Scenario-based Group Usability Testing as a Mixed Methods Approach to the Evaluation of Three-Dimensional Virtual Learning Environments

2019 ◽  
Vol 58 (3) ◽  
pp. 616-639
Author(s):  
Andrina Granić ◽  
Jelena Nakić ◽  
Nikola Marangunić
Keyword(s):  
Mixed Methods ◽  
Learning Environments ◽  
Three Dimensional ◽  
Usability Testing ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Systematic Evaluation ◽  
Educational Value ◽  
Mixed Methods Approach ◽  
Insight Into

Although virtual reality became popular technology whose application is recognized in various domains, the field generally still lacks a widespread culture of usability. This is also evident when considering environments intended for learning, specifically virtual learning environments (VLEs). According to our findings, it is clear that there is a growing need for systematic evaluation approach to help with the design and development of usable learner-centered VLE solutions. After comprehensive introductory background and state of the art in the field, this article provides an insight into Scenario-based Group Usability Testing (ScerGUT), a mixed methods approach to the evaluation of three-dimensional VLEs which integrates several different methods of usability testing with measurements of educational value. While the majority of the existing work has made use of usually one single usability assessment technique, ScerGUT employs a number of methods putting in focus users and user testing. To examine efficiency and applicability of the approach, empirical validation is conducted as a case study of particular VLE. The contribution of the article is twofold: (a) ScerGUT as a mixed methods approach to the evaluation of VLEs, which brings new scientific value and could help other researchers and (b) ScerGUT’s application to a particular VLE, which brings quantitative and qualitative results, thus providing an insight into ease of use and educational value of specific VLE.

The Affordances of 3D Virtual Learning Environments

2019 ◽  
pp. 106-123
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

The Affordances of 3D Virtual Learning Environments

2018 ◽  
pp. 92-109
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

Web-Based 3D Virtual Learning Environments

2012 ◽  
pp. 95-118
Author(s):  
Nicoletta Adamo-Villani ◽  
Kari L. Clase ◽  
Robin J. Heyden ◽  
John Wiecha
Keyword(s):  
Learning Environments ◽  
Postgraduate Medical Education ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Medical Education Program ◽  
Self Discovery ◽  
Interactive 3D ◽  
3D Virtual Learning Environments

This chapter is an overview of web-deliverable three-dimensional (3D) virtual learning environments. In Section 1 (Introduction) we define Virtual Reality (VR) Technology and Virtual Learning Environments; in Section 2 (Virtual Environments and Learning) we discuss literature findings on the benefits of using web-based VEs for self-discovery learning. In Section 3 (Developing online VE: technologies, challenges and solutions) we give an overview of the latest technologies/platforms used to develop online VEs, discuss development and delivery challenges posed by complex, information-rich web-based 3D environments, and describe possible solutions that can be adopted to overcome current limitations. In Section 4 (A review of two projects) we present two 3D web virtual learning environments that were recently developed by the authors: the Interactive 3D Tour of MSHHD and The pilot postgraduate medical education program in Second Life. A summary and conclusive remarks are included in section 5 (Summary and Conclusion).

Modeling Interactive Behaviors While Learning With Digitized Objects in Virtual Reality Environments

2020 ◽  
pp. 215-234
Author(s):  
Eric Poitras ◽  
Kirsten R. Butcher ◽  
Matthew P. Orr
Keyword(s):  
Learning Environments ◽  
Time Series Data ◽  
Three Dimensional ◽  
Synthetic Data ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Series Data ◽  
Student Behaviors ◽  
Virtual Models ◽  
Interaction Behaviors

This chapter outlines a framework for automated detection of student behaviors in the context of virtual learning environments. The components of the framework establish several parameters for data acquisition, preprocessing, and processing as a means to classify different types of behaviors. The authors illustrate these steps in training and evaluating a detector that differentiates between students' observations and functional behaviors while students interact with three-dimensional (3D) virtual models of dinosaur fossils. Synthetic data were generated in controlled conditions to obtain time series data from different channels (i.e., orientation from the virtual model and remote controllers) and modalities (i.e., orientation in the form of Euler angles and quaternions). Results suggest that accurate detection of interaction behaviors with 3D virtual models requires smaller moving windows to segment the log trace data as well as features that characterize orientation of virtual models in the form of quaternions. They discuss the implications for personalized instruction in virtual learning environments.

scholarly journals Responding to the widening participation agenda through improved access to and within 3D virtual learning environments

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Denise Wood ◽  
Julie Willems
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Widening Participation ◽  
Learning Approaches

<span>The Australian Government's widening participation agenda - also referred to as the social inclusion agenda - considers equity through the triple focus of access, participation and outcomes. These foci are catalysts for re-examining teaching and learning approaches in formal education. This article considers this national refocus and the possibilities for addressing access and equity issues through and within three-dimensional virtual learning environments (3DVLEs). The findings of an Australian Learning and Teaching Council (ALTC)-funded project that investigated the potential of an accessible 3DVLE for increasing access and participation of students with disabilities are reported, and strategies for improving outcomes (i.e. retention, success and completion) proposed. The article also highlights some of the remaining challenges with regard to the goal of improving outcomes for under-represented learner groups. The final section of the article identifies areas for further research.</span>

Collaboration and the Use of Three Dimensional Interface within a Virtual Learning Environment

2012 ◽  
pp. 1493-1505
Author(s):  
Brian G. Burton ◽  
Barbara Martin ◽  
Doug Thomas
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Learning Process ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Community Of Learners

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

Game-Based Historical Learning

2009 ◽  
pp. 219-234 ◽  
Author(s):  
Erik Malcolm Champion
Keyword(s):  
Learning Environments ◽  
Transfer Learning ◽  
Computer Games ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
The Self ◽  
Computer Gaming ◽  
Diverse Field ◽  
Digital Environments

Serious games research typically uses modified computer games as virtual learning environments. Virtual heritage projects typically aim to provide three-dimensional interactive digital environments that aid the understanding of new cultures and languages, rather than merely transfer learning terms and strategies from static prescriptive media such as books. As an intersection between the two fields, game-based historical learning aims to provide ways in which the technology, interactivity, or cultural conventions of computer gaming can help afford the cultural understanding of the self, of the past, or of others with mindsets quite different to our own. This chapter will outline the major technological, pedagogical, and evaluation issues pertinent to game-based historical learning, provide working definitions of virtual learning that may lend themselves to evaluations, and endeavor to explain how specific issues of gamebased historical learning may be addressed. It will also forecast trends and suggest approaches to help focus this diverse field.

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