Analysis of Users in an Immersive Environment for Teaching Science

2019 ◽  
pp. 1-25
Author(s):  
Felipe Becker Nunes ◽  
Manuel Constantino Zunguze ◽  
Kelly Hannel ◽  
Fabiano Ferreira Antunes ◽  
Sérgio Roberto Kieling Franco ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Process ◽  
Sixth Grade ◽  
Teaching Science ◽  
Learning Materials ◽  
Sixth Grade Students ◽  
E Learning ◽  
Immersive Environment

Virtual worlds can be considered immersive e-learning environments, whose characteristics of interactivity, immersion, and collaboration can be applied in different areas of teaching, such as in the field of sciences. In this way, this chapter presents the construction of a virtual world to aid in the teaching of sciences in which different types of learning materials and simulations were developed in the OpenSim platform. A group of sixth grade students used the immersive environment for a semester, being evaluated their learning through a pre- and posttest applied together with an analysis of their learning styles, being realized a correlation between the results obtained. Added to this, usability assessments with interviews about the environment was applied. The results demonstrated the potential of virtual worlds to contribute to the adaptation of the different learning styles in a class and their contribution to the improvement of the learning process.

Analysis of Users in an Immersive Environment for Teaching Science

2018 ◽  
pp. 149-173
Author(s):  
Felipe Becker Nunes ◽  
Manuel Constantino Zunguze ◽  
Kelly Hannel ◽  
Fabiano Ferreira Antunes ◽  
Sérgio Roberto Kieling Franco ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Process ◽  
Sixth Grade ◽  
Teaching Science ◽  
Learning Materials ◽  
Sixth Grade Students ◽  
E Learning ◽  
Immersive Environment

Virtual worlds can be considered immersive e-learning environments, whose characteristics of interactivity, immersion, and collaboration can be applied in different areas of teaching, such as in the field of sciences. In this way, this chapter presents the construction of a virtual world to aid in the teaching of sciences in which different types of learning materials and simulations were developed in the OpenSim platform. A group of sixth grade students used the immersive environment for a semester, being evaluated their learning through a pre- and posttest applied together with an analysis of their learning styles, being realized a correlation between the results obtained. Added to this, usability assessments with interviews about the environment was applied. The results demonstrated the potential of virtual worlds to contribute to the adaptation of the different learning styles in a class and their contribution to the improvement of the learning process.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2012 ◽  
pp. 50-74
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Spaces ◽  
Educational Facilities ◽  
Design Elements ◽  
Virtual Spaces ◽  
E Learning

3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

scholarly journals A hybrid approach for supporting adaptivity in e-learning environments

2016 ◽  
Vol 33 (5) ◽  
pp. 333-348 ◽  
Author(s):  
Mohammad Al-Omari ◽  
Jenny Carter ◽  
Francisco Chiclana
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Management System ◽  
Learning Management System ◽  
Hybrid Approach ◽  
Content Type ◽  
E Learning ◽  
Learning Management ◽  
System Prototype

Purpose The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity in any given learning management system based on learners’ learning styles. Design/methodology/approach This paper offers a brief review of current frameworks and systems to support adaptivity in e-learning environments. A framework to support adaptivity is designed and discussed, reflecting the hybrid approach in detail. A system prototype is developed incorporating different adaptive features based on the Felder-Silverman learning styles model. Finally, the prototype is implemented in Moodle. Findings The system prototype supports real-time adaptivity in any given learning management system based on learners’ learning styles. It can deal with any type of content provided by course designers and instructors in the learning management system. Moreover, it can support adaptivity at both course and learner levels. Originality/value To the best of the authors’ knowledge, no previous work has been done incorporating the concept of the ECA model and intelligent agents as hybrid architecture to support adaptivity in e-learning environments. The system prototype has wider applicability and can be adapted to support different types of adaptivity.

scholarly journals Multi-Agent Adaptive e-Learning System Based on Learning Styles

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Faith Ngami Kivuva ◽  
Elizaphan Maina ◽  
Rhoda Gitonga
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Intelligent Agents ◽  
Personalized Learning ◽  
Learning Systems ◽  
Learning System ◽  
Personalized Recommendation ◽  
Information Agent ◽  
E Learning ◽  
Multi Agent

Most traditional e-learning system fails to provide the intelligence that a learner may require during their learning process. Different learners have different learning styles but the current e-learning systems are not able to provide personalized learning. In this paper, we discuss how intelligent agents can aid learners in their learning process. Three agents have been developed namely, learner agent, information agent, and tutor agents that will be integrated into a learning management system (Moodle). Learners are provided with a personalized recommendation based on the learning styles.

