scholarly journals Evaluasi Faktor Manfaat Sistem Lingkungan Pembelajaran 3 Dimensi Berbasis Multi-User Virtual Reality (MuVR)

2020 ◽  
Vol 7 (5) ◽  
pp. 895
Author(s):  
Adhi Rizal ◽  
Dadang Yusup ◽  
Apriade Voutama
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Virtual World ◽  
Technology Implementation ◽  
Evaluation Process ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Learning System ◽  
Learning Technology ◽  
3 Dimensional

<p class="Abstrak">Usabilitas suatu teknologi dalam pembelajaran merupakan salah satu isu yang paling menonjol dalam bidang pendidikan. Salah satu teknologi pembelajaran yang sedang berkembang saat ini adalah sistem lingkungan pembelajaran 3 dimensi berbasis <em>Multi-user Virtual Reality</em> (MuVR). MuVR merupakan perpaduan antara teknologi <em>Virtual Reality</em> (VR) dengan dunia virtual 3 dimensi di dalamnya. Suatu teknologi pembelajaran dapat dikatakan berhasil diterapkan ketika aspek usabilitas yang merupakan kunci keberhasilan dapat tercapai. Berdasarkan hal ini, maka penelitian ini berupaya untuk melakukan evaluasi usabilitas terhadap sistem pembelajaran yang yang telah dikembangkan, yaitu 3D-MuVLR (3-<em>Dimensional Multi-user Virtual Learning Reality</em>). Sistem ini merupakan sistem pembelajaran yang memanfaatkan teknologi VR dengan jenis <em>semi-immersive</em>. Metode evaluasi usabilitas yang digunakan dalam penelitian ini mengadopsi 12 prinsip heuristik yang diusulkan oleh Sutcliffe. Evaluasi heuristik ini merupakan perpaduan antara aspek usabilitas dan keberadaan pengguna di dalam lingkungan virtual. Proses evaluasi dilakukan oleh tiga evaluator. Hasil evaluasi menunjukan bahwa secara keseluruhan 3D-MuVLR dapat merepresentasikan lingkungan pembelajaran dengan baik. Walaupun demikian terdapat beberapa permasalahan aspek desain terkait dengan minimnya petunjuk atau informasi di dalam sistem mengenai prosedur untuk masuk atau keluar sistem dan informasi mengenai cara melaksanakan kegiatan pembelajaran. Selain itu ketika proses evaluasi dilaksanakan, ditemukan juga gejala <em>cybersickness</em> yang dialami oleh evaluator. Namun durasi penggunaan sistem yang menyebabkan cybersickness berbeda-beda untuk setiap pengguna. Walaupun demikian durasi penggunaan sistem kurang dari sepuluh menit, evaluator sudah mulai merasakan gejala <em>cybersickness</em>, seperti pusing.  Berdasarkan hal ini faktor yang dapat mempengaruhi munculnya gejala <em>cybersickness</em> adalah gerakan atau posisi kepala pengguna dan spesifikasi perangkat keras yang digunakan.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>Usability in learning technology is one of the most prominent issues in education. One of the emerging learning technologies is the 3-dimensional learning environment system based on Multi-user Virtual Reality (MuVR). It is a combination of VR with a 3-dimensional virtual world. The successful of learning technology implementation is when its usability can be achieved. Therefore, this study aims to evaluate the usability of learning system that we have developed, which is 3D-MuVLR (3-Dimensional Multi-user Virtual Learning Reality). Furthermore, it is a learning system that utilizes semi-immersive VR. We adopted a usability evalution method consisiting of 12 heuristic rules proposed by Sutcliffe. It is a combination of usability and user’s sense of presence in the virtual world. The evaluation process involved three evaluators. The results showed that 3D-MuVLR can represent the learning environment as in a real world. However, there were several design aspect problems identified related to the lack of instructions of information in the system regarding procedures on how to enter or quit system and the absence of information on how to participate in learning activities. In addition, when the evalution process was carried out, we also found that the symptoms of cybersicness was experienced by evaluators. But the duration while they were using the system until they starts to feel sick varies for every user. Overall, although the duration of using the system was less than ten minutes, evaluators began to feel the symptoms of cybercickness, such as dizzines. Based on this, we found that the head position or movement and hardware specification are factors that cause this.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>

