Adaptive Repetition: A Fuzzy Logic based Control Strategy for Active Exploration in 3D-Virtual Learning Environments

In past decade, the use of cognitive aids such as textual, visual and audio in 3D-Virtual Learning Environments is increasing day by day as it guide and facilitate both the students and teachers to perform the task with ease in Virtual Environment. In recent studies, it has been observed that the use of cognitive aids in virtual learning environments reduce mental load on learner but at the same time it also minimizes active exploration which negatively affect their performance in non-supervised environment. Therefore, some researchers have shown negative concern about the use of cognitive aids in 3D-Virtual Learning Environments (3D-VLEs). In this paper, we presents the idea of ”Adaptive Repetition” as control strategy for active exploration in 3D-VLEs. At the beginning of experiment in 3D-VLEs , students is given full support to perform the experiment with help of cognitive aids. Using a fuzzy logic based approach , the amount of aids are minimized whenever the experiment is repeated. The adaptive repetition approach put the students in active learning process and enables them to actively explore the learning environment. Ultimately, the negative effects of using cognitive aids in 3D-VLEs is minimized.

The Affordances of 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.

Integrating Virtual Spaces

This chapter explores perspectives from general learning theories in relation to affordances of 3D virtual learning environments (3DVLEs) in order to substantiate a theoretically informed pedagogical design process. Following this review, the authors describe 3DVLE space and task design used as part of an English for Academic Purpose (EAP) course at a Canadian university. The design process is then contextualized according to a Phillips, McNaught, and Kennedy's (2010, 2012) learning framework called Learning Environment, Learning Processes, and Learning Outcomes (LEPO). The authors share sample tasks and screen shots of the 3DVLE, as well as teacher and designer recommendations for future designs. In conclusion, the authors stress the importance of drawing on multiple learning theories to illuminate the affordances of the space. Further, they call for empirical research that makes use of telemetric data in the assessment of learner interaction in relation to achieving learning outcomes and predicting learner success.

Mission HydroSci

Distance Learning through game-based 3D virtual learning environments has promise for helping rural and other communities that have become increasingly dependent upon online learning to meet the Next Generation Science Standards. The team developing Mission HydroSci (MHS) envisions a learning product that integrates a game-based 3D VLE with a learning progressions approach to curriculum and innovative methods for teacher support and learning analytics. MHS uses an eight level game which at each level immerses students in a simulation environment for learning about water systems and then requires the student to put that knowledge into practice in a context of developing their competencies for scientific argumentation. This chapter describes the vision for MHS at the beginning of the development process funded by a grant award from the Investing in Innovation (i3) Fund of the U.S. Department of Education.

3D Virtual Learning Environments

Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

Adaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model

The Affordances of 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.