Virtual Reality and Mixed Reality for Virtual Learning Environments

2006 ◽  
pp. 6-6 ◽  
Author(s):  
Zhigeng Pan ◽  
Adrian David Cheok ◽  
Hongwei Yang ◽  
Jiejie Zhu ◽  
Jiaoying Shi
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mixed Reality ◽  
Virtual Learning ◽  
Virtual Learning Environments

Virtual reality and mixed reality for virtual learning environments

2006 ◽  
Vol 30 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Zhigeng Pan ◽  
Adrian David Cheok ◽  
Hongwei Yang ◽  
Jiejie Zhu ◽  
Jiaoying Shi
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Mixed Reality ◽  
Virtual Learning ◽  
Virtual Learning Environments

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices

2014 ◽  
Vol 10 (2) ◽  
pp. 62-74
Author(s):  
Hazar Dib ◽  
Nicoletta Adamo-Villani ◽  
Stephen Garver
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Virtual Learning ◽  
General Assumption ◽  
Virtual Learning Environments ◽  
Graphical Representations ◽  
Cognitive Value ◽  
Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper investigated whether the type of visualization (schematic versus realistic) has an effect on undergraduate students' learning of surveying practices (specifically, ‘chaining'). The study compared two interactive virtual learning environments, one containing realistic visualizations of terrains and instruments, and one containing schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who were exposed and interacted with the realistic visualizations versus those who interacted with the schematic ones.

Design Process for Accessible Virtual Reality Learning Environments

2020 ◽  
pp. 170-183
Author(s):  
Zeoli Antonio Maldonado
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Learning Environments ◽  
Design Process ◽  
People With Disabilities ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Education Industry

Virtual reality has captured the attention of people. Since virtual reality has become more realistic, with the evolution of the technology like the innovation of smartphones, it has been more accessible for society, and many industries have begun research on the application of VR for training and for learning about certain specific topics as it allows reducing accidents and maximizes safety. Their use in the education industry has been best seen as a tool to complement certain issues that may be difficult to understand since it can allow one to virtually move to certain areas from safe areas. However, the development virtual environments is not fully specialized to implicitly include and promote learning, much less the consideration of people with disabilities. The main objective of this chapter is the presentation of a design process for the development of virtual learning environments that allows accessibility.

Fancy or Efficiency?

2020 ◽  
pp. 336-360
Author(s):  
Maria Denami ◽  
Pascal Marquet
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning ◽  
Instructional Designer ◽  
Virtual Learning Environments ◽  
Cancer Drugs ◽  
Or Efficiency ◽  
Anti Cancer ◽  
User Friendly

With the democratization of informatics technologies, there is a new demand for more advanced Virtual Learning Environments (VLE) and also fancy training devices that integrate technologies like Augmented Reality (AR) or Virtual Reality (VR). The fact that these solutions are now affordable makes the learning managers dream about having realistic simulations for training. When delivered, sometimes customers are not satisfied because the software is often complex, not user-friendly enough, or not compatible with the computer fleet of the company. Consequently, professionals show a preference for the old training solution. In this chapter, the crash case of a French university commissioning a simulator on VR for training operators on the production of anti-cancer drugs will be presented. The authors will highlight the reasons that made this training not adapted to the field in which the training takes place, then, explain which guidelines an effective instructional designer should take into consideration while developing the training solution.

Does the Degree of Abstraction of Interactive Visualizations Affect Students' Learning of Surveying?

2019 ◽  
pp. 96-113
Author(s):  
Nicoletta Adamo-Villani ◽  
Hazar Nicholas Dib
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Virtual Learning ◽  
General Assumption ◽  
Virtual Learning Environments ◽  
Graphical Representations ◽  
Cognitive Value ◽  
Interactive Visualizations

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic, such as diagrams, or more realistic, such as virtual reality. In the first part of the chapter, the authors present theories that guide the research on learning with visualizations, report different visualization taxonomies, and discuss the differences between realistic and schematic visualizations. In the second part, the authors discuss surveying education and describe a study that investigated the effect of the type of visualization on students' learning of surveying practices. The study compared two virtual learning environments, one with realistic visualizations of terrains and instruments, and one with schematic graphical representations. Results of an experiment with 62 students show that there were not significant differences in learning between students who interacted with the realistic visualizations versus those who interacted with the schematic ones.

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