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.

scholarly journals Social presence and motivation in a three-dimensional virtual world: An explanatory study

2013 ◽  
Vol 29 (6) ◽  
Author(s):  
Rabia M. Yilmaz ◽  
F. Burcu Topu ◽  
Yuksel Goktas ◽  
Murat Coban
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Prospective Teachers ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
Real Life ◽  
Related Factors ◽  
Factors Affecting ◽  
Participant Satisfaction

<p>Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users' motivation levels and social presence are important. In this study, the motivation and social presence levels of 42 prospective teachers were measured as they engaged in an Open Simulator 3-D virtual world. Related factors affecting motivation and social presence levels were also examined. An explanatory mixed method design was used in this study. Interviews and three different questionnaires were employed. The quantitative results show that the motivation and social presence levels of the participants were high. The qualitative results also revealed several pertinent factors that are related to motivation and social presence. These factors, which include the particular environment and participant satisfaction, clearly affected motivation while the participants were learning new information. Other factors, such as being relaxed, effective communications, and not feeling lonely in the environment affected the social presence measures. Lastly, the participants perceived the environment as warm and sociable. The results suggest that these factors should be taken into account when 3-D virtual learning environments are being designed.</p><p> </p>

Adapting Three-Dimensional-Virtual World to Reach Diverse Learners in an MBA Program

2012 ◽  
pp. 1207-1219
Author(s):  
Rosalyn Rufer ◽  
Ruifang Hope Adams
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Three Dimensional ◽  
Diverse Learners ◽  
Multimedia Design ◽  
Teaching Pedagogy ◽  
Mba Program

The purpose of this chapter is to adapt instructional strategies to virtual world learning environment in Second Life and reach more diverse learners with different learning styles. Part of the approach will focus on learners who are visual as compared to auditory and kinesthetic. Additionally, the approach will examine how changes in pedagogical methods can be used to reach diverse learners with different learning styles in virtual learning environments. The major topics address how styles of learning were considered in designing an instructional strategy and how differences in learning styles were rationalized via learning in a virtual world. Thus student success can be correlated to teaching pedagogy, and hence modified to reach diverse learners. Suggestions are included for adapting a cognitive process combined with multimedia design principles in a virtual world.

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.

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.

Rethinking Cognition, Representations, and Processes in 3D Online Social Learning Environments

2008 ◽  
pp. 176-205 ◽  
Author(s):  
James G. Jones ◽  
Stephen C. Bronack
Keyword(s):  
Social Learning ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Three Dimensional ◽  
Social Environments ◽  
3D Virtual Worlds ◽  
Movement Artifacts ◽  
University Level ◽  
The University ◽  
Do So

Three-dimensional (3D) online social environments have emerged as viable alternatives to traditional methods of creating spaces for teachers and learners to teach to and to learn from one another. Robust environments with a bias toward peer-based, network-driven learning allow learners in formal environments to make meaning in ways more similar to those used in informal and in-person settings. These new created environments do so by accounting for presence, immediacy, movement, artifacts, and multi-modal communications in ways that help learners create their own paths of knowing using peer-supported methods. In this chapter, we will review the basics of the technologies and the theoretical underpinnings that support the development of such environments, provide a framework for creating, sustaining, and considering the effectiveness of such environments, and will conclude by describing two examples of 3D virtual worlds used to support course instruction at the university level.

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.

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.

Second Life

2013 ◽  
pp. 204-218
Author(s):  
Yvonne Masters ◽  
Sue Gregory
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Educational Institutions ◽  
Education Students ◽  
Teaching And Learning Environment

An increasing number of educational institutions are trialling the use of virtual worlds as teaching and learning environments, particularly for distance education students. In 2009 the authors have begun a research project to explore the efficacy of one such virtual world, Second Life, as a viable adjunct to other online learning experiences. However, it is now recognised that most academics have no experience of teaching in a virtual world. An integral aspect of our research is to examine whether a novice user of Second Life could quickly learn to teach effectively with this tool. The teaching experience is outlined from two points of view: the novice and the expert. The emergent themes are discussed and conclusions are made regarding the efficacy of Second Life as a teaching and learning environment for distance education students and the level of support that might be needed to assist other novices to teach in-world.

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