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In this work, we design and implement a 3D collaborative virtual environment (CVE) for distance learning (DL). After surveying current technologies and implementations supported by modern pedagogies, we noticed that current applications, particularly present web-based technologies or 2D-based technologies, do not adequately support our functional requirements of interaction, communication, and virtual community. We thus propose a new design for 3D CVEs, which are computer-enabled, virtual spaces where students can meet and interact with others, agents, virtual objects, and virtual environments to improve DLs. Our proposed system design is outlined by the current services used in online virtual communities. Its framework is designed with the major tools, including agents, virtual objects, and virtual environments to support 3D CVEs for DLs. The evaluation of the designed platform and its implementation will be performed in trials. We plan to evaluate the prototype of our designed pla...
The paper at hand seeks to investigate whether virtual reality and distance learning tools can be combined in order to effectively support the learning process. This research deviates from related research works which study whether the distance learning tools and / or three-dimensional virtual learning environments can support existing learning communities and complement the traditional lesson in the classroom. Contrary to those studies, this one focuses on open learning communities whose members have the opportunity to meet only online and investigates whether the existence of a 3D environment can be combined smoothly and productively with the already established tools for online learning communities support. Firstly, this paper presents the characteristics of the 3D platform that was used and those of a web-based e-learning platform, and focuses on the points of potential interconnection between them. Secondly, it describes the key points of the e-learning community that was studied and the difficulties experienced during the implementation of the project. Finally, it presents details of the procedure followed for the evaluation of this effort and summarizes the conclusions reached.
Networking the Learner, 2002
Brazil, such as many other countries, does not have the capacity to train enough teachers to attend the educational needs ofthe growing population of children. This has a direct impact on the quality of education that the students receive. The low cost and ease of use of semi-immersive virtual reality environments have recently resulted in a rapid expansion ofthis technology across the world. In this work, we present a low cost distributed virtual reality system for the education of students from grades K to 12. The proposed system is based on an architecture that allows efficient data distribution in low bandwidth networks. We believe that virtual schools, based on the proposed virtual reality system, where remote teachers and students can exchange ideas and propose activities, may be an important part of the solution to this prob lern.
Integrating Multi-User Virtual Environments in Modern Classrooms, 2018
The purpose of this chapter is to explore the contexts that teachers can create to promote collaborative learning in 3D virtual learning environments. The authors report on the findings of a case study using the 3D virtual world Second Life in a preservice teacher distance education program. Two types of contexts are identified: social interaction (social context) and instructor's scaffolding (pedagogical context). The anonymity represented by avatars in the 3D environment allowed learners to engage in social interaction and practice collaboration skills. Scaffolding involved several stages: scaffold the students' learning of the new technology, plan the course structure, implement the procedures during the lesson, and facilitate transitions between activities. The study also identifies the potential for a third context (emotional context), as the participants—both the instructor and the students—report a need to express emotions in many situations, but the environment does ...
2009
There is a growing awareness of virtual 3D worlds such as Second Life and Sun Wonderland within the general population. Virtual 3D worlds are no longer just for the stereotypical geek. By 2011 it is estimated that about 80% of active Internet users will have an "avatar" and a "second life" in some form of virtual world environment. The current virtual world environment is utilized widely as a knowledge and social tool. In recent years, universities are experimenting the use of virtual 3D worlds for teaching and learning. This paper presents a virtual learning environment created using Second Life which provides a common virtual space for students to work collaboratively to accomplish a set task. An experiment is conducted involving university students who are enrolled in a unit with the aim of assessing the use of Second Life for collaborative learning. A pre-survey evaluation was gathered followed by a post-survey evaluation. The results of these evaluations as well as lessons learned during the implementation phase are discussed in this paper.
2006 IEEE International Conference on Systems, Man and Cybernetics, 2006
Collaborative Virtual Environments (CVEs) can be seen as resulting from the convergence of research on Virtual Reality and Computer-Supported Cooperative Work. In this sense, the development of a CVE involves activities related to the implementation of a distributed system as well as the construction of virtual worlds that will be accessed by the users. This article intends to explain the main development aspects of such environments, based on the experience obtained in the development of the Collaborative Virtual Environment-Virtual Museum (CVE-VM), a virtual reality system that works on the Internet, to support collaborative learning. The performed implementation is described and exemplified, and the most important issues are pointed-out, aiming to contribute to improve the quality of other CVE and virtual worlds that are being developed. I. INTRODUCTION Collaborative Virtual Environments (CVEs) has been disseminated as a result of the combination of different Computer Science research themes, such as human-computer interaction, distributed systems, graphical modeling, information visualization, software engineering, etc. According to [1], a CVE is a virtual environment shared by participants linked to a computer network. These participants can incorporate avatars that represent their identity, location, presence and actions into a virtual world. Using the avatars, the participants can interact with the contents of the virtual world and communicate one to another by means of different media, like audio, video, graphical gesture representations, and text. CVEs with educational purposes can be described as virtual reality-based applications that enable several groups of students, physically dispersed and connected through the Internet, to learn about the most different subjects under interest of the group. In this way, the students can effectively participate of the creation and modification of the virtual world (or part of it), as well as to work on other related experiments [2]. This article focuses on the CVE-VM, a Collaborative Virtual Environment developed as part of the Virtual
Advances in Game-Based Learning
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.
