Effects of Peer and Teacher Avatars on Learning Presence and Visual Attention in the Metaverse Learning Environment

Abstract This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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Testing the Predictability of the Learning Presence on Interactions Among Students and Students' Academic Achievement in the Web-Based Problem Based Learning Environment

Journal of Research in Curriculum Instruction ◽

10.24231/rici.2009.13.4.937 ◽

2009 ◽

Vol 13 (4) ◽

pp. 937-960

Author(s):

KANGMYUNGHEE ◽

엄소연 ◽

김민정 ◽

김혜정 ◽

박효진 ◽

...

Keyword(s):

Academic Achievement ◽

Learning Environment ◽

Problem Based Learning ◽

Web Based ◽

Learning Presence ◽

The Web

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Cultivating critical thinking in the clinical learning environment

Journal of Dental Education ◽

10.1002/j.0022-0337.2000.64.8.tb03367.x ◽

2000 ◽

Vol 64 (8) ◽

pp. 610-615 ◽

Cited By ~ 16

Author(s):

LS Behar-Horenstein ◽

TA Dolan ◽

FJ Courts ◽

GS Mitchell

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Clinical Learning ◽

Clinical Learning Environment

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Visual Spatial Attention in Migraine Sufferers in Postictal and Interictal Phases: An Event-Related Potential Study

Journal of Psychophysiology ◽

10.1027//0269-8803.15.1.22 ◽

2001 ◽

Vol 15 (1) ◽

pp. 22-34 ◽

Cited By ~ 2

Author(s):

D.H. de Koning ◽

J.C. Woestenburg ◽

M. Elton

Keyword(s):

Cerebral Cortex ◽

Visual Attention ◽

Migraine Attack ◽

Spatial Attention ◽

Event Related Potential ◽

Significant Enhancement ◽

Pathophysiological Mechanism ◽

Attention Task ◽

Visual Spatial Attention ◽

Visual Spatial

Migraineurs with and without aura (MWAs and MWOAs) as well as controls were measured twice with an interval of 7 days. The first session of recordings and tests for migraineurs was held about 7 hours after a migraine attack. We hypothesized that electrophysiological changes in the posterior cerebral cortex related to visual spatial attention are influenced by the level of arousal in migraineurs with aura, and that this varies over the course of time. ERPs related to the active visual attention task manifested significant differences between controls and both types of migraine sufferers for the N200, suggesting a common pathophysiological mechanism for migraineurs. Furthermore, migraineurs without aura (MWOAs) showed a significant enhancement for the N200 at the second session, indicating the relevance of time of measurement within migraine studies. Finally, migraineurs with aura (MWAs) showed significantly enhanced P240 and P300 components at central and parietal cortical sites compared to MWOAs and controls, which seemed to be maintained over both sessions and could be indicative of increased noradrenergic activity in MWAs.

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