Read Stormfuhrer for Free Online

the wires were hooked up, it would display a wide screen inches from the wearer's eyes that wrapped around almost from ear to ear. 
    Experimenting with the helmet, he found that he no longer had to use the mouse ball to tilt his head, for with the helmet on, he could tilt his own head and the avatar would do the same. When he turned his head to the left, the image in front of his eyes shifted at nearly the exact same moment, so that the virtual reality almost matched reality itself.  Incredibly, the visual experience almost seemed three-dimensional and the audio was faultless.  It was truly a thing of beauty.
     
     
    Fall 2021
     
    The summer of his discovery was approaching its bittersweet end.  Because of the game and the time it seemed to require of him, he knew he wouldn’t be able to muster the focus needed to prepare for a completely new year.  He decided to teach on autopilot as his thoughts, he knew, would be filled daily with the game's most recent scenario.  He used the same lesson plans from the year before, which had been honed and choreographed to near perfection from previous years.  This school year would involve almost no course preparation on his part, though it would still required him to grade assignments and enter scores into the online grade book that all teachers in his district were required to maintain.  A tiny fraction of his own time would be sacrificed.  The rest could be devoted to developing his character, his Nazi avatar.
    As the fall semester progressed, however, Richard Hayes began to see the teaching potential behind his new obsession.  He himself was learning much about the time period, the details involved in running a labor camp, the relationships between persons of equal and unequal rank.  What educational objectives would be gained if students played it during class time, perhaps as an extra incentive?  It touched on sociological experiences, psychological, even anthropological ones.  He could team up with Perry, the English teacher across the hall, and assign all kinds of projects that allowed students to connect their experiences in the game with the more complicated elements of their own lives.  Gods, what social studies objectives wouldn’t be met?
    Still, he doubted that all students would want to play the same avatar.  Did they vary from student to student?  Doubtful, since there was no log-in of any kind, no sequence of entries that would tell the program who had logged in.  They would all play the same ava tar— Stur mf ü hr er Heinrich Mauer, SS, guard at Dachau.   But their differing reactions might cause widely differentiated game results between students, results that could be compared, students' decision-making skills honed through an analysis of their differing reactions to identical stimuli.
    In November, Mr. Hayes decided to give extra credit to a student in desperate need of it.  It would be an experiment with the game, an after-school endeavor lasting two weeks.  He would have the student open the browser to the site address, as he had done during the earliest days of the summer, and simply watch as the student interacted with the game.  The student would perhaps score a point for every day he could stay alive for ten days.  The points would simply be added to his six weeks average.
    Richard had twelve computers of various makes and computing speeds that he had collected over the years, with administrative approval, from the classrooms of teachers who had left the district.  He sat Marcus at the newest and fastest model, watching over his shoulder.  Marcus wore a headset and a somewhat worn pair of studded interactive gloves.  He was also given a mouse-ball.
    When the image appeared, his avatar was standing in the middle of a street intersection.  The bright sun revealed all the details of the surroundings, the people, the cars.  Marcus was startled and made quick movements with the gloves and ball.  The character immediately collapsed.