scholarly journals Virtual Chemical Engineering: Guidelines for E-Learning in Engineering Education

Seminar.net ◽  
2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Damian Schofield ◽  
Edward Lester
Keyword(s):  
Virtual Environments ◽  
Computer Games ◽  
Software Package ◽  
Chemical Engineering ◽  
Interactive Learning ◽  
Three Dimensional ◽  
Interactive Learning Environments ◽  
Interactive Learning Environment ◽  
E Learning ◽  
The University

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic three-dimensional, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries.The paper will discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of a range of educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment), software which simulates the configuration and operation of a polymerisation plant. This software package has been developed for use by undergraduate chemical engineers at the University of Nottingham.

Usability and Affordances for Teaching and Learning in Second Life

2012 ◽  
pp. 1307-1322
Author(s):  
Trevor Barker
Keyword(s):  
Virtual Environments ◽  
Small Groups ◽  
Second Life ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Task Completion ◽  
Science Students ◽  
The University ◽  
3D Virtual Environments

This chapter presents a summary of research undertaken at the University of Hertfordshire into the usability and affordances of three-dimensional (3D) virtual environments (VE) used in teaching and learning. Our earlier experimental work identified important variables related to individual differences and how these affected task completion, learning, and attitude to the environment. More recently the results of these laboratory-based empirical studies have been applied to teaching and learning in the Second Life virtual world. The results of two studies are presented with undergraduate Computer Science students. In the first study the affordances of the Second Life environment for project group working and teaching was evaluated. In the second study small groups of learners developed real world games and modified these for play in Second Life. Based on experiences from these studies, a set of recommendations related to the use of 3D virtual environments in teaching and learning is presented.

scholarly journals Comparative Study Of Platforms For E-Learning In The Higher Education

2008 ◽  
Vol 4 (8) ◽  
pp. 15-26
Author(s):  
Jose Mondejar-Jimenez ◽  
Juan-Antonio Mondejar-Jimenez ◽  
Manuel Vargas-Vargas ◽  
Maria-Leticia Meseguer-Santamaria
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Virtual Environments ◽  
Integrated Management ◽  
The Internet ◽  
Virtual Campus ◽  
University Environment ◽  
La Mancha ◽  
E Learning ◽  
The University

Castilla-La Mancha University has decided to implement two tools: WebCT and Moodle, Virtual Campus has emerged: www.campusvirtual.ulcm.es. This paper is dedicated to the analysis of said tool as a primary mode of e-learning expansion in the university environment. It can be used to carry out standard educational university activities in accordance with the guidelines set out by the new European Space for Higher Education. New needs continue to present themselves, not only with regard to the exchange of information and documents, but the complete and integrated management of teaching which is carried out using virtual environments and the Internet: e-learning.

scholarly journals Building Children’s Resilience through a Web-based Interactive Learning Environment: a Quasi-experiment with Primary-School Children (Preprint)

2021 ◽  
Author(s):  
Iolie Nicolaidou ◽  
Evi Stavrou ◽  
Georgia Leonidou
Keyword(s):  
Learning Environment ◽  
Emotion Recognition ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Control Group ◽  
Management Skills ◽  
Interactive Learning Environment ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Accessibility Issues

