scholarly journals MOBILE TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENTS

2021 ◽  
Vol 75 (3) ◽  
pp. 197-204
Author(s):  
G. Tkach ◽  
◽  
N. Kerimbayev ◽  
N. Nurym ◽  
A. Akramova ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Human Life ◽  
Virtual Learning ◽  
Training System ◽  
Virtual Learning Environments ◽  
Mobile Technologies ◽  
Effective Feedback ◽  
The Subject

The issues and problems of mobile learning in virtual environments have gained widespread academic and commercial recognition in recent years. Although the evolution of wireless technologies and the number of mobile applications is impressive, the issues of widespread use of mobile technologies in virtual learning environments are not well represented. Immersive digital technologies, which are spreading in all spheres of human life, are increasingly being introduced into the educational environment. Mobile technologies in the learning process have become the subject of much modern research. This article describes the design of a training system consisting of mobile technologies used in virtual environments. This work makes an attempt to show the change in the mechanisms of functioning and implementation of the education system in the conditions of virtual learning environments. It is expected that the proposed work will make the organization of virtual learning effective, practical and ergonomic, provide a learning process aimed at mastering the result. Mobile technologies are technical support for the learning virtual environment, under the influence of which significant changes occur in the process of assimilating knowledge, implementing mobile, highly effective feedback.

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.

Faculty's Examination of Virtual Learning Strategies to Communicate With Students

2017 ◽  
pp. 42-60
Author(s):  
Cassandra Louise Sligh Conway ◽  
Yvonne Sims ◽  
Audrey McCrary Quarles ◽  
Diane M. Burnette ◽  
Stanley Melton Harris ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Strategies ◽  
Learning Process ◽  
Communication Strategies ◽  
Virtual Learning ◽  
Effective Communication ◽  
Virtual Learning Environments ◽  
Communication Process ◽  
Future Directions

Faculty's examination of virtual learning strategies to communicate with students is essential. Virtual learning is an innovative way to work with student s in higher education. The purpose of this effort is as follows: a) note strategies that can enhance the communication process with students and faculty during the virtual learning process; b) provide a review of contemporary research on virtual learning and activities; c) provide narratives from faculty in higher education that provide virtual learning environments and effective communication strategies to students. Authors from multiple disciplines provide their perceptions of virtual learning and some challenges or experiences in implementing activities to communicate with students in higher education. Their perception of using this type of learning with students is shared and common themes are discussed. In all efforts, there is a discussion of the benefits, purpose, and implications of this type of learning. Recommendations, strategies and future directions are presented.

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.

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.

U-Learning and Virtual Classrooms in Social Sciences Education

2020 ◽  
pp. 246-267
Keyword(s):  
Social Sciences ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Learning Model ◽  
Virtual Learning Environments ◽  
Mobile Technologies ◽  
Virtual Classrooms ◽  
Learning Modalities ◽  
Educational Processes

The development of internet, wireless devices, and sensors; the expansion of the use of mobile technologies; or the development of applications have enabled different ubiquitous learning modalities. u-Learning is an expanded model from e-learning and m-Learning with features such as mobile, collaborative, interactive, omni-synchronous, and experimental that fosters interaction and breaks limitations by place and time in the teaching and learning of social sciences, geography, and history. U-Learning is considered as a learning model that integrates technology in the assessment and monitoring of educational processes of the students, a learning model where virtual classrooms and virtual learning environments are highlighted. In a social context with a lack of civic engagement and democratic participation, interactive character of virtual classrooms, including social networks, is essential because they connect teachers, students, and parents in addition to encouraging participation in virtual learning environments.

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.

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.

scholarly journals Preparing for Industry 4.0 – Testing Collaborative Virtual Learning Environments with Students and Professional Trainers

2015 ◽  
Vol 8 (4) ◽  
pp. 14 ◽  
Author(s):  
Katharina Schuster ◽  
Lana Plumanns ◽  
Kerstin Groß ◽  
Rene Vossen ◽  
Anja Richert ◽  
...  
Keyword(s):  
Focus Groups ◽  
Virtual Environments ◽  
Learning Environments ◽  
Industry 4.0 ◽  
Engineering Students ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Physical Reality ◽  
Virtual Learning Environments ◽  
Collaborative Problem Solving

In consideration of future employment domains, engineering students should be prepared to meet the demands of society 4.0 and industry 4.0 – resulting from a fourth industrial revolution. Based on the technological concept of cyber-physical systems and the Internet of Things, it facilitates – among others - the vision of the smart factory. The vision of “industry 4.0” is characterized by highly individualized and at the same time cross-linked production processes. Physical reality and virtuality increasingly melt together and international teams collaborate across the globe within immersive virtual environments. In this context, a large market arises in the field virtual trainings, which means that professional trainers need to explore the potential of new learning settings. In the context of the development from purely document based management systems to complex virtual learning environments (VLEs), a shift towards more interactive and collaborative components within higher educational e-learning can be noticed, but is still far from being called the state of the art. As a result, engineering education is faced with a large potential field of research, which ranges from the technical development and didactical conception of new VLEs to the investigation of students’ acceptance or the proof of concept of the VLEs in terms of learning efficiency. This paper presents three corresponding qualitative studies: In a series of focus groups, it was investigated which kinds of VLEs students prefer in a higher education context. Building upon the results of the focus groups, a collaborative VLE was created within the open world game Minecraft. In two different studies this VLE was tested, first by students and then by professional trainers. First screenings of the video material of the studies indicate a connection between communicational behavior and successful collaborative problem solving in virtual environments. The majority of the trainers who participated in the second study ascribe the new technological possibilities great potential and would consider using it within their own trainings.

Improving Learning in Virtual Learning Environments Using Affective Pedagogical Agent

2020 ◽  
Vol 18 (4) ◽  
pp. 1-16
Author(s):  
Márcio Aurélio dos Santos Alencar ◽  
José Francisco de Magalhães Netto
Keyword(s):  
Social Interactions ◽  
Learning Environments ◽  
Emotional State ◽  
Human Life ◽  
Real Data ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Pedagogical Agent ◽  
Computational Identification

Emotions are part of human life, and they are present on several occasions, like decision making and in social interactions. Computational identification of emotions in texts can be useful in many applications, especially in distance learning courses. This research introduces an animated pedagogic agent, integrated to a Moodle virtual learning environment, with the objective of assisting the tutor in accompanying students, helping the students to acquire knowledge, identifying their emotions, and motivating the student to participate in activities and discussions. As a way of assessing students' emotional state, an experiment was conducted using real data from a completed course, involving students. The results obtained are promising, evidencing the importance of knowing the emotional state of the students, contributing to the learning process.

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