Assessing 3D Virtual World Learning Environments with the CIMPLe System

2010 ◽  
pp. 147-168
Author(s):  
Sean D. Williams ◽  
Deborah M. Switzer
Keyword(s):  
Learning Environments ◽  
Virtual World ◽  
Interface Design ◽  
Systems Design ◽  
Holistic Approach ◽  
Instructional Systems ◽  
Experience Design ◽  
User Experience Design ◽  
Design Learning ◽  
3D Virtual World

This chapter introduces an assessment rubric for virtual world learning environments (VWLEs) built from proven principles of user experience design, instructional design, interface design, learning theory, technical communication, instructional systems design (ISD), and VIE motivation theory. Titled the “CIMPLe System,” this rubric captures the ways that context, interactivity, motivation, presence, and cognitive load weave together to form a successful VWLE. The CIMPLe System offers an advance in how educators can assess the quality and predict the success of the VWLEs that they build. The holistic approach achieved in the CIMPLe System arises from the multidisciplinary approach represented in the tool. As designers consider what to build into the environment, they can refer to the CIMPLe System as a checklist to ensure that the environment meets the needs that the cross-disciplinary theory suggests are necessary.

Assessing 3D Virtual World Learning Environments with the CIMPLe System

2011 ◽  
pp. 1817-1839
Author(s):  
Sean D. Williams ◽  
Deborah M. Switzer
Keyword(s):  
Learning Environments ◽  
Virtual World ◽  
Interface Design ◽  
Systems Design ◽  
Holistic Approach ◽  
Instructional Systems ◽  
Experience Design ◽  
User Experience Design ◽  
Design Learning ◽  
3D Virtual World

This chapter introduces an assessment rubric for virtual world learning environments (VWLEs) built from proven principles of user experience design, instructional design, interface design, learning theory, technical communication, instructional systems design (ISD), and VIE motivation theory. Titled the “CIMPLe System,” this rubric captures the ways that context, interactivity, motivation, presence, and cognitive load weave together to form a successful VWLE. The CIMPLe System offers an advance in how educators can assess the quality and predict the success of the VWLEs that they build. The holistic approach achieved in the CIMPLe System arises from the multidisciplinary approach represented in the tool. As designers consider what to build into the environment, they can refer to the CIMPLe System as a checklist to ensure that the environment meets the needs that the cross-disciplinary theory suggests are necessary.

scholarly journals Considerations for human–computer interaction: user interface design variables and visual learning in IDT

2019 ◽  
Vol 14 (4) ◽  
pp. 731-741
Author(s):  
Zafer Guney
Keyword(s):  
User Interface ◽  
Human Computer Interaction ◽  
Learning Environments ◽  
Interface Design ◽  
User Interface Design ◽  
Visual Design ◽  
Experience Design ◽  
User Experience Design ◽  
Design Variables ◽  
Computer Interaction

The purpose of this study is to discuss approaches for developing human–computer interaction (HCI) in educational technology (ET) based on definitions of visual design, learning variables and user-interface design principles in the field of instructional design and technology (IDT). We will do in several stages, first, we will review historical definitions of HCI and its developments in education and considerations for defining visual literacy for learning with instructional design (ID) models. Then, we will review each definition of visual principles for user interface design (UID) or user experience design (UED) and learning from screens. HCI and its roles with the perceptional approach will be discussed as previous definitions in the type of theories such as cognitive load, activity and paying particular attention to primary concepts included in each definition based on the ID model approach. We will also present some of the historical criticisms of the definitions, which provided designing and developing user interfaces. The process should indicate or address possible performance design approaches in ID steps for developing learning and teaching in learning environments as well as developing UID or UED in ET. This also indicates approaches in philosophy of ET and its theory, definition and applications of new technologies as well as UID or UED perspectives and visual design variables. In this study, we review the visual design techniques from past to present that  multimedia project design teams should follow the strategies and rules for designing learning environments in industry, business and military based on philosophy of ET and HCI design with ID models by using the newest technologies. The process compares both understanding global UID or UED requirements and visual strategies and considerations for research and product design by ID models. The steps include recognising terminology in ET practice concept, psychological, technological and pedagogical foundations in ID as well as ET approaches and using visual rules for conducting multimedia projects in last decays. At the end of the study, conceptions of ET, ID models and HCI will be discussing to indicate design standards for multimedia projects in the field of IDT. We will also present the relationships between ET and designing problems for creating instructional materials in education. All steps in visual design, UID, UED and HCI design based on philosophical approaches and evaluations in the field are given at the end of the study. Keywords: User interface design, visual designs, human–computer interaction (HCI), user experience design, educational technology, IDT.