Authoring Adaptive 3D Virtual Learning Environments

2014 ◽  
Vol 5 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

U-Learning – The Design and Evaluation of Evocative Learning based Method for Futuristic Ubiquitous Educational Learning Environment

2020 ◽  
Vol 11 (12) ◽  
pp. 141-154
Author(s):  
Munazza Mah Jabeen
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Virtual World ◽  
Digital Age ◽  
Smart Devices ◽  
Ubiquitous Learning ◽  
Effective Delivery

Technology has travelled a long way from an analogue world to a digital age, where our interaction in the virtual world is leading us towards virtual reality. Ubiquitous learning (UL) can be considered as a pattern in erudition grounded on ubiquitous latest technologies usage through smart devices. The research has gaged the level of awareness of ubiquitous learning and analyzed the contribution of various factors that are responsible for the rate of adoption of UL. The outcome of this research has led to coming up with a framework which if applied in any academic setup will lead to the effective delivery of the futuristic ubiquitous educational learning environment.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Virtual Learning Technology and Materials in Malaysian Higher Education

2013 ◽  
Vol 853 ◽  
pp. 693-697 ◽  
Author(s):  
Jason M.S. Lam ◽  
Yeo Sook Fern ◽  
Venny S.W. Chong ◽  
Tan Seng Huat ◽  
Oh Yit Leng
Keyword(s):  
Higher Education ◽  
Cost Reduction ◽  
Quantitative Research ◽  
Virtual Learning ◽  
Public University ◽  
Learning Technologies ◽  
Learning Technology ◽  
Developed Country ◽  
Preliminary Study ◽  
Larger Sample

This study has been developed to explore the usage of virtual learning materials and its system on students experience in higher education (HE). Most virtual learning literatures were well documented in the developed country context but little in the Malaysia HE. In this study, 15 students and a prominent professor from public university were interviewed to seek their views on virtual learning between May to June, 2013. This qualitative approach identifies better knowledge sharing, cost reduction and productivity as the main benefits of using virtual learning technologies. However, the findings can only be deduced by quantitative research, comprising of larger sample size of students from local and private HE Institutions (HEIs), and seeking their views of virtual learning on usefulness and acceptance towards education satisfaction and loyalty. Hence, a conceptual model was derived for this preliminary study.

scholarly journals ТЕХНОЛОГІЇ НАВЧАННЯ УЧНІВ У ХМАРО ОРІЄНТОВАНОМУ НАВЧАЛЬНОМУ СЕРЕДОВИЩІ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ

2015 ◽  
Vol 47 (3) ◽  
pp. 49
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Learning Environment ◽  
Technology Implementation ◽  
Learning Activities ◽  
Traditional Learning ◽  
Learning Technology ◽  
Flipped Learning ◽  
Intensive Training ◽  
Video Clips ◽  
Educational Establishment ◽  
Teachers And Students

The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE) – Lync (Skype Pro) can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.

scholarly journals Developing a Multiplayer Online Learning Environment to Web Support with AJAX3D and Virtual Reality

RENOTE ◽  
2007 ◽  
Vol 5 (2) ◽  
Author(s):  
Everton Souza ◽  
Edgard Lamounier ◽  
Alexandre Cardoso
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Web Services ◽  
Learning Environment ◽  
Virtual World ◽  
Ease Of Use ◽  
Online Learning Environment ◽  
Distributed Application ◽  
3D Game ◽  
The Web

This paper presents Ludos Top - an educational 3D game that use virtual reality techniques, which can support multi-student with anew design model of networking on the web. The project has actively involved end-users to focus on increase interactivity through the use of versatile system architecture.We present a quick prototyping of a multi-user virtual world through the employment of Ajax, X3D and Web Services provides an efficient, flexible and robust means for distributed application. Results showimproved network capabilities, in terms of interactive, ease of use, enjoyability, playability and usability.

scholarly journals ADMINISTERING CLASSES IN VIRTUAL LEARNING ENVIRONMENT: FACILITATIONS, PRINCIPLES, EDUCATORS’ ROLES AND INTERACTIONS

