Editorial

It is my pleasure to introduce you the first issue of the SBC Journal on 3D Interactive Systems (JIS) in 2012. This issue contains three original papers, which surprisingly cover the same research topic, the development of virtual reality systems. The conception of fully interactive virtual reality systems is still a challenge. To choose the best interaction techniques and devices to each application task, to combine different technologies in a single system, to quickly prototype these systems, and to fulfill the expectations of the final user are just some few examples of problems that need to be faced by developers. The use of virtual reality and 3D interaction is yet new and there is not sufficient standards to follow in order to succeed. The first paper of this issue, “Visual Programming for Virtual Reality Applications Based on InTml”, was written by Pablo Figueroa, Santiago Gil, Raul Oses, Juan Toro, Catalina Rodriguez, Christian Benavides and Esteban Correa, from Colombia. The paper presents VPE, a visual programming environment developed to help in the development of portable virtual reality applications. More than this, the authors report advantages and drawbacks of their approach and share with us the lessons learned with this work. The paper “Assessment Systems for Training Based on Virtual Reality: A Comparison Study” authored by Ronei M. Moraes and Liliane S. Machado, from Brazil, discusses some of the challenges to construct a medical simulator based on virtual reality. An important question concerning the use of virtual reality based training is how to know when the user will be ready to practice in real situations. In this paper, the authors compared four methodologies for online assessment. The goal is to identify methods that could be used to reconfigure the simulation according to users’ performance in real time. I invite you to read the paper and make your own choices. The third and last paper, “Experiences with Virtual Learning Using 3D Interactive Systems for Education and Training”, was written by Damian Schofield, from USA, and is also related to virtual reality simulators. The author presents a virtual learning environment (ViRILE) developed by his group and uses it to highlight the complex operational problems that have been encountered during the process. In this paper, the lessons learned with the experience are extrapolated into general guidelines that are here shared with the readers. We hope this issue will fulfill your expectations. Enjoy it!

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Learning Rationales and Virtual Reality Technology in Education

Journal of Educational Technology Systems ◽

10.2190/4j65-a2al-p58b-5nw6 ◽

1995 ◽

Vol 23 (4) ◽

pp. 327-336 ◽

Cited By ~ 5

Author(s):

Guey-Fa Chiou

Keyword(s):

Virtual Reality ◽

Situated Learning ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Technology In Education ◽

Learning Material ◽

Integrated Learning ◽

Virtual Reality Technology ◽

Modeling Technology ◽

Case Based Learning

Virtual reality technology has many potentials to be applied to help learning. Learning rationales are required to guide the design of virtual reality technology-based learning (VR-Based Learning). Constructionism, case-based learning, problem-based learning, and situated learning are considered as appropriate rationales. An integrated learning rationale and design models based on the integrated learning rationale for VR-based learning are needed. Beliefs about information technology in education were used as guidelines to discuss the application of virtual reality technology to design virtual learning environment, virtual learning material, and virtual learning tool. Virtual reality technology is a modeling technology, education is a modeling process, combining these two modeling approaches is natural and necessary.

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Editorial - Special Issue on VR and HCI Labs

Journal of Interactive Systems ◽

10.5753/jis.2011.565 ◽

2011 ◽

Vol 2 (2) ◽

pp. 1

Author(s):

Fátima L.S. Nunes ◽

Carla Dal Sasso Freitas

Keyword(s):

Virtual Reality ◽

Multimodal Interaction ◽

Interactive Systems ◽

Special Issue ◽

Prospective Students ◽

3D Interaction ◽

Single Issue ◽

Whole Process ◽

Editorial Special Issue ◽

First Time

This special issue of the SBC Journal on 3D Interactive Systems is dedicated to the dissemination of the activities of several groups working on virtual reality, 3D graphics, 3D interaction, multimodal interaction and related themes in Brazil and other countries. Through this initiative the SBC Journal on 3D Interactive Systems is innovating: it is the first time that a Brazilian journal publishes, in a single issue, information regarding different laboratories for prospective students and potential collaborators.The papers selected for this issue introduce Virtual Reality, Graphics and Human Computer Interaction laboratories, their mission and goals, as well as interesting results from their recent projects. This will benefit the scientific community as a whole. It is a special opportunity for the different research groups to introduce themselves, describe their interests and areas of activity, as well as their research directions, thus enabling contacts and potential cooperation.We received 30 manuscripts and, after a peer review phase, we selected 26 technical communications. Most of the VR and CG research laboratories in Brazil are represented; some are more dedicated to virtual reality and graphics applications, others also work with image processing for improving interaction. We also received interesting contributions from laboratories in other countries like Czech Republic, Denmark, Germany, New Zealand, Spain, Switzerland and United Kingdom, as well as from a trans-national group involving Belgium, France, Italy, Germany, Georgia, Hungary, Netherlands, Poland, Spain and United Kingdom.In a general way, readers will find information about research on interaction devices, gesture recognition-based interaction, collaborative interaction, and innovative ways of interaction with tablets and walls. Also several 3D interactive visualization and rendering techniques are well explored by VR and CG researchers. Applications related to health care, chemistry, arts, among others, are some of the topics that the labs are pursuing in their projects. All the groups are interested in receiving students and establishing collaboration for new projects. Thus, we hope the content of the papers here presented can help researchers in finding partners and, in this way, improving their contribution to the fields of VR, CG and HCI.We would like to express our thanks to the editor-in-chief, Luciana Nedel, for inviting us to be guest editors, but mainly for shaping the idea of this special issue. We also thank the reviewers for their help with insightful revisions, and the authors for their interesting contributions as well as for the willingness in the whole process of preparing this issue.