ACM SIGGROUP Bulletin, 2003
In this paper we present the experiences of usage of Viras, a collaborative virtual environment for social awareness support in educational settings. Collaborative Virtual environments (CVE) have lately been used for learning in different contexts, and offer promising possibilities for supporting social awareness. In our study, we look at how students evaluate CVE in educational settings and investigate the importance of different factors on social awareness.
The Instructional Technology program at Appalachian State University has moved significant components of the program into a three-dimensional multi-user virtual environment, named AppEdTech. Our use of virtual worlds is an attempt to develop learning communities within our program that reflect the basic assumptions and precepts described within our college's social constructivist conceptual framework. AppEdTech provides an online medium for supporting the emerging community of practice among our distance-based students, faculty, graduates, and support staff. In this paper, we discuss the pedagogical characteristics of an effective learning community, and describe how environments such as AppEdTech can support them.
IFIP WG3, 1996
The worldwide networks and the information superhighways allowing rapid transmission of digital multimedia information to any user in any time, offer a ground for a new educational reform that would prepare the citizens to live in the Information Society. This reform would break the monopoly of the print and paper based educational system and would rely on learning environments incorporating asynchronous space and time, interactivity, and virtual reconstruction (McClintock, 1992). The most important characteristics of the learning environment is the virtual reconstruction of the school space by building virtual places: auditoriums, workshop rooms, cafes, libraries, etc., where students from different locations can meet, interact, and work together, as if they were face-to-face. The paper aims at developing a model for a Virtual Environment for Distance Education and Training (VEDET) that offers a comprehensive metaphor to be used both for humancomputer interface and instructional design purposes. It also gives a paradigm for restructuring traditional education and training by complementing them with a virtual component. Thus the VEDET would not replace the traditional school, university or training department of a organisation but rather extend their facilities and tools and make their activities more flexible and technologically enriched.
Proceedings of the working conference on Advanced visual interfaces - AVI '04, 2004
Virtual Reality (VR) became an attractive alternative for the development of more realistic and interesting visual interfaces for the user. The environments that make use of RV techniques are refered as Virtual Environments (VEs). Nowadays, the focus of attention has been the integration of Artificial Intelligence (AI) and VEs. The objective is to obtain larger usability and realism from the interfaces, exploring the combination of three-dimensional objects and intelligent entities. The environments that explore such integration are called Intelligent Virtual Environments (IVEs). This paper present an intelligent and adaptive virtual environment, which has its structure and presentation suitable according to users' interests and preferences (represented in an user model) and in agreement insertion, removal or update of contents in the environment. A process of automatic categorization of contents is applied in the creation of content models, used in the spatial organization of the same ones in the environment.
Developments in Information and Communication Technologies (ICT) have had great impact on higher education, particularly in new forms of distant learning. With ever increasing Internet connection speed and mobile broadband, multi-media content can be transmitted in real-time and with little delay. Consequently, E-learning systems have become more accessible for synchronous communication and collaboration. Nevertheless, problems continue to emerge, most notably in terms of user isolation. Strong potential in overcoming such problems can be seen in distributed virtual environments. Virtual reality (VR) systems and Virtual chat applications allow users to meet up in multiuser virtual environments and engage in real-time lectures or e-learning games. This paper presents our proposals for reconstruction and extension of the VR Social Environment " Tribes " for educational purposes, considering new interaction models from both technology and user-centered perspectives.
2005
Today, the use of e-learning is common place. E-learning courses are now becoming prevalent on the Internet. They offer students great flexibility as well as a wide range of subjects. Traditionally the majority of these courses provide learners with text-based material and allow them to contact the course tutor via email. Virtual Reality (VR) has a lot to offer the e-learning paradigm. 3D virtual worlds can give people a sense of belonging and, as they mimic the real world, they are a natural way to access information. This paper describes CLEV-R, a collaborative learning environment with Virtual Reality. This environment uses VR and multimedia to deliver learning material to students in a stimulating and motivating manner. By using a suite of communication tools, students can learn, collaborate and socialise on line.
