Design Process for Accessible Virtual Reality Learning Environments

2020 ◽  
pp. 170-183
Author(s):  
Zeoli Antonio Maldonado
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Learning Environments ◽  
Design Process ◽  
People With Disabilities ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Education Industry

Virtual reality has captured the attention of people. Since virtual reality has become more realistic, with the evolution of the technology like the innovation of smartphones, it has been more accessible for society, and many industries have begun research on the application of VR for training and for learning about certain specific topics as it allows reducing accidents and maximizes safety. Their use in the education industry has been best seen as a tool to complement certain issues that may be difficult to understand since it can allow one to virtually move to certain areas from safe areas. However, the development virtual environments is not fully specialized to implicitly include and promote learning, much less the consideration of people with disabilities. The main objective of this chapter is the presentation of a design process for the development of virtual learning environments that allows accessibility.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

The Affordances of 3D Virtual Learning Environments

2019 ◽  
pp. 106-123
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

The Affordances of 3D Virtual Learning Environments

2018 ◽  
pp. 92-109
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

Perception of Communication in Virtual Learning Environments

2019 ◽  
pp. 1973-1987
Author(s):  
Latonia M. Ayscue
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Design Process ◽  
Virtual Learning ◽  
Sensory Systems ◽  
Learning Objectives ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Instructional Design Process ◽  
Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

Assessment of the Effectiveness of Distance Learning Courses and of Interactive Processes in Virtual Learning Environments

2011 ◽  
pp. 342-364
Author(s):  
Francisco Villa Ulhôa Botelho ◽  
Rosa Maria Vicari
Keyword(s):  
Distance Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Study Groups ◽  
Virtual Learning Environments ◽  
Learning Group ◽  
Speech Features ◽  
Distance Courses

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.

Implementing Augmented Reality Into Immersive Virtual Learning Environments

2021 ◽  
pp. 102-118
Author(s):  
Pooja Siddharth Sukhdeve
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Design Process ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Background Information ◽  
Immersive Learning ◽  
Artificial Environment

Technology is ever-changing and ever-growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as computers, tablets, and smartphones. This chapter discusses the immersive learning process and the usage of AR into a simulated or in an artificial environment. Discussed is the background information on how the AR use in educational industries and the design process of AR immersive learning environment. The chapter also evaluates the benefits if immersive learning and AR.

Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

2014 ◽  
Vol 10 (2) ◽  
pp. 62-74
Author(s):  
Hazar Dib ◽  
Nicoletta Adamo-Villani ◽  
Stephen Garver
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
General Assumption ◽  
Virtual Learning Environments ◽  
Graphical Representations ◽  
Cognitive Value ◽  
Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, ‘chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.

Virtual reality and mixed reality for virtual learning environments

2006 ◽  
Vol 30 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Zhigeng Pan ◽  
Adrian David Cheok ◽  
Hongwei Yang ◽  
Jiejie Zhu ◽  
Jiaoying Shi
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mixed Reality ◽  
Virtual Learning ◽  
Virtual Learning Environments

Virtual Learning Environments for a New Teaching Methodology

2019 ◽  
pp. 226-241
Author(s):  
Iolanda Caponata ◽  
Anna Pietra Ferraro
Keyword(s):  
Learning Environment ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Active Participation ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Teaching Unit

The potential and new educational perspectives offered by virtual environments are the arguments with which you want to highlight the opportunity, through the experience of the simulation offered by environments such SecondLife®, to organize and expand the involvement and motivation of pupils through active participation. It will be explained, in detail, how to plan a lesson in SecondLife® after having designed and built a learning environment by creating Holodeck, Teleport, Script, and the use of numerous Tools needed to implement a teaching unit.

Virtual Learning Environments for a New Teaching Methodology

2017 ◽  
pp. 76-91
Author(s):  
Iolanda Caponata ◽  
Anna Pietra Ferraro
Keyword(s):  
Learning Environment ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Active Participation ◽  
Virtual Learning Environments ◽  
Teaching Methodology ◽  
Teaching Unit

The potential and new educational perspectives offered by virtual environments are the arguments with which you want to highlight the opportunity, through the experience of the simulation offered by environments such SecondLife®, to organize and expand the involvement and motivation of pupils through active participation. It will be explained, in detail, how to plan a lesson in SecondLife® after having designed and built a learning environment by creating Holodeck, Teleport, Script, and the use of numerous Tools needed to implement a teaching unit.

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