BACKGROUND Resilience is a person's mental ability to deal with challenging situations adaptively and is a crucial skill for managing stressful situations. Psychological resilience and finding ways to cope amidst a crisis is a highly relevant topic due to the recent coronavirus disease (COVID-19) pandemic, which enforced quarantine, social distancing measures, and schools' closing across the globe. Parents and children are currently living with increased stress due to COVID-19. We need to respond with immediate ways to strengthen children’s resilience. Internet-based Cognitive-Behavioral Therapy interventions (iCBT) for children's stress management overcome accessibility issues such as the inability to visit mental health experts due to COVID-19 movement restrictions. An interactive learning environment was created, based on the preventive program "Friends", to overcome accessibility issues associated with delivering CBT-based interventions in formal and informal education settings. OBJECTIVE The study aimed to examine the effectiveness of a web-based learning environment on resilience in: a) reducing the stress level and b) increasing emotion recognition and stress symptom management skills of 9-10 year-old children. It also aimed to evaluate the learning environment’s usability. METHODS A quasi-experimental pre-test post-test control group design was used. Twenty 4th graders of the experimental group interacted with the learning environment over six, weekly, 80-minute sessions. Twenty-one 4th graders acted as a control group. The main data sources were: a) a psychometric tool measuring children's stress levels, namely Spence Children's Anxiety Scale (SCAS-GR), b) three open-ended questions assessing emotion recognition and stress symptom management skills, and c) the System Usability Scale (SUS) to measure usability. RESULTS Results showed that in both groups, there was a small post-intervention decrease in stress levels, but it was not statistically significant, except in the case of the experimental group's obsessive-compulsive disorder. A paired samples t-test showed that students’ obsessive-compulsive disorder was reduced from M=1.06 (SD=0.68) to M=0.76 (SD=0.61) and this decrease was statistically significant (t(19) = 5.16, P = .010). The experimental group had a statistically significant increase in emotion recognition (t(19)=-6.99, P<.001), identification of somatic symptoms of stress (t(19)=-7.31, P<.001) and identification of stress management techniques (t(19)=-6.85, P<.001). The learning environment received a satisfactory usability score. The raw average SUS score was 76.75 (SD=8.28), which is in the 80% percentile rank, and would result in a grade of B. CONCLUSIONS The study showed that interactive learning environments might deliver resilience interventions in an accessible and cost-effective way in formal education, potentially even in distance learning conditions imposed due to the COVID-19 pandemic. Interactive learning environments on resilience are also valuable tools for parents who can use them with their children at home, for informal learning, using mobile devices. As such, they could be a promising first-step, low-intensity intervention that children and youth can easily access.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2016 ◽  
pp. 2215-2240
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

scholarly journals COVID-19 Outbreak: Insights about Teaching Tasks in a Chemical Engineering Laboratory

2020 ◽  
Vol 10 (9) ◽  
pp. 226 ◽  
Author(s):  
Sergio Nogales-Delgado ◽  
Silvia Román Suero ◽  
José María Encinar Martín
Keyword(s):  
Chemical Engineering ◽  
University Teaching ◽  
Face To Face ◽  
Virtual Tools ◽  
Teachers And Students ◽  
E Learning ◽  
The Government ◽  
Online Library ◽  
The University ◽  
Academic Year

Apart from the evident tragedy that the COVID-19 outbreak has meant regarding both personal and economic costs, the normal functioning of the academic year has been drastically altered at all educational levels. Regarding Spain, the state of alert implemented by the government from mid-March to June has affected traditional face-to-face sessions at universities, as they were forbidden and replaced by online lessons. The aim of this work was to explain our own experience during the COVID-19 outbreak in a chemical engineering laboratory at the University of Extremadura, concerning the university teaching and the final degree project follow-up, whose method of teaching was active and participatory, based on constructivism and focused on the student as the center of the learning process. Thus, the confinement affected both the teachers and students differently, depending on the degree of completion of their main tasks and their previous skills with computing and virtual tools, among other factors. The existence of an operating virtual campus and an online library has made the transition to total e-learning and telework easier for teachers and students.

Geometry and visual realism of ship models for digital ship bridge simulators

2016 ◽  
Vol 231 (1) ◽  
pp. 329-341
Author(s):  
Jose Miguel Varela ◽  
C. Guedes Soares
Keyword(s):  
Virtual Environments ◽  
Three Dimensional ◽  
Ocean Engineering ◽  
Modelling Techniques ◽  
Marine Technology ◽  
And Performance ◽  
Visual Realism ◽  
The University

