Teacher Training in 3D Virtual Worlds

2018 ◽  
pp. 1422-1442
Author(s):  
Yi Fei Wang
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Personalized Learning ◽  
Flexible Learning ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Internal Barriers ◽  
Professional Tool ◽  
Successful Technology

This chapter explores the process of preparing BC teachers in the use of 3D virtual world technologies to design personalized learning and flexible learning environments. It aims to prepare teachers to effectively use 3D virtual worlds as a pedagogical and professional tool to achieve greater educational outcomes. Numerous studies have explored technology and teacher education. But few of them have examined preparing teachers for challenging technologies such as 3D virtual worlds. This chapter provides a practical framework related to technology and teacher education. Looking across the process, we discern teachers' external and internal barriers that may influence teachers' willingness of the use of 3D virtual worlds in education. We argue that both teachers' external barriers and internal barriers are critical to successful technology integration.

Teacher Training in 3D Virtual Worlds

2017 ◽  
pp. 200-220
Author(s):  
Yi Fei Wang
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Personalized Learning ◽  
Flexible Learning ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Internal Barriers ◽  
Professional Tool ◽  
Successful Technology

This chapter explores the process of preparing BC teachers in the use of 3D virtual world technologies to design personalized learning and flexible learning environments. It aims to prepare teachers to effectively use 3D virtual worlds as a pedagogical and professional tool to achieve greater educational outcomes. Numerous studies have explored technology and teacher education. But few of them have examined preparing teachers for challenging technologies such as 3D virtual worlds. This chapter provides a practical framework related to technology and teacher education. Looking across the process, we discern teachers' external and internal barriers that may influence teachers' willingness of the use of 3D virtual worlds in education. We argue that both teachers' external barriers and internal barriers are critical to successful technology integration.

Knowledge Creation and Student Engagement Within 3D Virtual Worlds

2018 ◽  
pp. 507-525
Author(s):  
Brian G. Burton ◽  
Barbara Martin
Keyword(s):  
Student Engagement ◽  
Virtual Worlds ◽  
Knowledge Creation ◽  
Virtual World ◽  
Learning Task ◽  
Knowledge Conversion ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Knowledge Spiral

Examined in this 3D Virtual World case study was undergraduate student engagement on a learning task and student creation of knowledge. After creating a 3D didactic constructivist virtual world, student conversations were recorded for analysis using Hara, Bonk, and Angeli's (2000) engagement framework and Nonaka and Takeuchi's (1995) knowledge creation theory. The five forms of student engagement augmented the learning process and a complete knowledge spiral was documented, emphasizing the use of the four modes of knowledge conversion. Though limited in time and scope, results further suggest that a highly engaged community of learners was created.

Rethinking Cognition, Representations, and Processes in 3D Online Social Learning Environments

2008 ◽  
pp. 176-205 ◽  
Author(s):  
James G. Jones ◽  
Stephen C. Bronack
Keyword(s):  
Social Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Social Environments ◽  
3D Virtual Worlds ◽  
Movement Artifacts ◽  
University Level ◽  
The University ◽  
Do So

Three-dimensional (3D) online social environments have emerged as viable alternatives to traditional methods of creating spaces for teachers and learners to teach to and to learn from one another. Robust environments with a bias toward peer-based, network-driven learning allow learners in formal environments to make meaning in ways more similar to those used in informal and in-person settings. These new created environments do so by accounting for presence, immediacy, movement, artifacts, and multi-modal communications in ways that help learners create their own paths of knowing using peer-supported methods. In this chapter, we will review the basics of the technologies and the theoretical underpinnings that support the development of such environments, provide a framework for creating, sustaining, and considering the effectiveness of such environments, and will conclude by describing two examples of 3D virtual worlds used to support course instruction at the university level.

Impact of Flow and Brand Equity in 3D Virtual Worlds

2010 ◽  
Vol 21 (3) ◽  
pp. 69-89 ◽  
Author(s):  
Fiona Fui-Hoon Nah ◽  
Brenda Eschenbrenner ◽  
David DeWester ◽  
So Ra Park
Keyword(s):  
Brand Equity ◽  
Virtual Worlds ◽  
Behavioral Intention ◽  
Virtual World ◽  
Theoretical Foundation ◽  
Flow Experience ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
The Impact ◽  
The Relationship

This research is a partial test of Park et al.’s (2008) model to assess the impact of flow and brand equity in 3D virtual worlds. It draws on flow theory as its main theoretical foundation to understand and empirically assess the impact of flow on brand equity and behavioral intention in 3D virtual worlds. The findings suggest that the balance of skills and challenges in 3D virtual worlds influences users’ flow experience, which in turn influences brand equity. Brand equity then increases behavioral intention. The authors also found that the impact of flow on behavioral intention in 3D virtual worlds is indirect because the relationship between them is mediated by brand equity. This research highlights the importance of balancing the challenges posed by 3D virtual world branding sites with the users’ skills to maximize their flow experience and brand equity to increase the behavioral intention associated with the brand.

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.

Constructivist Learning Theory in Virtual Design Studios

2012 ◽  
pp. 139-162 ◽  
Author(s):  
Leman Figen Gül ◽  
Anthony Williams ◽  
Ning Gu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Design Education ◽  
Teaching Experience ◽  
Constructivist Learning ◽  
Virtual Design ◽  
Design Learning ◽  
3D Virtual Worlds ◽  
Constructivist Learning Environments

In the authors’ design teaching, they have been employing virtual world technologies, allowing students the capacity to collaborate and design within a constructivist immersive design platform such as Second Life (www.secondlife.com) and Active Worlds (www.activeworlds.com). These environments support synchronous design communication and real-time 3D modelling. Particularly, 3D immersive design environments have the potential to make a major contribution to design education as constructivist learning environments. Based on authors’ teaching experience and the students’ learning experience, this chapter discusses 3D virtual world as constructivist learning environments that support team-based design and communication skill-building and presents the challenges faced by design education today. The chapter firstly provides a critical analysis of various design learning and teaching features offered in 3D virtual worlds as constructivist learning environments, secondly, identifies a number of key issues in addressing engagement and interaction in virtual design learning, thirdly, addresses the core skills and cognitive processes of designing in 3D virtual worlds, and finally, provides several strategies for the facilitation of virtual worlds as the constructivist design teaching platform.

scholarly journals Vocational teacher education in TAMK with emphasis on methodology and learning philosophy

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
Pirjo Jaakkola
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Secondary Level ◽  
Personalized Learning ◽  
Upper Secondary ◽  
Vocational Teacher ◽  
Vocational Higher Education ◽  
Working World ◽  
Upper Secondary Level

Vocational and vocational higher education in Finland is undergoing significant changes which for higher education concern digitalization of learning environments, methods and ways of working in a more integrated way as well as promoting direct contacts with the working world. In vocational upper secondary level the reforms involve e.g. promoting on-the-job learning and personalized learning paths.  

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