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.

scholarly journals The Effect of E-Learning on Students’ Learning at the Varsity Level

2021 ◽  
pp. 622-628
Author(s):  
Suerni .
Keyword(s):  
Research Methods ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Learning Materials ◽  
Quantitative Research Methods ◽  
E Learning ◽  
Teaching Learning ◽  
Global World

The COVID-19 pandemic has spread worldwide, including Indonesia. The Indonesian government recommends all citizens to stay at home and to work and study from home. Therefore, most universities have implemented e-learning in their teaching and learning process. This research focused on the effect of e-learning on students’ interest and learning at the varsity level. Quantitative research methods were used. The data were collected from 176 students from two private universities in Medan, Sumatera Utara. The findings were that e-learning enabled the students to access the global world and distribute learning materials through WhatsApp. Assignments were marked promptly and e-learning helped students to set their own schedule. E-learning motivated the students to do their own work without others’ help, but the students did not agree that e-learning enhanced the quality of the teaching-learning process. Keywords: E-learning, teaching learning process, Varsity level, COVID-19

Development and Testing of New E-Learning Hypermedia System

2015 ◽  
Vol 10 (2) ◽  
pp. 1-15
Author(s):  
Lamia Mahnane ◽  
Mohamed Hafidi
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Learning Experience ◽  
Innovative Approach ◽  
Thinking Styles ◽  
New Approach ◽  
Learning Content ◽  
Hypermedia System ◽  
E Learning ◽  
Web Learning

Adaptive E-learning Hypermedia Systems (AEHS) are an innovative approach to a web learning experience delivery. They try to solve main shortcomings of classical hypermedia e-learning applications: “one-size-fits-all” approach and “lost-in-hyperspace” phenomena by adapting the learning content and its presentation to needs, goals, thinking styles and learning styles of every individual learner. This paper outlines a new approach to automatically detect learner's thinking and learning styles, and taking into account that thinking and learning styles may change during the learning process in an unexpected and unpredictable way. The authors' approach is based on the Felder Learning Styles Model and Hermann thinking styles model.

What Factors Make a Multimedia Learning Environment Engaging

2009 ◽  
pp. 173-192 ◽  
Author(s):  
Min Liu ◽  
Paul Toprac ◽  
Timothy T. Yuen
Keyword(s):  
Problem Solving ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
Social Relations ◽  
Multimedia Learning ◽  
Comparative Method ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Constant Comparative Method ◽  
Multimedia Learning Environment

The purpose of this study is to investigate students’ engagement with a multimedia enhanced problem-based learning (PBL) environment, Alien Rescue, and to find out in what ways students consider Alien Rescue motivating. Alien Rescue is a PBL environment for students to learn science. Fifty-seven sixth-grade students were interviewed. Analysis of the interviews using the constant comparative method showed that students were intrinsically motivated and that there were 11 key elements of the PBL environment that helped evoke students’ motivation: authenticity, challenge, cognitive engagement, competence, choice, fantasy, identity, interactivity, novelty, sensory engagement, and social relations. These elements can be grouped into 5 perspectives of the sources of intrinsic motivation for students using Alien Rescue: problem solving, playing, socializing, information processing, and voluntary acting, with problem solving and playing contributing the highest level of intrinsic motivation. The findings are discussed with respect to designing multimedia learning environments.

Exchanging E-Learning Materials, Modules, and Students

2010 ◽  
pp. 20-37 ◽  
Author(s):  
Samuel Leung ◽  
David Martin ◽  
Richard Treves ◽  
Oliver Duke-Williams
Keyword(s):  
Learning Environments ◽  
System Level ◽  
Learning Technology ◽  
Access Management ◽  
Learning Materials ◽  
Web Based ◽  
Electronic Documents ◽  
Single Sign On ◽  
Networked Computers ◽  
E Learning

In contrast to other Web-based resources, e-learning materials are not always exchangeable and shareable. Although transferring electronic documents between networked computers has become almost effortless, the materials may often require careful design and a great deal of adaptation before they can be reused in a meaningful manner. This process involves consideration of pedagogic issues such as course curricula, learning outcomes, and intended audience, as well as technological factors including local institutional virtual learning environments (VLE) and any relevant learning technology standards. This chapter illustrates how these issues have been addressed resulting in the successful exchange of e-learning resources at three levels: (1) at content level, where learning nuggets are created and packaged in a standards-compliant format to guarantee interoperability; (2) at the user level, whereby learners or tutors, rather than the resources, are transferred between VLEs; (3) at a higher system level, where the emerging Web Single Sign-On technology of federated access management is being used to enable truly cross-institutional authentication allowing learners to roam freely in different learning environments.

Sign in / Sign up

Export Citation Format

Share Document