scholarly journals Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Emmanuel Fokides ◽  
Maria-Ioanna Chronopoulou ◽  
Polyxeni Kaimara
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Developmental Dyslexia ◽  
School Environment ◽  
Challenging Behaviors ◽  
Functional Skills ◽  
Promising Tool ◽  
3D Virtual Environment ◽  
Students With Adhd

AbstractThe study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. The participating students (sixteen 8 to 9 years old) were divided into two groups. To the first, videos were used and the second used the virtual environment. To both, a school environment was presented, students observed how they were expected to behave, and had to demonstrate what they have learned. Each student attended a total of three two-hour sessions. Data were collected by means of observations. The results indicated that students in the second group significantly improved their functional skills in terms of the number of behaviors that were retained and manifested in the real school environment. Thus, it can be argued that virtual environments are a promising tool for teaching functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. Implications for research and practice are also discussed.

Virtual Worlds

2017 ◽  
pp. 549-568
Author(s):  
Michelangelo Tricarico
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Learning Activities ◽  
Specific Field ◽  
Early School ◽  
Virtual Reconstruction ◽  
3D Virtual Environment ◽  
Master Builder

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.

Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities

2020 ◽  
pp. 209-233
Author(s):  
Maria-Ioanna Chronopoulou ◽  
Emmanuel Fokides
Keyword(s):  
Students With Disabilities ◽  
School Environment ◽  
Emotional Disabilities ◽  
Virtual School ◽  
3D Simulation ◽  
Single Subject ◽  
Functional Skills ◽  
Structured Interviews ◽  
Promising Tool ◽  
Behavioral And Emotional Disabilities

The study presents results from the use of a 3D simulation for teaching functional skills to students with learning, attentional, behavioral, and emotional disabilities, attending regular schools. An A-B single-subject study design was applied. The participating students (eight eight-to-nine years old) explored the simulation (a virtual school), encountered situations in which they observed how they are expected to behave, and had to demonstrate what they have learned. Each student attended a total of four two-hour sessions. Data were collected by means of observations and semi-structured interviews. All students demonstrated improved functional skills both in terms of the number of behaviors they acquired and in terms of those that were retained and manifested in the real school environment. On the basis of the results, it can be argued that 3D simulations are a promising tool for teaching functional skills to students with disabilities.

Virtual Environments Psychotherapy: A Case Study of Fear of Flying Disorder

1997 ◽  
Vol 6 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Max M. North ◽  
Sarah M. North ◽  
Joseph R. Coble
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Psychological Disorders ◽  
Anxiety Symptoms ◽  
Fear Of Flying ◽  
The Real ◽  
Display Technology ◽  
The Subject

Current computer and display technology allows the creation of virtual environment scenes that can be utilized for treating a variety of psychological disorders. This case study demonstrates the effectiveness of virtual environment desensitization (VED) in the treatment of a subject who suffered from fear of flying, a disorder that affects a large number of people. The subject, accompanied by a virtual therapist, was placed in the cockpit of a virtual helicopter and flown over a simulated city for five sessions. The VED treatment resulted in both a significant reduction of anxiety symptoms and the ability to face the phobic situations in the real world.

scholarly journals Technical Challenges and Solutions: Creating Virtual Environments for a Health Science Interprofessional Course

2011 ◽  
Author(s):  
Erika deJong ◽  
Dave Chodos ◽  
Pawel Kuras ◽  
Patricia Boechler ◽  
Eleni Stroulia ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Second Life ◽  
Virtual World ◽  
Health Science ◽  
Educational Settings ◽  
Technical Challenges ◽  
Virtual Interactive ◽  
Educational Practitioner

Virtual interactive environments such as Second Life are emerging as innovative tools that can support and enhance learning in various educational domains. However, for the educational practitioner new to these environments, developing educational settings and activities in a virtual environment can appear to be technically complex and beyond their area of expertise. This case study describes some of the technical challenges encountered and the solutions derived during the development of a virtual world for the delivery of a health science interprofessional communications course.