2021 ◽  
Vol 7 (1) ◽  
pp. 180
Author(s):  
Nur Afni Mahiya Usemahu ◽  
Yulia Fernandita
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Mixed Method ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning Activities ◽  
The Internet ◽  
Workload Management ◽  
Teachers Training

This study investigates teachers’ competencies in the implementation of facilities, principles, educators’ roles, and interactions in the Virtual Learning Environment (VLE). Using explanatory sequential mixed method, it aims to examine whether all those competencies such as learning system tools and resources, technology quality, and workload management are considered throughout the learning process. In total, 102 students from the Faculty of Tarbiyah and Teachers’ Training at Antasari State Islamic University were involved in the survey. Fourteen of them, as well as three lecturers, were then interviewed. The results indicate that despite students’ limited access to the internet, lecturers attempt to provide all students’ facilities. However, in some departments, various learning activities, monitoring, and feedback still need to be improved. The lecturers generally execute the principle of the virtual learning environment. The students mostly believe that lecturers are aware of their roles, and manage their interactions well. In conclusion, the study suggests teachers’ competencies in the virtual learning environment and calls for further studies in this subject. 

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

Technology and the New Professionalization of Teaching

2015 ◽  
Vol 117 (12) ◽  
pp. 1-30 ◽  
Author(s):  
David Williamson Shaffer ◽  
Padraig Nash ◽  
A. R. Ruis
Keyword(s):  
Teacher Preparation ◽  
Learning Environment ◽  
Real World ◽  
Intellectual Development ◽  
Learning Technologies ◽  
Routine Practice ◽  
Learning Technology ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
K 12

Background By 2009, 99% of U.S. classrooms had access to computers, with an average ratio of 1.7 students per computer, and 40% of teachers report using computers often in their classrooms. However, while K–12 schools are investing more heavily in digital technologies, only a small fraction of this investment is going to instructional software (7%) and digital content (5%). Education policy leaders have called for increased investment in and use of digital learning technologies in K–12 education, which has significant professional implications for the 40% of teachers who use computers often and, perhaps more importantly, for the 60% who do not. Objective This article explores for a broad audience the changing landscape of education in the digital age, the changing roles of teachers in a technology-rich education system, and the skills, knowledge, values, and ways of thinking that teachers will need to have to support students’ social, emotional, and intellectual development in a digital learning environment. Research Design This analytic essay reviews and synthesizes research on learning in a digital environment, providing theoretical framework for understanding the changing landscape of learning in technology-rich environments and the consequent changes in teacher preparation that this may entail. Conclusion We explore the influence of educational technologies on teaching and teacher preparation by looking at three kinds of learning technology: digital workbooks that help students learn basic skills through routine practice; digital texts, such as ebooks, virtual museums, and learning games, that provide students with mediated experiences; and digital internships that simulate real-world practices, helping students learn how to solve problems in the ways that workers, scholars, and artists in the real world do. We examine the extent to which these technologies can assume different aspects of teachers’ traditional functions of assessment, tutoring, and explication. We argue that increased use of these and other digital learning technologies could allow teachers to provide more nuanced curricula based on their students’ individual needs. In particular, teachers will likely assume a new role, that of a coordinator who provides guidance through and facilitation of the learning process in individual students’ social, intellectual, and emotional contexts. We suggest this may require changes to teacher preparation and in-service professional development to help both new and experienced teachers succeed in an ever-changing digital learning environment, as well as new methods of evaluating teacher performance that account for more than student achievement on standardized tests. Interesting things happen along borders—transitions—not in the middle where everything is the same. —Neal Stephenson, Snow Crash

Learning Technologies and Learning Theories

2003 ◽  
pp. 218-232 ◽  
Author(s):  
Vivien Sieber ◽  
David Andrew
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Technologies ◽  
Learning Theories ◽  
Traditional Learning ◽  
Web Pages ◽  
Learning Technology ◽  
Mediated Learning ◽  
Theory Of Multiple Intelligences ◽  
The Relationship

Learning technologies can provide a rich learning environment; this chapter explores the relationship between traditional learning theories and technology-mediated learning. Two examples are presented where technologies are used as tools (a) to evaluate and create Web pages and (b) to create learning technology teaching materials. The range of learning outcomes resulting from these projects are discussed in terms of Gardner’s (1993) theory of multiple intelligences.

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