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In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.

Nearly 30% of survey respondents (19 of 66) said their organization recouped their investment in immersive technologies in less than nine months, once their project(s) launched.

The top motivations for investment in immersive technology in 2008 /1Q 2009 were enabling people in disparate locations to spend time together, increased innovation, and cost savings or avoidance.

Early implementers are choosing the simplest use cases first. The most common were learning and training (80%, or 53 of 66 respondents focused on this use case) and meetings (76%, or 50 of 66 respondents). Some intend to take on more complex use cases in 2010 or 2011.