Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

2014 ◽  
Vol 5 (2) ◽  
pp. 18-40 ◽  
Author(s):  
Andrey Smorkalov ◽  
Mikhail Fominykh ◽  
Mikhail Morozov
Keyword(s):  
Learning Curve ◽  
Virtual Worlds ◽  
Virtual World ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Generation Model ◽  
Network Resources ◽  
Steep Learning Curve ◽  
Technical Requirements ◽  
Texture Generation

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.

Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

2015 ◽  
pp. 1246-1269
Author(s):  
Andrey Smorkalov ◽  
Mikhail Fominykh ◽  
Mikhail Morozov
Keyword(s):  
Learning Curve ◽  
Virtual Worlds ◽  
Virtual World ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Generation Model ◽  
User Evaluation ◽  
Network Resources ◽  
Technical Requirements ◽  
Texture Generation

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

The Current State and Future Potential of Virtual Worlds

2011 ◽  
pp. 2535-2543
Author(s):  
John M. Artz
Keyword(s):  
Information Technology ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Three Dimensional ◽  
Social Implications ◽  
Application Technology ◽  
Current State ◽  
Future Potential

Virtual worlds, while not a new phenomenon, have come to the foreground of information technology in the past few years largely due to the growth of Second Life, a three dimensional, global virtual world that has captured the imagination of millions. This article provides some background on this virtual world phenomenon providing both a history and a classification of virtual world technology. It then focuses on Second Life discussing the application, technology, and social implications. Included in the discussion are some current initiatives such as the open source client and server projects and the implications of those initiatives. Finally, we provide some speculation on the future potential of virtual world technology as an extrapolation of the current trajectory.

A 360-Degree Perspective of Education in 3-D Virtual Worlds

2010 ◽  
pp. 291-309
Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau
Keyword(s):  
Collaborative Learning ◽  
Literature Review ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Educational Experiences ◽  
Three Dimensional ◽  
Educational Opportunities ◽  
Virtual World Environments ◽  
The Impact

Three-dimensional virtual world environments are providing new opportunities to develop engaging, immersive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. Hence, virtual worlds are presenting opportunities for students to engage in both constructivist and collaborative learning. To assess the impact of the use of virtual worlds on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on the review, educational opportunities in virtual worlds and gaps in meeting pedagogical objectives are discussed. Practical and research implications are also addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.

Virtual Worlds for Children with Medical Conditions

2013 ◽  
pp. 1-23
Author(s):  
Marina U. Bers ◽  
Kathryn A. Cantrell
Keyword(s):  
Youth Development ◽  
Virtual Worlds ◽  
Virtual World ◽  
Psychosocial Support ◽  
Technological Development ◽  
Three Dimensional ◽  
Virtual Community ◽  
Innovative Technology ◽  
Medical Conditions ◽  
Three Dimensional Objects

This chapter describes an innovative, technology-based intervention for children with critical medical conditions that utilizes the Zora virtual world. Most specifically, the chapter describes two experiences, one with post-transplant pediatric patients and the other with pediatric cancer patients who participated in Zora. The virtual experience was designed to address issues of school transition and medical adherence, while offering psychosocial support in the context of a virtual community of peers. The design of the Zora virtual world is informed by the Positive Technological Development (PTD) framework which was inspired by Positive Youth Development (PYD). In Zora, users can communicate with each other via real-time chat and participate in open-ended guided activities to create a social network of peers. They can also build the personal and public spaces in the virtual city, create interactive characters and write stories for three-dimensional objects.

Yesterday, Today and Tomorrow's Recognition of Industry Applications within Virtual Worlds

2010 ◽  
pp. 132-161
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith ◽  
Virginia Dickenson
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Industry Applications ◽  
Primary Focus ◽  
Case Based

The primary focus of this chapter is to provide an analysis of business and industry case-based implementations of instructional opportunities within the Second Life three-dimensional virtual world environment, so as to delineate distance learning instructional achievements within virtual worlds and engage in a discussion related to potential implications for higher education. This provides the essential link between distance learning imperatives within the business and industry realm through a meta-analysis of industry’s virtual world distance learning case-based projects. This analysis offers a framework through which to emphasize the strengths and weaknesses of distance learning projects from yesterday and today, with implications towards tomorrow’s higher education distance education learning environments within virtual worlds. The framework through which this occurs is a focused presentation of the cases under review, followed by discussions related to: major areas of concern, integral distance activilearning considerations, successes of the business and industry world within virtual worlds; and potential implications for higher education distance learning within virtual worlds. As there is significant interest in the implementation of distance learning opportunities within virtual words displayed by the business and industry realm, there are innumerable “lessons learned” that will benefit higher education as institutions further enhance their distance learning opportunities within three-dimensional virtual world gaming environments.

scholarly journals Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences

2014 ◽  
pp. 33-58 ◽  
Author(s):  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Effective Components ◽  
Analysis And Synthesis

This study offers recommendations and a model for other teacher educators who are interested in training teachers in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for their own teaching. Twelve special education teachers collaboratively explored the usability of Second Life (SL) for special education by completing a full inquiry cycle to develop the ability to make informed decisions about the affordances and challenges of virtual world teaching and to help identify effective components for virtual worlds teacher training. Ten educational SL islands were explored critically. Mixed-methods data analysis and triangulation were based on the analysis and synthesis of a preliminary survey, a mid-reflection after several virtual explorations, the collaborative analysis of an existing SL lesson plan, the collaborative development of a SL lesson plan, a post-reflection, and a post-survey. Several key benefits of 3D IVWs for special education students emerged from the qualitative analyses, namely social skills practice, collaborative learning towards a joint goal with a competitive element, and increased motivation to participate, especially for topics that would otherwise be perceived as boring. The qualitative data informed the development of guidelines for virtual worlds teacher training and the elements of an ideal SL island designed for special education. The change of attitude towards the usability of virtual worlds in education as a result of the workshop was not statistically significant.

scholarly journals Machinima and ethnographic research in three-dimensional virtual worlds

2012 ◽  
Vol 9 (2) ◽  
pp. 292-318 ◽  
Author(s):  
Débora Krischke Leitão ◽  
Laura Graziela Gomes
Keyword(s):  
Video Games ◽  
Real Time ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Three Dimensional ◽  
Ethnographic Research ◽  
3D Graphics ◽  
Ethnographic Data

In this paper we propose to share our experience of ethnographic research in the virtual world Second Life. We intend to narrate our experience producing machinima the method we used to enter the field and interact with residents. The production of films from the software and or hardware of video games or other real-time 3D graphics programs is called machinima. Our goal here is to discuss the possibility of using machinima as a technique for obtaining, presenting and interpreting ethnographic data.

Design Process of Three-Dimensional Multi-User Virtual Environments (3D MUVEs) for Teaching Tree Species

2020 ◽  
pp. 117-137
Author(s):  
Gamze Mercan ◽  
Dilek Doğan ◽  
Pınar Köseoğlu ◽  
Hakan Tüzün
Keyword(s):  
Design Process ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Tree Species ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Instructional Design Process ◽  
Faculty Of Education

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the course. Also, participants were involved in the role of both learner and instructional designer.

Sign in / Sign up

Export Citation Format

Share Document