scholarly journals Effects of Virtual World Environments in Student Satisfaction

2011 ◽  
Vol 2 (1) ◽  
pp. 29-48 ◽  
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Design Elements ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

Effects of Virtual World Environments in Student Satisfaction

2013 ◽  
pp. 203-221 ◽  
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics ◽  
Virtual World Environments

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

Effects of Virtual World Environments in Student Satisfaction

2012 ◽  
pp. 1091-1109
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas
Keyword(s):  
Student Satisfaction ◽  
Virtual Worlds ◽  
Architectural Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Educational Facilities ◽  
Space Design ◽  
E Learning ◽  
Design Characteristics ◽  
Virtual World Environments

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

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.

scholarly journals Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments

2013 ◽  
pp. 1382-1404
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.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning

2019 ◽  
pp. 77-105
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas ◽  
Martin Loomes
Keyword(s):  
Architectural Design ◽  
Ad Hoc ◽  
Virtual Learning Environment ◽  
Individual Student ◽  
Information Retention ◽  
Virtual Spaces ◽  
Architectural Features ◽  
Educational Spaces ◽  
E Learning ◽  
Design Characteristics

This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning

2019 ◽  
pp. 474-502
Author(s):  
Noha Saleeb ◽  
Georgios A. Dafoulas ◽  
Martin Loomes
Keyword(s):  
Architectural Design ◽  
Ad Hoc ◽  
Virtual Learning Environment ◽  
Individual Student ◽  
Information Retention ◽  
Virtual Spaces ◽  
Architectural Features ◽  
Educational Spaces ◽  
E Learning ◽  
Design Characteristics

This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

Investigating Architectural and Space Design Considerations for Post-Traumatic Stress Disorder (PTSD) Patients

2018 ◽  
Vol 62 (1) ◽  
pp. 1722-1726 ◽  
Author(s):  
Kunal Khanade ◽  
Carolina Rodriguez-Paras ◽  
Farzan Sasangohar ◽  
Sarah Lawley
Keyword(s):  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Situational Awareness ◽  
Stress Disorder ◽  
Well Being ◽  
Design Guidelines ◽  
Post Traumatic Stress ◽  
Design Elements ◽  
Space Design ◽  
Post Traumatic

Post-Traumatic Stress Disorder (PTSD) is a prevalent condition among the general U.S. population but in particular for veterans. Anecdotal evidence points to the effect of urban design features on mental well-being of PTSD patients. However, evidence-based architectural and space design guidelines for PTSD patients is largely absent. Such guidelines might alleviate PTSD symptoms and improve patients’ quality of life. Interviews were conducted with combat veterans who were diagnosed with PTSD (sub population focus) to gain insights into their thoughts, needs, expectations, and experiences with physical indoor and out-door spaces. The findings suggest that certain indoor and outdoor design elements such as sharp corners, narrow pathways, blind spots, etc. increase anxiety and leads to triggers while soothing features (e.g. open spaces, situational awareness providing features such as lack of clutter or open floor plans) can relax veterans.

scholarly journals Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka

2021 ◽  
Vol 13 (21) ◽  
pp. 11749
Author(s):  
Sujeewa Hettiarachchi ◽  
BWR Damayanthi ◽  
Shirantha Heenkenda ◽  
DMSLB Dissanayake ◽  
Manjula Ranagalage ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Learning Experience ◽  
Equation Modeling ◽  
Sri Lankan ◽  
Learner Motivation ◽  
Self Regulated Learning ◽  
E Learning ◽  
Students Satisfaction

This quantitative study investigated the determinants of students’ satisfaction with their online learning experience at Sri Lankan universities during the COVID-19 pandemic. The data was collected from 1376 undergraduates enrolled in various courses in humanities and social sciences at three state-owned universities in the country. The results of the Structural Equation Modeling (SEM) revealed that the independent variables of the model, namely perceived learner motivation, perceived challenges of e-learning, and interaction significantly affected students’ satisfaction with their new online learning experience. Out of the three variables, learner motivation exerted the strongest effect on students’ satisfaction, implying the crucial role self-regulated learning—characterized by motivation—plays in online learning environments. The study has several implications for both creating and ensuring the long-term sustainability of productive and student-friendly online learning spaces in higher education.

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