The Future of Browser-based 3D - No Additional Plugins Needed!
Bill Bandrowski, Craig Clark · 2011
In the realm of educational technology, the desire for immersive user experiences mimicking real-life situations drives the use of sophisticated 3D imagery in instructional design. However, the ability to ―place‖ the user in the middle of a scenario, common enough in the gaming world, has faced proprietary software barriers up to this point. Currently, in order to have immersive 3D game experiences, client software or browser plugins must be installed—a significant barrier to implementation within Government organizations. With the near-ubiquitous Adobe® Flash® player no such barrier exists. According to Adobe, 98% of computers already have the Flash player (plugin) installed; users don’t even consider it a plugin. Early in 2011 Flash announced it will offer technology (graphics processing unit (GPU) hardware acceleration) and performance similar to more 3D-centric game engines. Working with a beta version of the Flash 3D technology, the authors tested this claim. The tests included 1) a comparison of standard Flash-based 3D content with the same content migrated into the new Flash 3D player; and 2) a side-by-side comparison of 3D content (developed using the Unity 3D game engine) with the same content migrated into the Flash 3D player. Results indicate that Flash-based content performs as well as content created in the Unity 3D game engine, hinting at significant advantages for the development of interactive training within Government organizations. Additional benefits may accrue from Unity’s recent decision to enable their 3D content to publish to the new Flash 3D player, simplifying the process of sharing high-end 3D content with the widest possible audience; this application has not yet been released. Flash’s developer-friendly framework could make working with 3D as easy as working with video or other content, reducing the cost of development, and learners within Government organizations could access more sophisticated interactivity, serious games, and high-fidelity simulations, including games on mobile devices. ABOUT THE AUTHORS Bill Bandrowski is a Manager for Learning and Human Performance in the Bremerton, WA office of Concurrent Technologies Corporation (CTC), an independent, nonprofit, professional services company that provides technology-based solutions to clients in state and federal government and the private sector. Mr. Bandrowski has over 25 years of education and training, instructional technology development, and project management experience. Craig Clark is an award-winning web interaction developer with experience ranging from the airline industry to the Japanese factory automation industry. He is a certified Adobe Flash Designer and a certified Adobe Flash Developer. He works as a Senior Instructional Developer in the Bremerton, WA office of CTC. Philip Double is a seasoned web developer specializing in e-learning, data visualization and Human-Computer Interaction. His experiences range from work in the film and television industry to 3D meeting spaces to innovative e-learning technologies. He is currently employed by CTC as a Senior Web Developer, in Durham, NC.