Educational Contents and Creativity in Virtual Environments

2013 ◽  
pp. 38-47
Author(s):  
Ilaria Mascitti ◽  
Daniela Di Marco ◽  
Monica Fasciani
Keyword(s):  
Virtual Worlds ◽  
New Technology ◽  
Learning By Doing ◽  
Virtual Space ◽  
Street Art ◽  
Teaching Pedagogy ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Educational Potential ◽  
Educational Contents

This chapter reflects on the educational potential of virtual worlds and draws on the results of ST.ART project - Street Artists in a virtual space (www.startproject.eu). ST.ART project innovative aspect embraces both the topic (street art) and the methodology (virtual platforms as e-learning and 3D virtual worlds) as well as the pedagogy applied that uses an inquiry-based method (learning by doing) to support a traditional deductive teaching pedagogy. This approach is not only related to the use of a relatively new technology but also to the educational, pedagogical, cultural, and motivational benefits derived from the chosen methodology. The chapter describes new insights and findings that emerged during the experimentation phase of the project and that were never anticipated when the project was first designed.

scholarly journals 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities

2011 ◽  
pp. 25-69
Author(s):  
Georgios A. Dafoulas ◽  
Noha Saleeb
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Opportunities ◽  
Assistive Technologies ◽  
Full Potential ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Design Requirements ◽  
3D Virtual Learning Environments

The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes, and their sub concepts of providing e-learning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users. Hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like Moodle, Blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above-mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated.

3D Virtual Worlds in Higher Education

2011 ◽  
pp. 212-240 ◽  
Author(s):  
Lucia Rapanotti ◽  
Shailey Minocha ◽  
Leonor Barroca ◽  
Maged N. Kamel Boulos ◽  
David R. Morse
Keyword(s):  
Higher Education ◽  
Social Interaction ◽  
Active Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Knowledge Construction ◽  
High Speed ◽  
Learning By Doing ◽  
3D Virtual Worlds ◽  
3D Virtual World

3D virtual worlds are becoming widespread due to cheaper powerful computers, high-speed broadband connections and efforts towards their tighter integration with current 2D Web environments. Besides traditional gaming and entertainment applications, some serious propositions are starting to emerge for their use, particularly in education, where they are perceived as enablers of active learning, learning by doing, and knowledge construction through social interaction. However, there is still little understanding of how 3D virtual worlds can be designed and deployed effectively in the education domain, and many challenges remain. This chapter makes a contribution towards such an understanding by reporting on three notable case studies at the authors’ own institutions, which have pioneered the use of Second Life, a 3D virtual world, in higher education.

Field Research in Second Life

2017 ◽  
pp. 348-373 ◽  
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Three Dimensional ◽  
Field Research ◽  
Discussion Group ◽  
Discussion Groups ◽  
3D Virtual Worlds ◽  
Field Notes ◽  
Communication Modalities ◽  
Educational Potential

This chapter explores the educational potential of discussion groups situated in three-dimensional (3D) virtual worlds. Virtual discussion groups are examined from the following perspectives: the benefits and challenges of participation and the best practices in terms of effective discussion group moderation. The authors start by describing the benefits of online discussion groups and continue by identifying strategies on how to facilitate such meetings effectively, with a focus on techniques promoting a sense of community. The authors will discuss the major themes that emerged from the content analysis of field notes, an ethnographic journal, and interviews with a discussion group member after immersion in various discussion groups in Second Life. An understanding of the communication modalities (voice and text-chat) and the principles of social interaction may help educators use virtual learning environments effectively. Guidelines for discussion group moderation are presented throughout the chapter.

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

2014 ◽  
Vol 12 (1) ◽  
pp. 38-51
Author(s):  
Telmo Zarraonandia ◽  
Rita Francese ◽  
Ignazio Passero ◽  
Paloma Díaz ◽  
Genoveffa Tortora
Keyword(s):  
Direct Instruction ◽  
Virtual Worlds ◽  
New Technology ◽  
Individual Learning ◽  
Learning Processes ◽  
Learning Activities ◽  
Social Dimension ◽  
Instructional Designers ◽  
Educational Processes ◽  
3D Virtual Worlds

Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is proposed.

scholarly journals 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities

2013 ◽  
pp. 421-453
Author(s):  
Georgios A. Dafoulas ◽  
Noha Saleeb
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Opportunities ◽  
Assistive Technologies ◽  
Full Potential ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Design Requirements ◽  
3D Virtual Learning Environments

The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes, and their sub concepts of providing e-learning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users. Hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like Moodle, Blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above-mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated.