Learning Language through Immersive Story Telling in a 3D Virtual Environment

2011 ◽  
pp. 211-225 ◽  
Author(s):  
Seng-Chee Tan ◽  
Yin-Mei Wong
Keyword(s):  
Language Learning ◽  
Virtual Environment ◽  
Chinese Language ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Instructional Technique ◽  
3D Virtual Environment ◽  
Learning Principles ◽  
Learning Language

This chapter reports on the development and application of Kingdoms, a 3D virtual environment used for the learning of Chinese language at elementary level. The Kingdoms was developed based on Vygotsky’s constructivist learning theory, game-based learning principles, and a specific instructional technique called the Enter-the-Story method. The Kingdoms leverages the representational fidelity and learner interaction of the 3D virtual environment, which is rich in Chinese cultural artifacts, to create an immersive and engaging environment for students to learn the Chinese language. The empirical evidence from an exploratory case study shows encouraging results that are indicative of the potential of 3D immersive worlds for language learning.

scholarly journals VIRTUAL REALITY TO SUPPORT TECHNICAL KNOWLEDGE IN CULTURAL HERITAGE. THE CASE STUDY OF CRYPTOPORTICUS IN THE ARCHAEOLOGICAL SITE OF EGNATIA (ITALY)

2020 ◽  
Vol XLIV-M-1-2020 ◽  
pp. 465-472
Author(s):  
E. Cantatore ◽  
M. Lasorella ◽  
F. Fatiguso
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Technical Information ◽  
Archaeological Site ◽  
Archaeological Sites ◽  
Actual State ◽  
Technical Knowledge ◽  
Technical Community ◽  
Level Of Knowledge

Abstract. Digitalization and interactivity of reality in Augmented and Virtual Environments represent the synergic union between current technology potentialities and smartness of users in going beyond the traditional perception of real environment. As it is well-known, touristic bodies already taken advantages of Virtual Environments as cultural and touristic promotion of historic and archaeological sites. However, the analysis of potentialities in supporting technical community and professionals are still underway. Starting from the survey of instruments and protocols in previous experiences, the work presents a methodological flow aimed to create a virtual environment using 360° images – Virtual Tour – where the first phase of technical knowledge in historic sites can be resumed. In detail, a double level of knowledge can be reached: firstly, a virtual environment containing information about the actual state of conservation, then an upgraded one with historic and technical information (e.g. reports, images, surveys, etc.) added in an interactive as well intuitive way. The protocol has been applied to the undergrounded Cryptoporticus of Egnatia, an archaeological site in Apulia Region (Italy).

Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities

2022 ◽  
pp. 993-1011
Author(s):  
Maria-Ioanna Chronopoulou ◽  
Emmanuel Fokides
Keyword(s):  
Students With Disabilities ◽  
School Environment ◽  
Emotional Disabilities ◽  
Virtual School ◽  
3D Simulation ◽  
Single Subject ◽  
Functional Skills ◽  
Structured Interviews ◽  
Promising Tool ◽  
Behavioral And Emotional Disabilities

The study presents results from the use of a 3D simulation for teaching functional skills to students with learning, attentional, behavioral, and emotional disabilities, attending regular schools. An A-B single-subject study design was applied. The participating students (eight eight-to-nine years old) explored the simulation (a virtual school), encountered situations in which they observed how they are expected to behave, and had to demonstrate what they have learned. Each student attended a total of four two-hour sessions. Data were collected by means of observations and semi-structured interviews. All students demonstrated improved functional skills both in terms of the number of behaviors they acquired and in terms of those that were retained and manifested in the real school environment. On the basis of the results, it can be argued that 3D simulations are a promising tool for teaching functional skills to students with disabilities.

Scaffolding Discovery Learning In 3D Virtual Environments

2010 ◽  
pp. 138-169 ◽  
Author(s):  
Mark J.W. Lee ◽  
Barney Dalgarno
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Discovery Learning ◽  
Chemistry Laboratory ◽  
Mediated Learning ◽  
Face To Face ◽  
3D Virtual Environment ◽  
3D Virtual Environments ◽  
3D Virtual Learning Environments

This chapter examines the importance of and possibilities for providing learner support and scaffolding in 3D virtual learning environments designed to promote and encourage learner exploration and discovery. The chapter begins with an overview of the need for scaffolding in discovery learning, before discussing scaffolding in technology-mediated learning environments. A framework is presented for understanding the types of scaffolding that can be provided in such environments. Using a case study based on the design of a 3D Virtual Chemistry Laboratory, examples illustrating the way each category of scaffolding within the framework could be provided within a 3D virtual environment are presented. The chapter concludes with coverage of the key considerations in designing scaffolded 3D virtual environments, as well as some of the important issues in adapting the concepts of scaffolding from face-to-face to technology-mediated environments.

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