Integrating Virtual Spaces

Learning Theories ◽

Learning Framework ◽

Pedagogical Design ◽

This chapter explores perspectives from general learning theories in relation to affordances of 3D virtual learning environments (3DVLEs) in order to substantiate a theoretically informed pedagogical design process. Following this review, the authors describe 3DVLE space and task design used as part of an English for Academic Purpose (EAP) course at a Canadian university. The design process is then contextualized according to a Phillips, McNaught, and Kennedy's (2010, 2012) learning framework called Learning Environment, Learning Processes, and Learning Outcomes (LEPO). The authors share sample tasks and screen shots of the 3DVLE, as well as teacher and designer recommendations for future designs. In conclusion, the authors stress the importance of drawing on multiple learning theories to illuminate the affordances of the space. Further, they call for empirical research that makes use of telemetric data in the assessment of learner interaction in relation to achieving learning outcomes and predicting learner success.

Perception of Communication in Virtual Learning Environments

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch094 ◽

2019 ◽

pp. 1973-1987

Author(s):

Latonia M. Ayscue

Keyword(s):

Instructional Design ◽

Learning Environments ◽

Design Process ◽

Virtual Learning ◽

Sensory Systems ◽

Learning Objectives ◽

Learning Theories ◽

Instructional Design Process ◽

Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

Analyzing Digital Discourse and Human Behavior in Modern Virtual Environments - Advances in Human and Social Aspects of Technology ◽

Perception of Communication in Virtual Learning Environments

10.4018/978-1-4666-9899-4.ch002 ◽

2016 ◽

pp. 25-39

Author(s):

Latonia M. Ayscue

Keyword(s):

Instructional Design ◽

Learning Environments ◽

Design Process ◽

Virtual Learning ◽

Sensory Systems ◽

Learning Objectives ◽

Learning Theories ◽

Instructional Design Process ◽

Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

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 ◽

Negative Effects ◽

Mental Load ◽

Cognitive Aids ◽

Active Exploration ◽

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.

Identifying pedagogical intervention in MOOCs learning processes: a conversational agent proposal

10.5753/sbie.2021.218441 ◽

2021 ◽

Author(s):

Diego Rossi ◽

Victor Ströele ◽

Fernanda Campos ◽

Regina Braga ◽

José Maria N. David

Keyword(s):

Learning Environments ◽

Feasibility Study ◽

Virtual Learning ◽

Learning Processes ◽

Conversational Agent ◽

Discussion Forums ◽

Pedagogical Intervention ◽

Intervention Process ◽

New Challenges

Monitoring students in virtual learning environments can be a time-consuming task. Professors and tutors must accompany students in an agile manner. During the COVID-19 pandemic, the use of discussion forums posed new challenges. This work proposes a conversational agent to automatically detect which pedagogical intervention is necessary to guide students in MOOCs environments. Through the attributes of the students' post messages, it is possible to classify which action will be carried out by the agent, applying specific dialogue patterns. In some more specific cases, the tutor's attention is immediately requested. The proposal was evaluated through a feasibility study to verify if semantic detection can contribute to guide the intervention process. According to the results, it is possible to support the tutor, as only 35.2% of interactions required the tutor's action.

Authoring Adaptive 3D Virtual Learning Environments

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch033 ◽

2016 ◽

pp. 714-733 ◽

Cited By ~ 2

Author(s):

Ahmed Ewais ◽

Olga De Troyer

Keyword(s):

Virtual Reality ◽

Learning Environments ◽

Adaptive Learning ◽

Virtual Learning ◽

Learning Technologies ◽

Authoring Tool ◽

E Learning ◽

Adaptive Learning Environment ◽

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.

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 ◽

Initial Stage ◽

American Students ◽

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.

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

The Affordances of 3D Virtual Learning Environments

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 ◽

Initial Stage ◽

American Students ◽

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.

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 ◽

Web Based ◽

Medical Education Program ◽

Self Discovery ◽

Interactive 3D ◽

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).

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

Implementing Augmented Reality Into Immersive Virtual Learning Environments

10.4018/978-1-7998-4222-4.ch006 ◽

2021 ◽

pp. 102-118

Author(s):

Pooja Siddharth Sukhdeve

Keyword(s):

Augmented Reality ◽

Learning Environment ◽

Learning Environments ◽

Design Process ◽

Learning Process ◽

Virtual Learning ◽

Background Information ◽

Immersive Learning ◽

Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.