Exploiting Virtual Environments and Web 2.0 Immersive Worlds to Support Collaborative e-Learning Communities

2010 ◽  
pp. 20-45 ◽  
Author(s):  
Christos Bouras ◽  
Eri Giannaka ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Learning Communities ◽  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
3D Environments ◽  
Point Of Reference

The main goal of this chapter is to facilitate educational designers and developers by providing a point of reference for making decisions on how to incorporate 3D environments into the applications they develop as well as for extending their capabilities by integrating more functionality. Therefore, this chapter presents the design principles for virtual spaces, which aim at supporting multi-user communication in web-based learning communities. In addition the implementation of these principles is presented using as point of reference EVE Training Area. This environment constitutes a three-dimensional space where participants, represented by 3D humanoid avatars, have the ability to use a variety of 3D e-collaboration tools for learning together. Furthermore, this chapter presents how these principles could be used as criteria for validating and extending ready Web2.0 Immersive worlds for supporting collaborative e-learning. Finally, collaborative e-learning usage scenarios that could be realized by exploiting collaborative virtual environments are described.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2016 ◽  
pp. 2215-2240
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2014 ◽  
Vol 12 (1) ◽  
pp. 13-37 ◽  
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2016 ◽  
pp. 1223-1248
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

LIRKIS Global Collaborative Virtual Environments: Current State and Utilization Perspective

2020 ◽  
Vol 11 (1) ◽  
pp. 99-106
Author(s):  
Marián Hudák ◽  
Štefan Korečko ◽  
Branislav Sobota
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Smart Devices ◽  
Collaborative Virtual Environments ◽  
Web Based ◽  
Smart Client ◽  
Input Devices ◽  
User Input ◽  
History Of ◽  
Shared Virtual Environments

AbstractRecent advances in the field of web technologies, including the increasing support of virtual reality hardware, have allowed for shared virtual environments, reachable by just entering a URL in a browser. One contemporary solution that provides such a shared virtual reality is LIRKIS Global Collaborative Virtual Environments (LIRKIS G-CVE). It is a web-based software system, built on top of the A-Frame and Networked-Aframe frameworks. This paper describes LIRKIS G-CVE and introduces its two original components. The first one is the Smart-Client Interface, which turns smart devices, such as smartphones and tablets, into input devices. The advantage of this component over the standard way of user input is demonstrated by a series of experiments. The second component is the Enhanced Client Access layer, which provides access to positions and orientations of clients that share a virtual environment. The layer also stores a history of connected clients and provides limited control over the clients. The paper also outlines an ongoing experiment aimed at an evaluation of LIRKIS G-CVE in the area of virtual prototype testing.

scholarly journals Development of Guided Inquiry based E-Learning Teaching Material on the Intermolecular Forces Enriched with Molview

2021 ◽  
Vol 2 (2) ◽  
pp. 80
Author(s):  
Nur Indah Agustina ◽  
Munzil Munzil ◽  
Habiddin Habiddin ◽  
M. Muchson
Keyword(s):  
Dimensional Space ◽  
Three Dimensional ◽  
Intermolecular Forces ◽  
School Curriculum ◽  
Teaching Material ◽  
Guided Inquiry ◽  
Chemistry Teaching ◽  
Molecular Visualization ◽  
High School Curriculum ◽  
E Learning

The intermolecular force is one of the chemistry topics covered in the high school curriculum in Indonesia. As the characteristics of chemistry concepts in general, intermolecular forces concepts can be presented in the three levels of chemical representations (microscopic, symbolic, and macroscopic).  Currently, chemistry teaching materials are available in Indonesian schools mostly have limited support for helping students to visualize the molecular aspect of intermolecular forces concepts mainly in the form of three-dimensional space (3D). This study aimed to produce an E-Learning teaching material enriched with 3D Molecular Visualization. The product (teaching material) in this study is presented by considering the syntax of guided inquiry-based learning. The product was developed with the procedure adopted from Lee and Owens, including assessment/analysis, need assessment, front-end analysis, design, and development. The product is valid and suitable to be applied in online chemistry teaching. However, further study to investigate the effectiveness of this product empirically need to be explored in the future.