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3D Virtual Learning Environment for Engineering Students

Web-Based Engineering Education ◽

10.4018/978-1-61520-659-9.ch004 ◽

2011 ◽

pp. 42-52

Author(s):

M. Valizadeh ◽

B. Noroozi ◽

G. A. Sorial

Keyword(s):

Virtual Reality ◽

Engineering Students ◽

Three Dimensional ◽

Virtual Learning ◽

3D Models ◽

Essential Elements ◽

Virtual Learning Environment ◽

Meaningful Context ◽

3D Environments ◽

Different Shapes

Virtual Reality and Virtual Learning Environments have become increasingly ambiguous terms in recent years because of essential elements facilitating a consistent environment for learners. Three-dimensional (3D) environments have the potential to position the learner within a meaningful context to a much greater extent than traditional interactive multimedia environments. The term 3D environment has been chosen to focus on a particular type of virtual environment that makes use of a 3D model. 3D models are very useful to make acquainted students with features of different shapes and objects, and can be particularly useful in teaching younger students different procedures and mechanisms for carrying out specific tasks. This chapter explains that 3D Virtual Reality is mature enough to be used for enhancing communication of ideas and concepts and stimulate the interest of students compared to 2D education.

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Evaluating interactive systems from an emotional perspective

Revista Guillermo de Ockham ◽

10.21500/22563202.42 ◽

2014 ◽

Vol 12 (1) ◽

pp. 43

Author(s):

Yenny Alexanra Méndez Alegria ◽

Cesar Alberto Collazos Ordóñez ◽

Antoni Granollers Saltiveri ◽

Alfredo Sanchez Huitr

Keyword(s):

Learning Environment ◽

Virtual Learning ◽

Evaluation Methods ◽

Virtual Learning Environment ◽

Interactive Systems ◽

System Usage ◽

Preliminary Results ◽

Preliminary Work ◽

Detection Mechanisms ◽

Selection Of

<p>In this paper, we introduce a model that aims to provide guidelines that will strengthen the evaluation of interactive systems by assisting in the identification and analysis of emotions evoked by users during system usage. We briefly discuss related projects that have included emotions in the evaluation of interactive systems. The research presented here is a preliminary work towards the inclusion of emotions during the evaluation of interactive systems. Our model is presented including details of each of its phases. We discussed preliminary results of the application of the model to evaluating a Virtual Learning Environment. Our approach comprises four major phases: Selection of relevant emotions; analysis of relationships between emotions and interactive systems; selection of detection mechanisms; and application of evaluation methods.</p>

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CAL-CBT Based Virtual Learning and Training in Machining Engineering. A Case Study: CNC Lathe

Materials Science Forum ◽

10.4028/www.scientific.net/msf.625.19 ◽

2009 ◽

Vol 625 ◽

pp. 19-28 ◽

Cited By ~ 2

Author(s):

Moisés Batista ◽

Miguel Álvarez ◽

Manuel Sánchez-Carrilero ◽

Jorge Salguero ◽

Mariano Marcos Bárcena

Keyword(s):

Virtual Learning ◽

Virtual Learning Environment ◽

Educational Methods ◽

Teaching Objectives ◽

Cnc Lathe ◽

The University ◽

Computer Aided Learning ◽

And Training ◽

Special Relevance

Computer-Aided Learning is currently applied for improving educational methods in order to reach teaching objectives in experimental fields, which are in a continuous renovation process. So, handling new machines learning cannot be usually carried out in Teaching Centres because of the high economical inversion required. Furthermore, the number of students / number of machines ratio is too high. This acquires special relevance in technical studies where practical learning is essential. In this work, a virtual learning and training application for a CNC lathe is presented into a virtual learning environment developed in the Manufacturing Engineering Labs of the University of Cadiz.