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

2015 ◽  
pp. 218-232
Author(s):  
Telmo Zarraonandia ◽  
Rita Francese ◽  
Ignazio Passero ◽  
Paloma Díaz ◽  
Genoveffa Tortora
Keyword(s):  
Direct Instruction ◽  
Virtual Worlds ◽  
New Technology ◽  
Individual Learning ◽  
Learning Processes ◽  
Learning Activities ◽  
Social Dimension ◽  
Instructional Designers ◽  
Educational Processes ◽  
3D Virtual Worlds

Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is proposed.

E-Learning Design from a "Quality of Experience" Perspective

2010 ◽  
pp. 94-113
Author(s):  
Franca Garzotto
Keyword(s):  
Case Studies ◽  
Virtual Worlds ◽  
Primary Schools ◽  
Quality Of Experience ◽  
Experience Design ◽  
Educational Activities ◽  
Educational Benefits ◽  
3D Virtual Worlds ◽  
E Learning

This chapter considers technology-enhanced educational activities spanning along a significant period of time, and explores this context from a “quality of experience” perspective. Rather than addressing the design of technology, interface, or interactive contents for learning, our main focus is the exploration of the process-oriented, affective, socio-contextual issues involved in the design of prolonged workflows of e-learning activities. We propose a set of heuristics for designing e-learning experiences that can maintain learners’ engagement along the time and achieve durable, profound educational benefits in the educational context in which they take place, and are valuable for all involved stakeholders. We also pinpoint that involving learners as experience design partners is fundamental for these purposes. Our approach is exemplified by widely discussing two case studies that involve different technologies (shared 3D virtual worlds and online collaborative storytelling) in different educational contexts – high and primary schools.

scholarly journals ВИКОРИСТАННЯ ІКТ ДЛЯ ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

2019 ◽  
Vol 71 (3) ◽  
pp. 196
Author(s):  
Oksana A. Kucheruk ◽  
Stanislav A. Karaman ◽  
Olga V. Karaman ◽  
Nataliia M. Vinnikova
Keyword(s):  
Vocational Education ◽  
Professional Growth ◽  
Professional Training ◽  
Virtual Space ◽  
Educational Activity ◽  
Future Teachers ◽  
Significant Information ◽  
Language And Literature ◽  
E Learning ◽  
Educational Potential

The article deals with the problem of the use of ICT means for the formation of professional competences of future teachers of the Ukrainian language and literature. The relevance of using e-learning resources in the system of vocational education of students-philologists is investigated. The essence of the concept of "professional competence of the teacher of the Ukrainian language and literature" is specified. The state of the use of ICT in the professional teaching of bachelors and masters of Ukrainian philology based on the analysis of the works of scientists, the synthesis of educational and methodical ideas, the generalization of their own pedagogical experience, questioning of students is determined; the experience of effective work of students of philology with ICT means in the context of vocational education is considered. The analysis of the use of e-learning tools for the mastery of Ukrainian philology by future teachers-speakers is carried out. The results of the survey and questioning of students-philologists concerning the activity and efficiency of using ICT tools in the professional training are described. It is empirically confirmed that the integration of ICT means into the traditional methodology of teaching the professional disciplines to future teachers of the Ukrainian language and literature makes it possible to improve the attitude of students towards vocational education. It is provided that the blog of the Ukrainian Language Cultural Center at Kyiv Borys Hrinchenko University is a significant educational potential for the professional training of students of philology since it is an important modern tool for maintaining new ways of teaching the language and it contains accessible electronic resources that are useful for the professional growth of future language teachers and affects educational activity of students positively. This article focuses on the educational potential of the Facebook community of the mentioned Center which brings professional education closer to the student, helps him to study, communicates in the Internet, and acquires the ability to continuous education despite the distance between the members of this Facebook community. It is generalized that active activities in the environment of the Facebook community of the Center develops the skills of critical thinking, communication in the virtual space, emotional intelligence, ability to process and structure significant information of the Ukrainian-speaking direction. The prospects of research on the use of ICT means for the professional training of the teacher of the Ukrainian language and literature have been determined.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

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