Computer Science and Information Technology, 2013
The main aim of supporting collaborative learning by multi devices such computer or Smartphone is to enable and induce students to work together. To confirm and verify their skills and knowledge by mutually interacting. And to foster their role in the social dimension. The virtual learning environment equipped with several features to support actual communication informally and to create communities. Many universities and organizations have been adopted to support distance learning. In this study we report on an experimental study that evaluated the importance of the value added by a second life platform grounded in meeting system to more collaborative learning activity, if compared to converging with the systems depended on synchronous text-based communication. The experiment outcomes explain that the adoption of a three dimension virtual learning environment does not upgrade the perceived level of repose with communication or introduce disorder during the activity, while the user ...
RENOTE
This paper presents Ludos Top - an educational 3D game that use virtual reality techniques, which can support multi-student with anew design model of networking on the web. The project has actively involved end-users to focus on increase interactivity through the use of versatile system architecture.We present a quick prototyping of a multi-user virtual world through the employment of Ajax, X3D and Web Services provides an efficient, flexible and robust means for distributed application. Results showimproved network capabilities, in terms of interactive, ease of use, enjoyability, playability and usability.
International journal of engineering and advanced technology, 2019
Virtual Learning Environment (VLE) is the learning through electronic media where teachers and students are not in the same place, but the gap is bridged by the use of technologies. The aim of this study is to develop a 3D virtual learning environment (3D VLE). The three objectives of this study are (i) to gather the requirements of 3D VLE, (ii) to design the 3D VLE, and (iii) to develop the 3D VLE. The method consists of five phases; (i) literature review, (ii) requirement gathering, (iii) design, (iv) development and (v) evaluation. The prototype is developed by using Open Simulator, SLOODLE and Moodle. Future work includes enhancement for 3D VLE such as using gesture recognition to control the avatar movement.
2009
The goal of Computer Supported Collaborative Learning (CSCL) is to enable students to work together, to emphasize and verify their knowledge by reciprocally interacting, and to reinforce their social dimension. Virtual Worlds provide several features to support informal communication and to create communities. They have been adopted by many universities and organizations to support distance learning. In this paper we report on an empirical study that assessed the value added by a Second Life based meeting system to a collaborative learning activity, as compared to a meeting system based on synchronous text-based communication. The experiment results show that the adoption of a 3D virtual environment does not either improve the perceived level of comfort with communication or introduce distraction during the activity, whereas the user perception of the feature offered is positive.
2014
With their ability to simulate real life and allow users to interact with the virtual environment, Multiuser Virtual Environments (MUVEs) are very useful platforms for education and training. A survey of the related literature shows that MUVEs in education are mainly used only as a supplement of the traditional lesson in the classroom, which is mainly the idea of blended learning. In this work, we go one step beyond and examine whether this blended learning model can be fully implemented online, with MUVEs replacing the face to face interaction. This is ideal for open learning communities, whose members are able to meet only online, and can hardly meet in the same classroom. For an open learning community, we investigate whether the existence of a MUVE can be combined smoothly and productively with the already established tools for online learning communities support and the first user experiences are positive: users prefer to use LMS because of its simplicity and are attracted from...
Learning has been in active use as a tool that offers diverse opportunity to study in recent years, conventional face-to-face lecture still has some edge on it in stimulating students' appetite for study or in offering an environment for collaborative study. This paper introduces our study on 3Di as SNS in a broad sense to establish a new way of supporting research and educational activities.
3-D virtual environments for online learning may be considered a second generation of software for distance learning support and allows learning by doing. The construction of these environments with both proprietary and open technologies was the object of the work related in this paper. Methodology and processes used in the creation of 3-D objects and in the development of a collaborative learning environment software using virtual reality are presented as well as some details about implementation. A virtual tutor based on chat technology is also part of the designed and implement virtual laboratory aimed to support collaborative learning.
Journal of Network and Computer …, 2001
e-learning is one of the emerging needs of the information age. Access to education is going to become crucial for the success of our information society, and therefore a lot of potential is seen in distance learning and distributed virtual environments. The communicative character of the distributed virtual environments would allow students and staff to meet in social shared spaces and engage in on-line real-time seminars and tutorials. Such technologies may mitigate some of the problems of isolation that distance learning brings. This paper presents our work in multi-user distributed virtual environments which are designed and implemented for educational uses in the bounds of the VES project. Furthermore, it presents our proposal for the extensions and reconstruction of the current system in order to create a more efficient system, which can be characterized as a learning virtual environment.
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