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 Design amidst Feuds and Fields: The timeliness of the “rectification of names” proposed by Confucius in the contemporary Babel of newlyforged, catchy concepts, terms, and expressions in the field of design

2020 ◽  
Author(s):  
Luís Cláudio Portugal do Nascimento
Keyword(s):  
User Interface ◽  
User Experience ◽  
Interaction Design ◽  
Interface Design ◽  
Design Thinking ◽  
Systems Design ◽  
User Interface Design ◽  
User Centered Design ◽  
User Experience Design ◽  
Rectification Of Names

This essay examines whether contemporary design is undergoing a decline in its standards of professional and pedagogic quality, due to an identity crisis which has apparently been affecting the field since the late sixties. In light of Confucius’ “rectification of names” imperative, various linguistic and aesthetic implications associated with the alleged loss of design conceptual benchmarks of the very identity and definition of the design discipline and profession are explored. It analyses concrete situations in which narratives on design seemingly weaken its bonds with objective exterior reality, arguably leading to the deterioration of previously valued and nurtured patterns and canons of excellence in technical, aesthetic, linguistic, methodological, and, above all, moral terms in the discipline of design. Attention is also given to a relatively common trend displayed – often, but not always– by “neo design specialists” of erasing conceptual boundaries around the design field, in order to establish subdomains within the greater discipline of design. These tend to be marked by pleonastic and tautological, but nevertheless impressive terminology, such as “information design”, “interface design”, “interaction design”, “user-centered design”, “user-experience design”, “user-interface design”, “communication design”, “experimental design”, “authorial design”, “handicrafts design”, “modern design”, “contemporary design”, “emotional design”, “meta-design”, “sustainable design”, “design systems”, “design thinking” and more, which then subdivides the territory of design amongst various “neo-design specialists” by suggesting, in some instances, the possibility of isolating conceptual attributes (such as, respectively, “information”, “interface”, “interaction”, “user experience”, “user interface”, “design conceptual models and methodological approaches” and so on) from the very identity of the integral design discipline itself. In this context, Confucius’ message of the “rectification of names” may thus be perceived as an important and timely call.

scholarly journals INTERDISCIPLINARITY IN DESIGN AS A CHALLENGE FOR PROFESSIONALISM - AN EXAMPLE OF INTERFACE DESIGN

2020 ◽  
Vol 5 ◽  
pp. 808
Author(s):  
Aina Strode ◽  
Margarita Romančenko
Keyword(s):  
User Interface ◽  
Video Game ◽  
Interface Design ◽  
Game Design ◽  
User Interface Design ◽  
Educational Opportunities ◽  
Experience Design ◽  
User Experience Design ◽  
Study Programs

The need for diverse knowledge and skills in the work of a designer is a problem in vocational education, which mainly focuses on the artistic aspect of design. The aim of this article is to analyze the specifics of User Interface Design, its relation to User Experience Design, to determine the User Interface designer professional skills and how to acquire them. Research methods – theoretical: literature research; empirical – questionnaire. Exploring educational opportunities in Experience Design and User Interface Design demonstrates the need for Video game Interface study programs, particularly in the Latvian context. As the curriculum is traditionally designed for narrowly focused specialization, it would be appropriate to develop study modules for User Interface Design that include acquiring both graphics, game design and programming skills. The results of the video game developer survey demonstrate the role of practice in improving professional experience. 

scholarly journals Using the 3D Virtual Environments for Teaching: Report from the Field

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 125-130 ◽  
Author(s):  
Maja Pivec
Keyword(s):  
Social Interaction ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Wide Scope ◽  
Course Structure ◽  
3D Virtual World ◽  
3D Virtual Environments

Using the 3D Virtual Environments for Teaching: Report from the FieldVirtual worlds represent a powerful media for instruction, offering a wide scope of tools for social interaction and innovation in learning that encourages student participation. Supported by the AVATAR course, teachers were able to productively create teaching and learning environments that support the needs of learners of diverse linguistic, cultural and economic backgrounds, all within a safe virtual environment. This paper outlines the AVATAR course structure, delivery, experiences, and post course reflections on teaching within a 3D virtual world.

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