CLOVES: A Virtual World Builder for Constructing Virtual Environments for Science Inquiry Learning

Author(s):  
Yongjoo Cho ◽  
Kyoung Shin Park ◽  
Thomas Moher ◽  
Andrew E. Johnson ◽  
Juno Chang ◽  
...  
2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.


Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.


2021 ◽  
Author(s):  
Jon-Chao Hong ◽  
Hsien-Sheng Hsiao ◽  
Po-Hsi Chen ◽  
Chow-Chin Lu ◽  
Kai-Hsin Tai ◽  
...  

Author(s):  
Wendi Sierra ◽  
Doug Eyman

In this chapter, the authors extend Warnick’s (2007) appropriation of Toulmin’s (1958) “field-dependency” as applied through an ecological lens to examine credibility and ethos in the virtual world of a massive multiplayer online game. The authors theorize that ethos in such virtual environments is context-dependent—that it is in the interaction between designed game and user action/communication that ethos is engineered in a process that is fundamentally different from both websites (which are static) and other social media (where the environment is not nearly as much of an actor in the development of ethos/credibility). To better understand how players (as inhabitants of the game ecology) view the establishment of ethos, the authors collected in-game chat and near-game forum posts that included responses to requests for assistance or invitations to join a guild, and we asked our participants to evaluate these texts. The chapter uses the data collected about the perception of ethos to identify three key elements for successful demonstration of credibility in multiplayer games: specificity, demonstrated expertise, and experience.


Author(s):  
Donna Z. Davis

In an age when estimates of nearly a billion people around the globe are spending time in online games, researchers, organizations, governments, educational institutions, and businesses cannot ignore the potential impact of this behavior. Understanding online cultures, especially those where individuals can create and customize an avatar as their virtual counterpart and carry on the equivalent of a virtual life, requires an ethnographic approach. This study utilizes a mixed-method ethnography over a two-year period including semi-structured interviews to get to know the “residents” of this virtual world. This chapter outlines the challenges and opportunities inherent in the technology when conducting interviews with avatars and offers insights on what can be learned from them.


Author(s):  
Michelangelo Tricarico

This chapter discusses the author's experience in virtual environments, with particular reference to virtual reconstruction. The events are narrated from the perspective of a student who at first developed his skills in this specific field at school, and then became competent and passionate enough to teach what he had learned in the course of time. He describes his experience from early school projects to the personal ones; from his award as a “Master Builder” to his early teaching lessons. Other learning activities that can be carried out in a virtual world are also illustrated, with particular reference to “coding”, which appears to be of great interest to the author. The main objective of this paper is to highlight the potential of a 3D virtual environment for the reconstruction of monuments, i.e., the author's area of expertise. It also provides a description of other activities that can be performed in a virtual environment, while illustrating the most common issues that can be experienced and suggesting how to solve them.


Author(s):  
Michael Gardner ◽  
Adela Gánem-Gutiérrez ◽  
John Scott ◽  
Bernard Horan ◽  
Vic Callaghan

This chapter presents a case study of the use of virtual world environment in UK Higher Education. It reports on the activities carried out as part of the SIMiLLE (System for an Immersive and Mixed reality Language Learning) project to create a culturally sensitive virtual world to support language learning (funded by the UK government JISC program). The SIMiLLE project built on an earlier project called MiRTLE, which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project was to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting for language learning interaction. The chapter begins by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements were supported through the use of a virtual world based on the Open Wonderland virtual world platform. The chapter then presents the framework used for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how to support good practice with the ever-growing use of 3D virtual environments in formalized education. Finally, the results from the formative and summative evaluations are summarized, and the lessons learnt are presented, which can help inform future uses of immersive education spaces within Higher Education.


Author(s):  
Pedro Morillo ◽  
Juan Manuel Orduña ◽  
Marcos Fernandez

Networked virtual environments (NVEs) have become a major trend in distributed computing, mainly due to the enormous popularity of multi-player online games in the entertainment industry. Nowadays, NVE systems are considered as the supporting technology for many networked and virtual organizations (NVO) (Singhal & Zyda, 1999), especially to those classified within the field of computer supported cooperative work (CSCW), where networked computer can be seen as a standard to provide the technological means to support the team design (Ott & Nastansky, 1997). These highly interactive systems simulate a virtual world where multiple users share the same scenario. The system renders the images of the virtual world that each user would see if he was located at that point in the virtual environment. Each user is represented in the shared virtual environment by an entity called avatar, whose state is controlled by the user through the client computer. Hundreds and even thousands of client computers can be simultaneously connected to the NVE system through different networks, and even through the Internet. NVE systems are currently used in many different applications (Singhal & Zyda, 1999) such as civil and military distributed training (Miller & Thorpe, 1995), collaborative design (Salles, Galli, Almeida et al., 1997) and e-learning (Bouras, Fotakis, & Philopoulos, 1998). Nevertheless, the most extended example of NVE systems are commercial multi-player online game (MOG) environments. These systems use the same simulation techniques that NVE systems do, and they are predicted to make up over 25 percent of local area network (LAN) traffic by 2010 (McCreary & Claffy, 2000).


1996 ◽  
Vol 5 (3) ◽  
pp. 274-289 ◽  
Author(s):  
Claudia Hendrix ◽  
Woodrow Barfield

This paper reports the results of three studies, each of which investigated the sense of presence within virtual environments as a function of visual display parameters. These factors included the presence or absence of head tracking, the presence or absence of stereoscopic cues, and the geometric field of view used to create the visual image projected on the visual display. In each study, subjects navigated a virtual environment and completed a questionnaire designed to ascertain the level of presence experienced by the participant within the virtual world. Specifically, two aspects of presence were evaluated: (1) the sense of “being there” and (2) the fidelity of the interaction between the virtual environment participant and the virtual world. Not surprisingly, the results of the first and second study indicated that the reported level of presence was significantly higher when head tracking and stereoscopic cues were provided. The results from the third study showed that the geometric field of view used to design the visual display highly influenced the reported level of presence, with more presence associated with a 50 and 90° geometric field of view when compared to a narrower 10° geometric field of view. The results also indicated a significant positive correlation between the reported level of presence and the fidelity of the interaction between the virtual environment participant and the virtual world. Finally, it was shown that the survey questions evaluating several aspects of presence produced reliable responses across questions and studies, indicating that the questionnaire is a useful tool when evaluating presence in virtual environments.


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