Authoring Adaptive 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.

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Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

Research on Education and Media ◽

10.1515/rem-2018-0005 ◽

2018 ◽

Vol 10 (1) ◽

pp. 30-41 ◽

Cited By ~ 1

Author(s):

Flavia Santoianni ◽

Alessandro Ciasullo

Keyword(s):

Learning Environment ◽

Learning Environments ◽

Adaptive Learning ◽

Adaptive Design ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Adaptive Hypermedia Systems ◽

3D Virtual Learning Environments ◽

Educational Hypermedia

Abstract Adaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model

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Adaptive Repetition: A Fuzzy Logic based Control Strategy for Active Exploration in 3D-Virtual Learning Environments

10.21203/rs.3.rs-631194/v1 ◽

2021 ◽

Author(s):

Muhammad Fayaz ◽

Aftab Alam ◽

Shah Khalid ◽

Numan Ali ◽

Wali Khan Mashwani

Keyword(s):

Fuzzy Logic ◽

Learning Environments ◽

Control Strategy ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Negative Effects ◽

Mental Load ◽

Cognitive Aids ◽

Active Exploration ◽

3D Virtual Learning Environments

Abstract In past decade, the use of cognitive aids such as textual, visual and audio in 3D-Virtual Learning Environments is increasing day by day as it guide and facilitate both the students and teachers to perform the task with ease in Virtual Environment. In recent studies, it has been observed that the use of cognitive aids in virtual learning environments reduce mental load on learner but at the same time it also minimizes active exploration which negatively aﬀect their performance in non-supervised environment. Therefore, some researchers have shown negative concern about the use of cognitive aids in 3D-Virtual Learning Environments (3D-VLEs). In this paper, we presents the idea of ”Adaptive Repetition” as control strategy for active exploration in 3D-VLEs. At the beginning of experiment in 3D-VLEs , students is given full support to perform the experiment with help of cognitive aids. Using a fuzzy logic based approach , the amount of aids are minimized whenever the experiment is repeated. The adaptive repetition approach put the students in active learning process and enables them to actively explore the learning environment. Ultimately, the negative eﬀects of using cognitive aids in 3D-VLEs is minimized.

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Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

GATR Global Journal of Business Social Sciences Review - GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.7(1) Jan-Mar 2019 ◽

10.35609/gjbssr.2021.9.2(6) ◽

2021 ◽

Vol 9 (2) ◽

pp. 165-173

Author(s):

MB Mutheiwana ◽

KL Sharp ◽

M Motale

Keyword(s):

Higher Education ◽

Pilot Study ◽

South African ◽

Learning Environments ◽

Research Study ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Measuring Instrument ◽

E Learning ◽

Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

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The Affordances of 3D Virtual Learning Environments

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch005 ◽

2019 ◽

pp. 106-123

Author(s):

Hisae Matsui ◽

Terence C. Ahern

Keyword(s):

Virtual Environments ◽

Learning Environments ◽

Native Speakers ◽

Three Dimensional ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Initial Stage ◽

American Students ◽

3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

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The Affordances of 3D Virtual Learning Environments

Integrating Multi-User Virtual Environments in Modern Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3719-9.ch005 ◽

2018 ◽

pp. 92-109

Author(s):

Hisae Matsui ◽

Terence C. Ahern

Keyword(s):

Virtual Environments ◽

Learning Environments ◽

Native Speakers ◽

Three Dimensional ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Initial Stage ◽

American Students ◽

3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

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Web-Based 3D Virtual Learning Environments

Constructing Self-Discovery Learning Spaces Online ◽

10.4018/978-1-61350-320-1.ch006 ◽

2012 ◽

pp. 95-118

Author(s):

Nicoletta Adamo-Villani ◽

Kari L. Clase ◽

Robin J. Heyden ◽

John Wiecha

Keyword(s):

Learning Environments ◽

Postgraduate Medical Education ◽

Three Dimensional ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Web Based ◽

Medical Education Program ◽

Self Discovery ◽

Interactive 3D ◽

3D Virtual Learning Environments

This chapter is an overview of web-deliverable three-dimensional (3D) virtual learning environments. In Section 1 (Introduction) we define Virtual Reality (VR) Technology and Virtual Learning Environments; in Section 2 (Virtual Environments and Learning) we discuss literature findings on the benefits of using web-based VEs for self-discovery learning. In Section 3 (Developing online VE: technologies, challenges and solutions) we give an overview of the latest technologies/platforms used to develop online VEs, discuss development and delivery challenges posed by complex, information-rich web-based 3D environments, and describe possible solutions that can be adopted to overcome current limitations. In Section 4 (A review of two projects) we present two 3D web virtual learning environments that were recently developed by the authors: the Interactive 3D Tour of MSHHD and The pilot postgraduate medical education program in Second Life. A summary and conclusive remarks are included in section 5 (Summary and Conclusion).

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Three Stages in the Social Construction of Virtual Learning Environments

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch711 ◽

2012 ◽

pp. 1518-1529

Author(s):

Ken Stevens

Keyword(s):

Rural Communities ◽

Learning Environments ◽

Teaching And Learning ◽

Virtual Learning ◽

Daily Basis ◽

Virtual Learning Environments ◽

Small School ◽

Learning Partnerships ◽

E Learning ◽

Three Stages

Schools located in rural communities are often physically small in terms of the number of students who attend them in person on a daily basis, but through the introduction of e-learning partnerships, they can become large educational institutions based on the enhanced range of teaching and learning they can provide. Small school capacities can be enhanced by e-learning and the creation of virtual learning environments. Structurally, the capacity of schools can be enhanced by internet-based inter-institutional collaboration. Pedagogically, e-learning can enable schools to share teaching and learning within virtual learning environments spanning participating sites to facilitate student engagement with ideas, people and places in new, interactive ways. Three stages are identified in the development of teaching and learning in the virtual structures that complement traditional schools.

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Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2014040106 ◽

2014 ◽

Vol 10 (2) ◽

pp. 62-74

Author(s):

Hazar Dib ◽

Nicoletta Adamo-Villani ◽

Stephen Garver

Keyword(s):

Virtual Reality ◽

Learning Environments ◽

Undergraduate Students ◽

Virtual Learning ◽

General Assumption ◽

Virtual Learning Environments ◽

Graphical Representations ◽

Cognitive Value ◽

Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, ‘chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.

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