FL 2012 IV. International Future-Learning Conference on Innovations in Learning for the Future 2012: e-Learning Nov 14-16, 2012, Istanbul, TURKEY Immersive 3D Online Gaming Technologies Engaging Students Graeme Hanssen*, Ebru Esendemir**, *Yaşar University, Bornova, 35100. İzmir, Turkey **Yaşar University, bornova, 35100. İzmir, Turkey Abstract: Internet-based communication is becoming an increasing part of the social, cultural, and economic fabric as nation- states expand infrastructure in response to demand (projected or actual). A significant aspect of this activity is driven by online gaming – a significance that tends to be strongly underestimated particularly by established institutions. Education institutions (generally) have been lethargic in the uptake of internet technologies, somewhat slower to adapt to education opportunities offered by real time (live) internet communications, partly in the belief that face-to-face training is a more efficient manner of engagement with a student/s. Some tertiary establishments have tinkered with on-line learning, spawning a plethora of two-dimensional, barren, and/or webcam driven online courses in the past decade without substantially responding to the most significant issue of engagement. Advantages of e-learning are well identified, though whole-hearted or lively on-line courses are notably rare. Possible budgetary constraints combined with an educator’s doubts about the efficacy of anything less than face-to-face training has resulted in a failure to deliver educational content in an online environment which is as stimulating as online gaming environments. This paper claims that online gaming, which continues to grow at an astonishing rate (particularly in comparison with other economic activity), can have a noticeably positive effect on education technologies. This premise is further supported by recent publications showing a growing trend towards online Instructor Led Training (ILT) across the training industry compared to a simultaneous decline in face-to-face training. This paper demonstrates how commercially-driven training technologies can be readily adapted to education. A novel ‘Immersive 3D’ platform of education-technology is introduced (and demonstrated) that is likely to gain student engagement. The system is technologically advanced to the point where it is ‘sufficiently simple’ to be delivered entirely from a typical PC or laptop; is as user- friendly as any similar gaming technology, with educational content designed around the major premises set out by Edward Castronova’s recent publications. Penultimate efficacy of future online learning will be governed by the level of engagement of a student (irrespective of bandwidth or other technological or hardware considerations). Given the exponential growth of online gaming, supported by increasing research into this phenomena, it is not unreasonable to explore the attractants of the online gaming worlds and extrapolate these attractants to an education environment. Also noteworthy is that more than one online gaming expert claims a relationship between gaming and education in a virtual environment or synthetic world. .Recent book publications claiming the growing trend to on-line training and education also address the issue of student/participant engagement by a comparison of the technological solutions to on-line ILT: results indicate that Immersive 3D performs comparably, if not exceeds, comparative test results for ‘Total Engagement.’ In conclusion the writers claim that visual representation of subject matter by Immersive 3D graphics enhances student engagement, and that perceptions about hardware or economic constraints are no longer valid. Immersive 3D technologies have the opportunity to directly counter students’ perception that education is failing them, by presenting education via electronic-arts media, basically in an environment to which about 70% of students relate – online gaming. It is not suggested, at this stage of development, that Immersive 3D technologies are likely to overtake face-to-face ILT in terms of engagement within a classroom environment. However, in outright terms of engagement plus economic efficiency Immersive 3D technologies (as presented) have all the positive elements of voice, video, content sharing, and the emotional engagement of a synthetic world whilst overcoming the dual challenges of student participation over relative distance – simultaneously with allowing administrators flexible planning because of the scalability of Immersive 3D technologies. Keywords: Immersive 3D education, training, engagement, interactivity, education technology Introduction At the time of this writing we are surrounded physically by evidence of a burgeoning world of fiber-optic and/or wi-fi communications: many streets in many cities lay exposed to earth-moving equipment as various forms of diggers prepare for the laying of further telecommunications cables – yet again. In short, society is rushing to enhance communications providing instantaneous information, valuable to some and valueless to others, as government agencies to e-commerce vendors embrace access to endless information deliverable on an equally increasingly wide range of communications devices.