication of computer-based information systems and is taught as an elective in the Business Analytics Certificate in the Moore School of Business and also as a required course in the joint degree program in the School of Computer Science and Engineering at the University of South Carolina. This duel mandate provides for a population of students from both the business and engineering schools with a wide variance in background and interest. The course is taught at least once a year with a current cap of 60 per section. I use virtual reality to impact the student learning experience on three levels: A. As a tool to support active learning in a virtual environment. B. By adding an experiential component to case studies on Amazon and Amazon’s Web Services. C. To provide insight and experience into the technological development, application and distribution of a VR application. This addition to the traditional semester assignment should move a student’s understanding of the course’s material toward the ultimate ability to Synthesize-Evaluate-Create in terms of Bloom’s Taxonomy. The initial stages of Bloom’s Hierarchy are described as Remember and Understand which are associated with the active learning techniques of examples and illustrations. The student’s exposure to virtual environments would encompass this learning technique. A higher level of understanding is required by Bloom’s Apply and Analyze which would be supported by the active learning technique of case study analysis. The level of Synthesize-Evaluate-Create would be supported by the development of a Sumerian application. Sumerian’s lower learning curve and fewer technology requirements allowed my students to complete this addition to their semester projects with minimal guidance beyond the Amazon training modules.