Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

2015 ◽  
pp. 1223-1246
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Current Case ◽  
Instructional Format ◽  
Perceptions Of Students

From 2007 and now on, it is a common premise for scholars and educators to use multi-user virtual worlds (VWs) in order to enhance students' technological literacy with contemporary learning strategies. The corollary of interactivity and social formalization of modeling processes in an open source, server-based (standalone) virtual environment is a unique dimension that allows all users (students and instructor) to design a plethora learning activities in conjunction with the most contemporary pedagogical approaches. Accordingly to these provisions, this study focused on the implementation of a collaborative project-based course in computer science by taking advantage of the open source virtual world Open Simulator (Open Sim). The current case study seeks to present preliminary findings from collaborative experiences of an effort that thirty-five (35) postgraduate and undergraduate students participated with the hybrid instructional format in order to investigate the value of this effort for learning introductory programming lessons. This effort tries to articulate initial perceptions of students' assessments based on an inquiry-based collaborative learning (IB[C]L) script that they involved, and secondarily to demonstrate the multisensory-multimodal potential perspectives or educational implications that are being emerged from the exploitation of three-dimensional (3D) technologically-advanced environments.

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

2013 ◽  
Vol 5 (4) ◽  
pp. 1-23
Author(s):  
Nikolaos Pellas
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Current Case ◽  
Instructional Format ◽  
Perceptions Of Students

From 2007 and now on, it is a common premise for scholars and educators to use multi-user virtual worlds (VWs) in order to enhance students' technological literacy with contemporary learning strategies. The corollary of interactivity and social formalization of modeling processes in an open source, server-based (standalone) virtual environment is a unique dimension that allows all users (students and instructor) to design a plethora learning activities in conjunction with the most contemporary pedagogical approaches. Accordingly to these provisions, this study focused on the implementation of a collaborative project-based course in computer science by taking advantage of the open source virtual world Open Simulator (Open Sim). The current case study seeks to present preliminary findings from collaborative experiences of an effort that thirty-five (35) postgraduate and undergraduate students participated with the hybrid instructional format in order to investigate the value of this effort for learning introductory programming lessons. This effort tries to articulate initial perceptions of students' assessments based on an inquiry-based collaborative learning (IB[C]L) script that they involved, and secondarily to demonstrate the multisensory-multimodal potential perspectives or educational implications that are being emerged from the exploitation of three-dimensional (3D) technologically-advanced environments.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds

2016 ◽  
pp. 610-647
Author(s):  
Nikolaos Pellas
Keyword(s):  
Virtual Worlds ◽  
Three Dimensional ◽  
Cognitive Learning ◽  
Learning Processes ◽  
Learning Theories ◽  
Instructional Format ◽  
Teaching Models ◽  
Knowledge Practices ◽  
Collaborative Processes ◽  
Progressive Inquiry

The radical utilization of collaborative learning processes in Three-Dimensional (3D) multi-user virtual worlds has been widely investigated. However, a study to delineate a comprehensive pedagogical model aimed at facilitating the same productive-argumentative knowledge practices is still lacking. This chapter presents the most reliable principles of contemporary socio-cognitive learning theories and teaching models. These socio-cognitive constructs can reinforce the majority of collaborative social-cultural students' pursuits and capabilities in the learning process in order to better handle their cohesion or coordination with other peers in 3D multi-user virtual worlds. Consequently, with the adaptation of the Progressive Inquiry (PI) teaching model, this chapter proposes a novel framework for the implementation of this model in online collaborative processes that can be held in 3D multi-user virtual worlds. Educational implications for a reputable instructional format with the conjunction of the PI model and further suggestions are also discussed.

A 360-Degree Perspective of Education in 3-D Virtual Worlds

2010 ◽  
pp. 291-309
Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau
Keyword(s):  
Collaborative Learning ◽  
Literature Review ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Educational Experiences ◽  
Three Dimensional ◽  
Educational Opportunities ◽  
Virtual World Environments ◽  
The Impact

Three-dimensional virtual world environments are providing new opportunities to develop engaging, immersive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. Hence, virtual worlds are presenting opportunities for students to engage in both constructivist and collaborative learning. To assess the impact of the use of virtual worlds on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on the review, educational opportunities in virtual worlds and gaps in meeting pedagogical objectives are discussed. Practical and research implications are also addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.

APPLYING VISUAL LEARNING IN THE TEACHING OF SOFTWARE MEASUREMENT CONCEPTS

2011 ◽  
Vol 21 (03) ◽  
pp. 431-446
Author(s):  
JUAN JOSE CUADRADO-GALLEGO ◽  
BORJA MARTIN HERRERA ◽  
OSCAR PASTOR ◽  
BEATRIZ MARÍN
Keyword(s):  
Computer Science ◽  
Virtual Worlds ◽  
Information Technologies ◽  
Visual Learning ◽  
Three Dimensional ◽  
Learning Material ◽  
Human Beings ◽  
Abstract Concepts ◽  
Software Measurement ◽  
New Learning

Applying new learning methodologies in education, such as visual learning based on virtual reality and three-dimensional (3D) environments, is an important aspect in education, since it offers possibilities that can remarkably improve the current education system. Technological advances, along with the chance to create and represent the varying contents offered by information technologies, make the new learning methodologies the focus of attention in the future. Currently, 3D methodologies are only used in Computer Science to improve physical characteristics (virtual laboratories, virtual worlds, etc.), but they are not used to improve the internal mental processes by which human beings understand and retain abstract concepts. In these cases, the use of visual learning helps to clarify them. In Computer Science, particularly in Software measurement courses, the complexity of the concepts is possibly greater than in other courses because there is a lot of learning material that is based on abstract concepts that students find hard to recognize in the real world. In this paper, we present a visual environment that can be used to learn software measurement concepts like the IFPUG functional size measurement method. To validate the new learning model, an experiment was carried out.

Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds

2015 ◽  
pp. 243-280
Author(s):  
Nikolaos Pellas
Keyword(s):  
Virtual Worlds ◽  
Three Dimensional ◽  
Cognitive Learning ◽  
Learning Processes ◽  
Learning Theories ◽  
Instructional Format ◽  
Teaching Models ◽  
Knowledge Practices ◽  
Collaborative Processes ◽  
Progressive Inquiry

The radical utilization of collaborative learning processes in Three-Dimensional (3D) multi-user virtual worlds has been widely investigated. However, a study to delineate a comprehensive pedagogical model aimed at facilitating the same productive-argumentative knowledge practices is still lacking. This chapter presents the most reliable principles of contemporary socio-cognitive learning theories and teaching models. These socio-cognitive constructs can reinforce the majority of collaborative social-cultural students' pursuits and capabilities in the learning process in order to better handle their cohesion or coordination with other peers in 3D multi-user virtual worlds. Consequently, with the adaptation of the Progressive Inquiry (PI) teaching model, this chapter proposes a novel framework for the implementation of this model in online collaborative processes that can be held in 3D multi-user virtual worlds. Educational implications for a reputable instructional format with the conjunction of the PI model and further suggestions are also discussed.

Design Process of Three-Dimensional Multi-User Virtual Environments (3D MUVEs) for Teaching Tree Species

2020 ◽  
pp. 117-137
Author(s):  
Gamze Mercan ◽  
Dilek Doğan ◽  
Pınar Köseoğlu ◽  
Hakan Tüzün
Keyword(s):  
Design Process ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Tree Species ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Instructional Design Process ◽  
Faculty Of Education

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the course. Also, participants were involved in the role of both learner and instructional designer.

Collaborative Learning Design within Open Source E-Learning Systems

2011 ◽  
pp. 212-233 ◽  
Author(s):  
Maria Kordaki ◽  
Haris Siempos ◽  
Thanasis Daradoumis
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Open Source ◽  
Learning Systems ◽  
Learning Activities ◽  
Learning Design ◽  
Web Based ◽  
Blended Courses ◽  
E Learning ◽  
Computer Based

This chapter addresses a number of serious ‘collaborative learning design’ problems faced by adults within the context of e-learning systems and outlines some innovative solutions. Specifically, thirty-three Computer Science students at the Hellenic Open University participated in an experiment aimed at designing collaborative learning courses for Computer Science concepts within MOODLE, a well known open source Learning Management System. The systematic study presented in this chapter argues and specifies that these Prospective Computer Science Professionals (PCSPs) have serious difficulties with the formation of both collaborative learning activities and collaboration procedures, and with realizing them within e-learning settings. The proposed solutions emphasize the design and development of a set of computer-based collaborative patterns reflecting diverse collaboration methods. These patterns are content free and could be used as scaffolding elements for the design of collaborative learning activities for online and blended courses. Specific examples of possible implementation of these patterns within well-known Web-based open source environments that support learning design are also presented.

scholarly journals Free- and Open-Source Software for a Course on Network Management: Authoring and Enactment of Scripts Based on Collaborative Learning Strategies

2007 ◽  
Vol 50 (4) ◽  
pp. 292-301 ◽  
Author(s):  
Davinia Hernandez-Leo ◽  
Miguel L. Bote-Lorenzo ◽  
Juan I. Asensio-Perez ◽  
Eduardo Gocmez-Sanchez ◽  
Eloy D. Villasclaras-Fernandez ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Network Management ◽  
Open Source ◽  
Learning Strategies ◽  
Open Source Software

scholarly journals Perceptions of students after implementing peer instruction in an introductory physics course

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nicolás Budini ◽  
Luis Marino ◽  
Ricardo Carreri ◽  
Cristina Cámara ◽  
Silvia Giorgi
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Teaching Method ◽  
Introductory Physics ◽  
Peer Instruction ◽  
Physics Courses ◽  
Active And Collaborative Learning ◽  
Perceptions Of Students ◽  
Physics Course

AbstractIn the present work we carried out a qualitative educational research to assess the perceptions of a group of students that attended (weekly and non-mandatory) complementary classes of a physics course during 2017. In these classes the teaching method called peer instruction (PI) was implemented, which involves collaborative learning among students. From the students’ responses to a simple questionnaire we assessed some basic aspects of these classes from which we can conclude that, in the first place, students considered that PI had positively influenced their comprehension of physical concepts and that, secondly, they positively valued the activities performed and the dynamics of these classes. These results, which are part of a series of previous works that have been published elsewhere, are relevant in a context were active and collaborative learning strategies are practically non-existent and push us to continue and broaden the implementation of this and other active learning methods in physics courses.

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