Incidental Learning in 3D Virtual Environments

2016 ◽  
pp. 1500-1515 ◽  
Author(s):  
Wayne W. Thomas ◽  
Patricia M. Boechler
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Learning Style ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Incidental Learning ◽  
Visual Salience ◽  
Information Display ◽  
Additional Information ◽  
3D Virtual Environments

With teachers taking more interest in utilizing 3D virtual environments for educational purposes, research is needed to understand how learners perceive and process information within virtual environments (). In this study, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

Incidental Learning in 3D Virtual Environments

2014 ◽  
Vol 5 (4) ◽  
pp. 29-44
Author(s):  
Wayne W. Thomas ◽  
Patricia M Boechler
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Learning Style ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Incidental Learning ◽  
Visual Salience ◽  
Information Display ◽  
Additional Information ◽  
3D Virtual Environments

With teachers taking more interest in utilizing 3D virtual environments for educational purposes, research is needed to understand how learners perceive and process information within virtual environments (). In this study, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

Effects of Learning Traits and Information Display on Incidental Learning in 3D Virtual Environments

2019 ◽  
pp. 132-155
Author(s):  
Wayne W. Thomas ◽  
Patricia M. Boechler
Keyword(s):  
Learning Styles ◽  
Virtual Environments ◽  
Learning Style ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Incidental Learning ◽  
Information Display ◽  
Additional Information ◽  
Significant Difference ◽  
Learning Score

In this chapter, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. An additional analysis explored learning styles by “strong” and “moderate” indicators and found that there was no significant difference in their incidental learning score by learning style strength. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

scholarly journals Proposal and evaluation of a tablet-based tool for 3D virtual environments

2014 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Daniel Medeiros ◽  
Felipe Carvalho ◽  
Lucas Teixeira ◽  
Priscilla Braz ◽  
Alberto Raposo ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Degrees Of Freedom ◽  
Specific Interaction ◽  
System Control ◽  
3D Interaction ◽  
Additional Information ◽  
Manipulation System ◽  
Study Case ◽  
Immersive Environment ◽  
3D Virtual Environments

The introduction of embedded sensors in smartphones and tablets allowed the use of these devices to interact with virtual environments. These devices also have the possibility of including additional information and performing naturally non-immersive tasks. This work presents a 3D interaction tablet-based tool, which allows the aggregation of all major 3D interaction tasks, such as navigation, selection, manipulation, system control and symbolic input. This tool is for generalpurpose systems, as well as, engineering applications. Generally this kind of application uses specific interaction devices with four or more degrees of freedom and a common keyboard and mouse for tasks that are naturally non-immersive, such as symbolic input (e.g., text or number input). This article proposes a new tablet-based device that can perform all these major tasks in an immersive environment. It also presents a study case of the use of the device and some user tests.

scholarly journals Modeling the Metaverse: A Theoretical Model of Effective Team Collaboration in 3D Virtual Environments

2011 ◽  
Vol 4 (3) ◽  
Author(s):  
Sarah Van der Land ◽  
Alexander P. Schouten ◽  
Bart Van den Hooff ◽  
Frans Feldberg
Keyword(s):  
Theoretical Model ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Social Presence ◽  
Virtual Worlds ◽  
Future Research ◽  
Team Collaboration ◽  
Communication Support ◽  
Being There ◽  
3D Virtual Environments

In this paper, a theoretical model of effective team collaboration in 3D virtual environments is presented. The aim of this model is to enhance our understanding of the capabilities exerting influence on effective 3D virtual team collaboration. The model identifies a number of specific capabilities of 3D virtual worlds that can contribute to this team effectiveness. Compared to "traditional" computer-mediated collaboration technologies, 3D virtual environments support team collaboration primarily through (a) the shared virtual environment, and (b) avatar-based interaction. Through the shared virtual environment, users experience higher levels of presence (a feeling of actually "being there"), realism and interactivity. These capabilities increase the users' level of information processing.  Avatar-based interaction induces greater feelings of social presence (being with others) and control over  self-presentation (how one wants to be perceived by others), thus increasing the level of communication support in the 3D environment. Through greater levels of information and communication support, a higher level of shared understanding is reached, which in turn positively influences team performance. Our paper concludes by presenting several propositions which allow further empirical testing, implications for research and practice, and suggestions for future research. The insights obtained from this paper can help developers of these virtual worlds to design standards for the capabilities that influence effective team collaboration in 3D virtual environments. 

scholarly journals Evaluating students’ perception of a three-dimensional virtual world learning environment

2013 ◽  
pp. 323-333
Keyword(s):  
Learning Environment ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Perceived Usefulness ◽  
Learning Activities ◽  
3D Virtual Environments

Three-dimensional virtual environments have gained wide popularity due to improvement in graphic rendering technology and networking infrastructure. Many education institutions have been trying to leverage the potential of 3D virtual environments in their application in education. In this research, we aim to evaluate the students’ perception of virtual environments in teaching and learning activities. We set up a virtual classroom, where a short presentation was delivered to students through virtual projectors in Second Life, the most widely adopted 3D virtual environment. The students filled in a questionnaire after the class. We found that the students gave a statistically higher evaluation to 3D virtual environments in terms of satisfaction and enjoyment, while comparable scores between 3D and traditional learning environment in terms of concentration, perceived usefulness, and learning and understanding were obtained. Our results show that virtual learning environment is of great potential in e-learning. Some recommendations in using the virtual environment for learning activities are given.

The Influence of Intelligent Characters on Users' Navigation Through a Three-Dimensional Virtual Environment

2010 ◽  
Vol 19 (3) ◽  
pp. 253-264 ◽  
Author(s):  
Anderson Souza ◽  
de Araújo ◽  
Luís Alfredo Vidal ◽  
de Carvalho ◽  
Rosa Maria E Moreira ◽  
...  
Keyword(s):  
Standard Model ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Three Dimensional ◽  
Physical Appearance ◽  
Art Gallery ◽  
Virtual Characters ◽  
3D Virtual Environments ◽  
Standard Character

Future interfaces will increasingly explore three-dimensional (3D) scenes that will have 3D virtual characters interacting with users. Currently, the characters' influence on users' navigation is not well known. The aim of our research is to study the potential of virtual characters in influencing users' decisions in 3D virtual environments. We implemented an art gallery where human-like characters, with some level of intelligence, can move about and communicate, trying to influence the user's path. When the users enter the gallery, they choose the exhibitions they would like to visit. After that, the characters can assume two positions: “helpful,” which reinforces the previous users' choices, and another one that has a “spirit of contradiction,” suggesting navigation options that are different from those indicated by the users. Five groups of users tested the environment. In some cases, the user could customize the character's physical appearance. In others, a standard model was used. In contrast to the expected results, the experiment indicated that the standard character had more influence on the users' choices than the customized character.

3D virtual environments for cybertherapy: a psychosocial approach to effective usability

2003 ◽  
Author(s):  
Carlo Galimberti ◽  
Gloria Belloni ◽  
Maddalena Grassi ◽  
Alberto Cattaneo ◽  
Valentina Manias ◽  
...  
Keyword(s):  
Virtual Environments ◽  
3D Virtual Environments

scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

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