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PENELITIAN EVALUASI PENYELENGGARAAN DIKLAT JARAK JAUH (DJJ)

EDUKASI Jurnal Penelitian Pendidikan Agama dan Keagamaan ◽

10.32729/edukasi.v10i1.153 ◽

2012 ◽

Vol 10 (1) ◽

Author(s):

Hayadin Hayadin

Keyword(s):

Distance Education ◽

Virtual Learning ◽

Education And Training ◽

Virtual Learning Environment ◽

Survey Method ◽

Training Center ◽

On Line ◽

Site Internet ◽

And Training ◽

Ict Competencies

AbstractThis study aims at determining the context, input, process and output of distance education and training organized by the Ministry of Religious Affairs since 2009. This study used the survey method at research sites covering Jakarta education and training center, Bandung education and training center, Surabaya education and training center, Semarang education and training center, Denpasar education and training center, Banjarmasin education and training center, Makassar education and training center, Padang education and training center, Palembang education and training center and Medan education and training center. The data collection was done by interviews, questionnaires, observations, and study of documents. The study concluded that distance education and training of technical personnel conducted since 2009 at 4 education and training centers and in 2010 at the entire education and training centers (12 education and training centers) have contributed to three things: a). Increasing the number of education and training participants, b). Providing ICT competencies to lecturers and staff of education and training centers to be on-line tutors and administrators of distance education and training, and c). Providing Virtual Learning Environment (VLE), hardware and software in the form of internet websites with contents that support the distance learning.AbstrakPenelitian ini bertujuan untuk mengetahui konteks, input, proses dan output penyelenggaraan diklat jarak jauh yang diselenggarakan oleh Kementerian Agama RI sejak tahun 2009. Penelitian ini menggunakan metode survei, pada lokasi penelitian yang meliputi balai diklat Jakarta, balai diklat Bandung, balai diklat Surabaya, balai diklat Semarang, balai diklat Denpasar, balai diklat Banjarmasin, balai diklat Makassar, balai diklat Padang, balai diklat Palembang dan balai diklat Medan. Pengumpulan data menggunakan teknik wawancara, angket, observasi, dan studi dokumen. Penelitian menyimpulkan bahwa penyelenggaraan diklat jarak jauh tenaga teknis dilaksanakan sejak tahun 2009 pada 4 balai diklat dan pada tahun 2010 pada seluruh balai diklat (12 BDK) telah memberikan kontribusi terhadap tiga hal, yaitu: a). Meningkatkan jumlah peserta diklat; b). Memberikan kompetensi TIK kepada widyaiswara dan staf balai diklat untuk menjadi tutor on-line dan administrator diklat-jarak jauh; dan c). Menyediakan Virtual Learning Environtment (VLE), hardware dan software dalam bentuk web-site internet dengan content yang mendukung pembelajaran jarak jauh.

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Guidelines for Learning : Using 3D Interactive Systems for Education and Training

Journal of Interactive Systems ◽

10.5753/jis.2012.609 ◽

2012 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Damian Schofield

Keyword(s):

Virtual Reality ◽

Learning Environment ◽

Learning Environments ◽

Computer Games ◽

Interactive Learning ◽

Visual Learning ◽

Virtual Learning Environment ◽

Interactive Systems ◽

Interactive Learning Environment ◽

Management Procedures

Advanced 3D virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic 3D, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries and educational application areas. Virtual Reality (VR) simulators represent a powerful tool for learning and teaching. The idea is not new. Flight simulators have been used for decades to train pilots for both commercial and military aviation. These systems have advanced to a point that they are integral to both the design and the operation of modern aircraft [1, 2]. There are a number of lessons that can be learned from other industries that have successfully utilised virtual training and learning systems for a number of years. Generic rules of thumb regarding the specification, development, application and operation of these learning environments can be garnered from other industrial training systems and examined in an educational context [3, 4, 5]. This paper will introduce a virtual learning environment which has been developed by the authors. During the implementation of this, and other, visual learning environments a number of complex operational problems have been encountered, these have required a number of innovative solutions and management procedures to be developed. The paper will also discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of VR based educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment). This software is designed for use by undergraduate chemical engineers and simulates the configuration and operation of a polymerisation plant.

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Visual Programming for Virtual Reality Applications Based on InTml

Journal of Interactive Systems ◽

10.5753/jis.2012.607 ◽

2012 ◽

Vol 3 (1) ◽

pp. 1

Author(s):

Pablo A Figueroa

Keyword(s):

Virtual Reality ◽

Code Generation ◽

Visual Programming ◽

Lessons Learned ◽

Domain Specific Language ◽

Graphical Modeling ◽

Model Driven ◽

Domain Specific ◽

Visual Description ◽

Runtime Environments

This paper presents our work on a visual programming environment (VPE) for portable, implementation-independent, virtual reality (VR) applications. Previously, we have defined InTml, the Interaction Techniques Markup Language , a domain specific language for VR applications, and some initial, command-line based development tools. By using the concept of Model Driven Development (MDD) and with the aid of tools from the Eclipse Graphical Modeling Project (GMF), we built an IDE for VR applications, that allows the visual description of components, application creation, and code generation to targeted runtime environments in C++, Java, and ActionScript. We report some advantages and shortcomings in this approach for tool development, some results from our preliminary user studies and lessons learned. In general, an MDD based approach to VPE is challenging both in terms of learning curve and usability of the final IDE.

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