Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

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, such as diagrams, or more realistic, such as virtual reality. In the first part of the chapter, the authors present theories that guide the research on learning with visualizations, report different visualization taxonomies, and discuss the differences between realistic and schematic visualizations. In the second part, the authors discuss surveying education and describe a study that investigated the effect of the type of visualization on students' learning of surveying practices. The study compared two virtual learning environments, one with realistic visualizations of terrains and instruments, and one with schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who interacted with the realistic visualizations versus those who interacted with the schematic ones.

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Authoring Adaptive 3D Virtual Learning Environments

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch033 ◽

2016 ◽

pp. 714-733 ◽

Cited By ~ 2

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.

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Online Virtual Learning Environments

International Journal of Systems and Service-Oriented Engineering ◽

10.4018/ijssoe.2014010101 ◽

2014 ◽

Vol 4 (1) ◽

pp. 1-20 ◽

Cited By ~ 2

Author(s):

Nicoletta Adamo-Villani ◽

Hazar Dib

Keyword(s):

Learning Environments ◽

Undergraduate Students ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Self Directed Learning ◽

Web Based ◽

Complex Information ◽

Directed Learning ◽

Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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Virtual reality and mixed reality for virtual learning environments

Computers & Graphics ◽

10.1016/j.cag.2005.10.004 ◽

2006 ◽

Vol 30 (1) ◽

pp. 20-28 ◽

Cited By ~ 238

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

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Developing research capacities for undergraduate students using instructional strategies in virtual learning environments

Apertura ◽

10.32870/ap.v12n1.1842 ◽

2020 ◽

Vol 12 (1) ◽

Author(s):

Danilo Pástor Ramírez ◽

◽

Gloria de Lourdes Arcos Medina ◽

Agustín Lagunes Domínguez

Keyword(s):

Instructional Strategies ◽

Learning Environments ◽

Undergraduate Students ◽

Virtual Learning ◽

Virtual Learning Environments

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Online Virtual Learning Environments

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch002 ◽

2016 ◽

pp. 16-37

Author(s):

Nicoletta Adamo-Villani ◽

Hazar Dib

Keyword(s):

Learning Environments ◽

Undergraduate Students ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Self Directed Learning ◽

Web Based ◽

Complex Information ◽

Directed Learning ◽

Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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Online Virtual Learning Environments

Mobile Computing and Wireless Networks ◽

10.4018/978-1-4666-8751-6.ch015 ◽

2016 ◽

pp. 327-348

Author(s):

Nicoletta Adamo-Villani ◽

Hazar Dib

Keyword(s):

Learning Environments ◽

Undergraduate Students ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Self Directed Learning ◽

Web Based ◽

Complex Information ◽

Directed Learning ◽

Interactive 3D

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

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Design Process for Accessible Virtual Reality Learning Environments

UXD and UCD Approaches for Accessible Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2325-4.ch010 ◽

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.

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Fancy or Efficiency?

Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1238-8.ch014 ◽

2020 ◽

pp. 336-360

Author(s):

Maria Denami ◽

Pascal Marquet

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Learning Environments ◽

Virtual Learning ◽

Instructional Designer ◽

Virtual Learning Environments ◽

Cancer Drugs ◽

Or Efficiency ◽

Anti Cancer ◽

User Friendly

With the democratization of informatics technologies, there is a new demand for more advanced Virtual Learning Environments (VLE) and also fancy training devices that integrate technologies like Augmented Reality (AR) or Virtual Reality (VR). The fact that these solutions are now affordable makes the learning managers dream about having realistic simulations for training. When delivered, sometimes customers are not satisfied because the software is often complex, not user-friendly enough, or not compatible with the computer fleet of the company. Consequently, professionals show a preference for the old training solution. In this chapter, the crash case of a French university commissioning a simulator on VR for training operators on the production of anti-cancer drugs will be presented. The authors will highlight the reasons that made this training not adapted to the field in which the training takes place, then, explain which guidelines an effective instructional designer should take into consideration while developing the training solution.

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Collaboration and the Use of Three Dimensional Interface within a Virtual Learning Environment

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch709 ◽

2012 ◽

pp. 1493-1505

Author(s):

Brian G. Burton ◽

Barbara Martin ◽

Doug Thomas

Keyword(s):

Learning Environment ◽

Virtual Environment ◽

Learning Environments ◽

Undergraduate Students ◽

Learning Process ◽

Three Dimensional ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Community Of Learners

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

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