Assessment in Virtual Learning Spaces

2012 ◽  
pp. 199-218 ◽  
Author(s):  
Geoffrey Crisp
Keyword(s):  
Virtual Worlds ◽  
Rapid Development ◽  
Virtual Learning ◽  
Distributed Environment ◽  
Learning Spaces ◽  
Traditional Assessment ◽  
Virtual Laboratories ◽  
Assessment Tasks ◽  
Spatially Distributed ◽  
Assessment Techniques

This chapter examines how assessment spaces must change in response to the rapid development and uptake of new virtual learning spaces. Students are engaging in collaborative, cooperative learning activities in a spatially distributed environment, yet their assessment tasks are often delivered in traditional assessment spaces that bear little resemblance to their learning spaces. The assessment of students in virtual worlds, virtual laboratories, role-plays and serious games is examined and the case is presented for the wider use of evidence-centered assessment designs and stealth assessment techniques.

Believable and Effective AI Agents in Virtual Worlds

2012 ◽  
Vol 4 (2) ◽  
pp. 37-59 ◽  
Author(s):  
Iskander Umarov ◽  
Maxim Mozgovoy
Keyword(s):  
Artificial Intelligence ◽  
Video Games ◽  
Virtual Worlds ◽  
Rapid Development ◽  
Virtual Agents ◽  
High Ability ◽  
Topic Area ◽  
Human Likeness ◽  
New Challenges ◽  
The Creation

The rapid development of complex virtual worlds (most notably, in 3D computer and video games) introduces new challenges for the creation of virtual agents, controlled by artificial intelligence (AI) systems. Two important subproblems in this topic area which need to be addressed are (a) believability and (b) effectiveness of agents’ behavior, i.e., human-likeness of the characters and high ability to achieving their own goals. In this paper, the authors study current approaches to believability and effectiveness of AI behavior in virtual worlds. They examine the concepts of believability and effectiveness, and analyze several successful attempts to address these challenges.

scholarly journals Development of Interactive PLC Learning Media Based on Virtual Learning

2020 ◽  
Author(s):  
Syufrijal .
Keyword(s):  
Interactive Learning ◽  
Rapid Development ◽  
Virtual Learning ◽  
Experimental Methods ◽  
Simulation Software ◽  
Internet Technology ◽  
The Internet ◽  
Virtual Plant ◽  
Simulator Design ◽  
Ethernet Network

This research aims to develop interactive PLC learning media based on virtual learning. The interactive PLC learning media uses a 3D simulator design to simulate the application of PLC in the industry, so it looks like real and makes students more interested in learning PLC This study uses experimental methods. The 3D simulation software is Factory I/O developed by Real Games. It enables us to build a conveyor virtual plant and to bring it into the classroom. The automatic controller used to control the virtual plant is the PLC Siemens S7-1200 with Tia Portal software. The PLC is connected to the computer server through an ethernet network via TCP/IP protocol. With the rapid development of current internet technology, PLC learning can be done in virtual learning. This PLC learning media can be run remotely through the internet with team viewer program so that PLC learning is not only done on campus but can be done anywhere. From the results of research that has been done, the user can create PLC programs remotely to control conveyor virtual plant on a computer server through an internet network without having to install the program on their computers. Keywords: PLC, interactive learning media, virtual learning, remote desktop

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

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.

The Added Value of the Hybrid Virtual Learning Approach

2018 ◽  
pp. 259-279 ◽  
Author(s):  
Athanasios Christopoulos ◽  
Marc Conrad ◽  
Mitul Shukla
Keyword(s):  
Virtual Worlds ◽  
Learning Process ◽  
Virtual Learning ◽  
Learning Activities ◽  
Added Value ◽  
Instructional Designers ◽  
Learning Approach ◽  
Learner Engagement ◽  
Learning Scenarios ◽  
Students Attitudes

This chapter maps the types of interactions that relate to the use of virtual worlds in hybrid virtual learning scenarios. Students were asked to state their opinions regarding their experiences and were also observed along the way. The results highlight that the learning activities and students' attitudes and experiences greatly affect learner engagement. It is vital, though, that instructional designers plan the learning activities thoughtfully and provide learners with enough time and support. Offering content with examples of the expectations of the teaching team can be invaluably helpful. Furthermore, a game-like content can be considered a great source of motivation. Moreover, the vividness of the virtual world makes the learning process more stimulating and less tedious. Additionally, avatars enable users to interact with the content and increase the opportunities for interactions with others. Nevertheless, learners' simultaneous co-presence in the physical classroom is a more immediate and preferred option, since it offers increased opportunities for collaboration.

The DE Hub Virtual Learning Space

2012 ◽  
pp. 136-146
Author(s):  
Nathan Wise ◽  
Belinda Tynan
Keyword(s):  
Social Network ◽  
Online Social Network ◽  
Virtual Learning ◽  
Virtual Space ◽  
Knowledge Dissemination ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
Education Hub ◽  
Simultaneous Process

Our concept of ‘virtual learning spaces’ is changing, as are the practices that are adopted within these spaces. To understand these changes, this chapter will provide an exploration of the conceptualisation and creation of an interactive, online, social network community of practice. The case that will be used is based around the Distance Education Hub (DE Hub) which is both virtual and physical. DE Hub is in the simultaneous process of constructing and facilitating a virtual space to support and encourage both knowledge dissemination and knowledge creation. The DE Hub space focuses on learning as a cooperative, constructive, and dynamic process involving engaged communities of scholars, learners and practitioners. It will tackle the question of why this virtual learning space is defined as a niche social network and how this impacts on the conceptualisation and consequent development of virtual spaces — in this instance, co-development by the community. Finally, it will demonstrate through this analysis how changing concepts of ‘virtual learning spaces’ are put into practice through ‘virtual space’ design and development for creating and supporting niche social networks.

scholarly journals Enhancing Fun Through Gamification to Improve Engagement in MOOC

Informatics ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 28 ◽  
Author(s):  
Borrás-Gené ◽  
Martínez-Núñez ◽  
Martín-Fernández
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online Courses ◽  
Learning Spaces ◽  
Massive Open Online ◽  
Continuous Activity ◽  
High Engagement ◽  
Perfect Space

Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

2020 ◽  
pp. 350-366
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Technology Education ◽  
Learning Environments ◽  
Spatial Learning ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Teacher Technology

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields.

A Bioeducational Approach to Virtual Learning Environments

2021 ◽  
pp. 189-209
Author(s):  
Alessandro Ciasullo
Keyword(s):  
Individual Differences ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Environmental Challenges ◽  
The Real ◽  
Learning Contexts ◽  
Real Objects ◽  
Neuronal Patterns

Knowledge carries some general characteristics related to the socio-environmental, cultural, and bio-physiological contexts. These three coordinates help us to understand under which condition knowledge is achieved/gained and they do it. Along the same line, the real or virtual learning contexts being essential and unique, the possibilities offered by the VLE which give the opportunity of programming environmental challenges, complexity, and support for subjects open up a series of educational perspectives that support individual differences even when they reproduce social platforms as virtual worlds. Programming that through adequate representations of environments, situations, problems, and specific actions are able to work on more complex neuronal patterns usually activated in the presence of real objects, especially in light of the current structures present in formal contexts of education.

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