Computer- and Web-Based Simulators and Virtual Environments

2019 ◽  
pp. 117-125 ◽  
Author(s):  
David A. Edwards ◽  
Samsun Lampotang
Keyword(s):  
Virtual Environments ◽  
Web Based

LIRKIS Global Collaborative Virtual Environments: Current State and Utilization Perspective

2020 ◽  
Vol 11 (1) ◽  
pp. 99-106
Author(s):  
Marián Hudák ◽  
Štefan Korečko ◽  
Branislav Sobota
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Smart Devices ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Smart Client ◽  
Input Devices ◽  
User Input ◽  
History Of ◽  
Shared Virtual Environments

AbstractRecent advances in the field of web technologies, including the increasing support of virtual reality hardware, have allowed for shared virtual environments, reachable by just entering a URL in a browser. One contemporary solution that provides such a shared virtual reality is LIRKIS Global Collaborative Virtual Environments (LIRKIS G-CVE). It is a web-based software system, built on top of the A-Frame and Networked-Aframe frameworks. This paper describes LIRKIS G-CVE and introduces its two original components. The first one is the Smart-Client Interface, which turns smart devices, such as smartphones and tablets, into input devices. The advantage of this component over the standard way of user input is demonstrated by a series of experiments. The second component is the Enhanced Client Access layer, which provides access to positions and orientations of clients that share a virtual environment. The layer also stores a history of connected clients and provides limited control over the clients. The paper also outlines an ongoing experiment aimed at an evaluation of LIRKIS G-CVE in the area of virtual prototype testing.

3D Avatars and Collaborative Virtual Environments

2011 ◽  
pp. 1-6
Author(s):  
Koon-Ying Raymond Li ◽  
James Sofra
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
Virtual Communities ◽  
Virtual Community ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Collaborative Virtual Environment ◽  
Communication Processes ◽  
Potential Benefits ◽  
Collaborative Activities

With the exponential growth in desktop computing power and advancements in Web-based technologies over the past decade, the virtual community is now a reality. The latest derivative of the virtual community, made possible by 3D avatars, is called the collaborative virtual environment (CVE). These CVEs often provide “fantasy-themed online worlds” for participants to socially interact. Instead of placing emphasis on teamplaying, the sharing of information, and collaborative activities, a CVE focuses on social presence and communication processes. Unlike virtual environments which allow participants to discuss what is going on in the real world, the participants’ experiences of the virtual world provided by the CVE are often the main topics for discussion. These CVEs, just like their real counterparts, have their own issues and problems. This article will analyze the potential benefits of avatars, helping to build virtual communities and explore the possible issues that are associated with the CVE.

scholarly journals Exploring Drugbank in Virtual Reality Chemical Space

2018 ◽  
Author(s):  
Daniel Probst ◽  
Jean-Louis Reymond
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Chemical Space ◽  
3D Visualization ◽  
Low Cost ◽  
Natural Extension ◽  
Web Based ◽  
3D Engine ◽  
Abstract Data ◽  
2D And 3D

The recent general availability of low-cost virtual reality headsets, and accompanying 3D engine support, presents an opportunity to bring the concept of chemical space into virtual environments. While virtual reality applications represent a category of widespread tools in other fields, their use in the visualization and exploration of abstract data such as chemical spaces has been experimental. In our previous work we established the concept of interactive 2D maps of chemical spaces, followed by interactive web-based 3D visualizations, culminating in the interactive web-based 3D visualization of extremely large chemical spaces. Virtual reality chemical spaces are a natural extension of these concepts. As 2D and 3D embeddings, and projections of high-dimensional chemical fingerprint spaces were shown to be valuable tools in chemical space visualization and exploration, existing pipelines of data mining and preparation can be extended to be used in virtual reality applications. Here we present an application based on the Unity engine and the virtual reality toolkit (VRTK), allowing for the interactive exploration of chemical space populated by Drugbank compounds in virtual reality. The source code of the application as well as the most recent build are available on GitHub.

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

The Motivation for Collaborative Discovery Learning Online and Its Application in an Information Systems Assurance Course

2000 ◽  
Vol 15 (2) ◽  
pp. 181-210 ◽  
Author(s):  
A. Faye Borthick ◽  
Donald R. Jones
Keyword(s):  
Information Systems ◽  
Virtual Environments ◽  
Relevant Information ◽  
Discovery Learning ◽  
Work Environments ◽  
Solution Strategy ◽  
Web Based ◽  
Approach To Learning ◽  
Virtual Spaces ◽  
Based Instruction

This paper develops the motivation for collaborative discovery learning online and explains its application in a master's course in information systems assurance. In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy. In collaborative discovery learning, participants, immersed in a community of practice, solve problems together. In collaborative discovery learning online, participants seek the knowledge they need and solve problems together in a virtual environment. For this purpose, virtual environments are characterized by web-based access to resource materials and participants' work and web-based discussions occurring in real time (synchronously). This approach to learning prepares students for work environments in which new problems are the norm and professionals work collaboratively to solve them in virtual spaces. The paper makes a case for the course being more effective than lecture-based instruction because of its use of collaborative discovery learning online, more accessible because participants may be anywhere they have Internet access, and more affordable if the development and delivery efforts could be leveraged across multiple universities.

Train the Trainer

2010 ◽  
pp. 124-146
Author(s):  
Mary Rose Grant
Keyword(s):  
Adult Learners ◽  
Virtual Environments ◽  
Online Teaching ◽  
Course Design ◽  
Learning Theories ◽  
Teaching Skills ◽  
Web Based ◽  
Train The Trainer ◽  
Part Time ◽  
Competency Based

This chapter describes an online competency-based model for teaching adult learners in virtual environments. This model, informed by prior studies for online teaching, expands emergent themes within best practices and identifies competencies for course design, delivery and management of adult-centered online learning environments. The use of part-time instructors, in academic and corporate settings, to facilitate learning in virtual environments requires formal processes to develop web-based teaching skills that meet the needs and expectations of a multigenerational mix of online adult-learners. The competency-based model uses a generative approach to developing instructors as adult learners and builds on adult and constructivist learning theories. The model provides opportunities to improve web-based teaching skills and encourage behaviors that influence student engagement, retention and learning. This chapter guides the reader through a step-by-step process of understanding competencies needed to facilitate virtual learning with suggestions for implementation and practice in corporate settings.

scholarly journals A Competence-based Service for Supporting Self-Regulated Learning in Virtual Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Alexander Nussbaumer ◽  
Eva-Catherine Hillemann ◽  
Christian Gütl ◽  
Dietrich Albert
Keyword(s):  
Virtual Environments ◽  
Conceptual Approach ◽  
Web Based ◽  
Psychological Model ◽  
Learner Model ◽  
Self Regulated Learning ◽  
University Courses ◽  
Regulated Learning ◽  
Learner Centred Learning ◽  
Model Approach

This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based personalization and knowledge assessment, 3) an open learner model approach for visual interaction and feedback, and 4) a learning analytics approach for capturing relevant learner information required by the other components. The Web-based service provides a technical implementation of the conceptual approach, as well as a linkage to existing virtual environments used for learning purposes. The approach and service have been evaluated in user studies in university courses on computer science to demonstrate the usefulness of the overall approach and to get an understanding of some limitations.

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