This article addresses the main requirements and the process of creating the geometry of ship models that fulfil the highly demanding request for realism and performance of the virtual environments currently used in modern ship bridge simulators. It starts with a classification of the ships based on their role in the simulation and on the type of simulator used, and defines the main characteristics of the models. It also discusses the importance of a well-defined workflow and its impact on the modelling time and on the quality of the final product. The article provides contributions in the following areas: identification of the main requirements of polygonal models of ships for ship simulators; effective workflow for ship three-dimensional modelling and identification of most suitable modelling techniques for efficient creation of ship models. The study is supported by real examples of three-dimensional modelling of ships with different sizes and characteristics currently used by the ship manoeuvring simulator in the Centre for Marine Technology and Ocean Engineering of the University of Lisbon.

scholarly journals Conocimientos del profesorado universitario en herramientas telemáticas

2011 ◽  
pp. 101-127
Author(s):  
Dr. Pablo César Muñoz Carril ◽  
Dra. Mercedes González Sanmamed
Keyword(s):  
Virtual Environments ◽  
Methodological Approach ◽  
Teaching Experience ◽  
University Teaching ◽  
Learning Tools ◽  
E Learning ◽  
Level Of Knowledge ◽  
The University ◽  
Professional Teaching ◽  
Entornos Virtuales

En el presente artículo mostramos los resultados obtenidos en una investigación de carácter cuantitativo llevada a cabo con profesores de primer, segundo y tercer ciclo de la Universidad de A Coruña que utilizaban sistemas de e-learning como complemento a sus clases presenciales. Uno de los principales propósitos del estudio ha sido recoger las voces del profesorado en cuanto a su nivel de conocimiento en herramientas teleformativas. También se ha analizado si existían diferencias en cuanto a los niveles de conocimiento del profesorado universitario en función de sus características personales (“sexo” y “edad”) y profesionales (“experiencia docente”, “experiencia docente universitaria utilizando entornos virtuales” y “categoría administrativa”). Los resultados obtenidos reflejan que el nivel de conocimiento del profesorado en herramientas teleformativas es bajo, siendo el correo electrónico y el chat, las utilidades que han alcanzado mayor puntuación. Por último, los análisis inferenciales realizados pusieron de manifiesto que es el profesorado más joven, en régimen de contrato, con menos años de experiencia y con mayor tiempo utilizando entornos virtuales, el que posee mayores niveles de conocimiento de las herramientas teleformativas.AbstractThis paper presents the findings from a research aiming to study the perception of the knowledge level of the use of e-learning tools among faculty from the University of A Coruna, belonging to both undergraduate and graduate programs. Based on a quantitative methodological approach, differences in knowledge levels are analysed, in order to identify relationships according to personal (sex and age) and professional (teaching experience, university teaching experience using virtual environments and position) features. The results show that the level of knowledge of faculty in e-learning tools is low, being e-mail and chat the utilities that have achieved the highest score.An inferential analysis also shows that untenured younger teachers, with fewer years of experience and using virtual environments for a longer period of time, score higher levels of knowledge of the e-learning tools.Recibido: 16 de agosto de 2010 Aceptado: 24 de enero de 2011

Teaching at the University

2017 ◽  
Vol 8 (1) ◽  
pp. 1-21
Author(s):  
Antonio Cartelli ◽  
Leila DeVito
Keyword(s):  
Virtual Environments ◽  
Digital Technology ◽  
Teaching Styles ◽  
Digital Technologies ◽  
Positive Influence ◽  
University Professors ◽  
Common View ◽  
Technology In Teaching ◽  
E Learning ◽  
The University

The paper reports the results of an investigation on teaching supported by digital equipments in an Italian university. The opportunity for the study arises from the creation of a particular training activity for first employed teachers (called TFA), and it aims at analyzing the teaching styles adopted by professors when the use of digital technologies is proposed to support didactics. Two main results emerge from the collected data: first, most part of professors have a common view of the use of digital technology in teaching, based on the support that tools can give to their work; second, university professors usually have little or no consciousness of the positive influence that virtual environments can have on teaching and how e-learning can help students in autonomously building and develop their knowledge.

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