Knowledge-Building through Collaborative Web-Based Learning Community or Ecology in Education

2009 ◽  
pp. 821-828
Author(s):  
Percy Kwok
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Knowledge Building ◽  
Educational Systems ◽  
Web Based ◽  
Knowledge Based ◽  
Local Schools ◽  
Web Based Learning ◽  
Knowledge Based Economy ◽  
Curriculum Guidelines

Because of the ever changing nature of work and society under knowledge-based economy in the 21st century, students and teachers need to develop ways of dealing with complex issues and thorny problems that require new kinds of knowledge that they have not ever learned or taught (Drucker, 1999). Therefore, they need to work and collaborate with others. They also need to be able to learn new things from a variety of resources and people, and to investigate questions and bring their learning back to their dynamic life communities. There have arisen recent learning community approaches (Bereiter, 2002; Bielaczyc & Collins, 1999) and learning ecology (Siemens, 2003) or information ecology approaches (Capurro, 2003) to education. These approaches fit well with the growing emphasis on lifelong, lifewide learning and knowledge-building works. Following this trend, the Internet technologies have been translated into a number of strategies for teaching and learning (Jonassen, Howland, Moore, & Marra, 2003) with supportive development of one-to-one (e.g., e-mail posts), one-to-many (such as e-publications), and many-to-many communications (like video-conferencing). The technologies of computer-mediated communications (CMC) make online instructions possible and have the potential to bring enormous changes to student learning experience of the real world (Rose & Winterfeldt, 1998). It is because individual members of learning communities or ecologies help synthesize learning products via deep information processing processes, mutual negotiation of working strategies, and deep engagement in critical thinking, accompanied by an ownership of team works in those communities or ecologies (Dillenbourg, 1999). In short, technology in communities is essentially a means of creating fluidity between knowledge segments and connecting people in learning communities. However, this Webbased collaborative learning culture is neither currently emphasized in local schools nor explicitly stated out in intended school curriculum guidelines of formal educational systems in most societies. More than this, community ownership or knowledge-construction in learning communities or ecologies may still be infeasible, unless values in learning cultures are necessarily transformed after technical establishment of Web-based learning communities or ecologies.

An Integrated Platform for Educational Virtual Environments

2008 ◽  
pp. 530-554
Author(s):  
Christos Bouras ◽  
Eleftheria Giannaka ◽  
Maria Nani ◽  
Alexandros Panagopoulos ◽  
Thrasyvoulos Tsiatosos
Keyword(s):  
Virtual Environments ◽  
Online Courses ◽  
Three Dimensional ◽  
Content Management ◽  
Fully Integrated ◽  
3D Space ◽  
Learning Content ◽  
Asynchronous Courses ◽  
Integrated Platform ◽  
3D Environments

In this chapter, we present the design and implementation of an integrated platform for Educational Virtual Environments. This platform aims to support an educational community, synchronous online courses in multi-user three-dimensional (3D) environments, and the creation and access of asynchronous courses through a learning content management system. In order to offer synchronous courses, we have implementeda system called EVE-II, which supports stable event sharing for multi-user 3D places, easy creation of multi-user 3D places, H.323-based voice- over IP services fully integrated in a 3D space, as well as many concurrent 3D multi-user spaces.

Goal-Based Framework for Multi-User Personalized Similarities in e-Learning Scenarios

2014 ◽  
Vol 4 (1) ◽  
pp. 1-14 ◽  
Author(s):  
M. Waseem Chughtai ◽  
Imran Ghani ◽  
Ali Selamat ◽  
Seung Ryul Jeong
Keyword(s):  
Collaborative Filtering ◽  
Cold Start ◽  
Traditional Education ◽  
Experimental Result ◽  
Personalized Recommendation ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learning Scenarios ◽  
Content Based Filtering

Web-based learning or e-Learning in contrast to traditional education systems offer a lot of benefits. This article presents the Goal-based Framework for providing personalized similarities between multi users profile preferences in formal e-Learning scenarios. It consists of two main approaches: content-based filtering and collaborative filtering. Because only traditional content-based filtering is not sufficient to generate the recommendations for new-users, therefore, the proposed work hybridized multi user's collaborative filtering functionalities with personalized content-based profile preferences filtering. The main purpose of this proposed work is to (a) overcome the user-based cold-start profile recommendations and (b) improve the recommendations accuracy for new-users in formal e-learning recommendation systems. The experimental has been done by using the famous ‘MovieLens' dataset with 15.86% density of the user-item matrix with respect to ratings, while the evaluation of experimental results have been performed with precision mean and recall mean to test the effectiveness of Goal-based personalized recommendation framework. The Experimental result Precision: 81.90% and Recall: 86.56% show that the proposed framework goals performed well for the improvement of user-based cold-start issue as well as for content-based profile recommendations, using multi users personalized collaborative similarities, in formal e-Learning scenarios effectively.

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