Agent models for dynamic 3D virtual worlds

2005 ◽  
Author(s):  
M.-L. Maher ◽  
K. Merrick
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

scholarly journals Exploring the Usage of 3D Virtual Worlds and Kinect Interaction in Exergames with Elderly

2014 ◽  
pp. 297-300 ◽  
Author(s):  
Hugo Paredes ◽  
Fernando Cassola ◽  
Leonel Morgado ◽  
Fausto de Carvalho ◽  
Silvia Ala ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual worlds and the metaverse

2013 ◽  
Vol 45 (3) ◽  
pp. 1-38 ◽  
Author(s):  
John David N. Dionisio ◽  
William G. Burns III ◽  
Richard Gilbert
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

2014 ◽  
pp. 474-497
Author(s):  
Demetrios G Sampson ◽  
Pavlos Kallonis
Keyword(s):  
Professional Development ◽  
Virtual Worlds ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Continuing Professional Development ◽  
Virtual Classroom ◽  
School Teachers ◽  
3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

Methods for Assessing 3D Virtual Worlds in Design Education

2015 ◽  
pp. 355-372
Author(s):  
Leman Figen Gül ◽  
Ning Gu ◽  
Mi Jeong Kim ◽  
Xiangyu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Collaborative Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
3D Virtual Worlds ◽  
Information And Communication ◽  
Changing Trend ◽  
The Impact

With the advancement and increasing adoption of information and communication technologies, 3D virtual worlds, being a part of these revolutionary forces, have the potential to make a major contribution to design education as a new teaching and learning environment. Considering this changing trend, we have been employing 3D virtual worlds in the design curriculum over the past decade. To critically understand the impact of the technologies on design education, this chapter explores and demonstrates three different assessment methods of 3D virtual worlds in design education, through three case studies. The chapter also concludes with insights into the applications of virtual environments in collaborative design teaching.

Educational Contents and Creativity in Virtual Environments

2013 ◽  
pp. 38-47
Author(s):  
Ilaria Mascitti ◽  
Daniela Di Marco ◽  
Monica Fasciani
Keyword(s):  
Virtual Worlds ◽  
New Technology ◽  
Learning By Doing ◽  
Virtual Space ◽  
Street Art ◽  
Teaching Pedagogy ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Educational Potential ◽  
Educational Contents

This chapter reflects on the educational potential of virtual worlds and draws on the results of ST.ART project - Street Artists in a virtual space (www.startproject.eu). ST.ART project innovative aspect embraces both the topic (street art) and the methodology (virtual platforms as e-learning and 3D virtual worlds) as well as the pedagogy applied that uses an inquiry-based method (learning by doing) to support a traditional deductive teaching pedagogy. This approach is not only related to the use of a relatively new technology but also to the educational, pedagogical, cultural, and motivational benefits derived from the chosen methodology. The chapter describes new insights and findings that emerged during the experimentation phase of the project and that were never anticipated when the project was first designed.

3D Virtual Worlds

2013 ◽  
pp. 194-213 ◽  
Author(s):  
Sean Goggins ◽  
Matthew Schmidt ◽  
Jesus Guajardo ◽  
Joi L. Moore
Keyword(s):  
Virtual Worlds ◽  
Physical Space ◽  
Environment Design ◽  
Distributed Work ◽  
Gaming Industry ◽  
3 Dimensional ◽  
Tool Evaluation ◽  
3D Virtual Worlds ◽  
The Individual ◽  
Collaboration Technologies

Teams meet in 3D virtual worlds more frequently than ever before, yet the tools for evaluating 3D collaboration environments are underdeveloped. To close the 3D collaboration tool evaluation gap, the authors integrate lessons from the gaming industry and distributed work research. They develop two complementary approaches. First, the individual user’s perspective using eye-tracking (ET) is addressed, and second, the collaborative experience of the group using a technique called All-Views-Qualitative-Analysis (AVQA) is evaluated. The latter integrates the points-of-view of all subjects in a small group collaborating on a creative work task in a 3 dimensional virtual world. The authors show how these techniques enable evaluation of 3D environment design from the perspective of human computer interaction theory and theories related to distributed work. The paper discusses why designers should seek ways to leverage the advantages of 3D collaboration technologies and avoid recreating mirrors of physical space in these environments.

Knowledge Creation and Student Engagement Within 3D Virtual Worlds

2018 ◽  
pp. 507-525
Author(s):  
Brian G. Burton ◽  
Barbara Martin
Keyword(s):  
Student Engagement ◽  
Virtual Worlds ◽  
Knowledge Creation ◽  
Virtual World ◽  
Learning Task ◽  
Knowledge Conversion ◽  
3D Virtual Worlds ◽  
3D Virtual World ◽  
Knowledge Spiral

Examined in this 3D Virtual World case study was undergraduate student engagement on a learning task and student creation of knowledge. After creating a 3D didactic constructivist virtual world, student conversations were recorded for analysis using Hara, Bonk, and Angeli's (2000) engagement framework and Nonaka and Takeuchi's (1995) knowledge creation theory. The five forms of student engagement augmented the learning process and a complete knowledge spiral was documented, emphasizing the use of the four modes of knowledge conversion. Though limited in time and scope, results further suggest that a highly engaged community of learners was created.

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