scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2013 ◽  
pp. 1382-1404
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

scholarly journals Effects of Virtual World Environments in Student Satisfaction

2011 ◽  
Vol 2 (1) ◽  
pp. 29-48 ◽  
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Design Elements ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

Effects of Virtual World Environments in Student Satisfaction

2013 ◽  
pp. 203-221 ◽  
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics ◽  
Virtual World Environments

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

Effects of Virtual World Environments in Student Satisfaction

2012 ◽  
pp. 1091-1109
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics ◽  
Virtual World Environments

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

scholarly journals Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational Vs. Cognitive

2020 ◽  
Vol 22 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Sinan Keskin ◽  
Halil Yurdugül
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Task Value ◽  
Individual Factors ◽  
E Learning ◽  
The Individual

AbstractToday’s educational institutions are expected to create learning opportunities independent of time and place, to offer easily accessible learning environments and interpersonal communication opportunities. Accordingly, higher education institutions develop strategies to meet these expectations through teaching strategies, such as e-learning, blended learning, mobile learning, etc., by using teaching technologies. These new technology-based teaching strategies are mainly shaped by decision-makers in education. This study seeks to analyse the individual factors that affect learners’ mode of teaching and learning delivery preferences. In this study, blended and online learning is considered as preferences of learners’ mode of teaching and learning delivery. The individual factors discussed in this research are cognitive learning strategies, e-learning readiness, and motivation. The data were obtained from the pre-service teachers at the end of the academic semester when they experienced online and blended learning. Data were analysed using optimal scaling analysis. The analysis method provides a two-dimensional centroid graph which shows the correlations between the variable categories. According to study findings, there is a correlation between the preferences of the learning environment, and the constructs of self-efficacy, e-learning motivation, and task value. It can be said that the motivational variables are more effective in the learning environment preference. The students with high task value, e-learning motivation, and self-efficacy preferred studying in blended learning environments. Cognitive strategies, self-directed learning, learner control, and test anxiety factors are independent of the learners’ learning delivery preferences.

Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning

2019 ◽  
pp. 77-105
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas ◽  
Martin Loomes
Keyword(s):  
Architectural Design ◽  
Ad Hoc ◽  
Virtual Learning Environment ◽  
Individual Student ◽  
Information Retention ◽  
Virtual Spaces ◽  
Architectural Features ◽  
Educational Spaces ◽  
E Learning ◽  
Design Characteristics

This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

Online Identities in Virtual Worlds

2010 ◽  
pp. 39-54
Author(s):  
Andrew Power ◽  
Gráinne Kirwan
Keyword(s):  
Student Achievement ◽  
Blended Learning ◽  
Virtual Worlds ◽  
Relevant Literature ◽  
True Self ◽  
E Learning ◽  
Online Identities

Online identities need not reflect the true identity of the user. Relatively little is known about the use of online identities during e-learning and blended learning programmes, and if these reflect the students’ true self. Online identities may impact on student achievement and satisfaction and as such are an important consideration for educators. Following an overview of the relevant literature regarding online identities, this paper describes findings from a survey of students currently engaged in a programme delivered using these techniques and where an awareness of online identities is to the fore. Several strengths and weaknesses of online identities in education are identified, and while students generally felt that they were portraying their own true identity online, many felt that others in the group were not. Implications for practice are described.

Interface Design

2011 ◽  
pp. 157-172
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Technological

2011 ◽  
pp. 71-85
Author(s):  
Badrul Khan
Keyword(s):  
Blended Learning ◽  
Learning Environments ◽  
Interface Design ◽  
Distributed Learning ◽  
Critical Dimensions ◽  
Learning Modules ◽  
E Learning ◽  
Learning Factors ◽  
Resource Support ◽  
Review Criteria

The purpose of the E-Learning Quick Checklist book is to walk you through the various factors (encompassing these eight dimensions) important to developing, evaluating, and implementing open, flexible and distributed learning environments. This book is designed as a Quick Checklist for e-learning. It contains many practical items that you can use as review criteria to check if e-learning modules, courses and programs provide the level of services that learners (or consumers) should expect. Items in the checklist encompass the critical dimensions of an e-learning environment, including pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional. Throughout this book, various critical e-learning and blended-learning factors are presented as questions or items that you can ask yourself when planning, designing, evaluating, and implementing e-learning and/or blended-learning modules, courses, and programs.

Sign in / Sign up

Export Citation Format

Share Document