Are virtual learning environments appropriate for dyscalculic students? A theoretical approach on design optimization of virtual worlds used in mixed-reality simulators

2015 ◽  
Author(s):  
Laura Lenz ◽  
Katharina Schuster ◽  
Anja Richert ◽  
Sabina Jeschke
Keyword(s):  
Design Optimization ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Theoretical Approach ◽  
Mixed Reality ◽  
Virtual Learning ◽  
Virtual Learning Environments

Teacher Technology Education for Spatial Learning in Digital Immersive Virtual Environments

2020 ◽  
pp. 350-366
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Technology Education ◽  
Learning Environments ◽  
Spatial Learning ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Teacher Technology

The aim of this research is to deepen how teacher technology education can be designed to enhance spatial education, which is intertwined with digital education. The evolution of technology resources can actually sustain spatial learning. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content of synthetic learning environments. This research analyses which spatial design principles have influenced the virtual worlds of digital immersive virtual learning environments. In 3D virtual learning environments spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital—and, possibly, spatial—fields.

A Bioeducational Approach to Virtual Learning Environments

2021 ◽  
pp. 189-209
Author(s):  
Alessandro Ciasullo
Keyword(s):  
Individual Differences ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Environmental Challenges ◽  
The Real ◽  
Learning Contexts ◽  
Real Objects ◽  
Neuronal Patterns

Knowledge carries some general characteristics related to the socio-environmental, cultural, and bio-physiological contexts. These three coordinates help us to understand under which condition knowledge is achieved/gained and they do it. Along the same line, the real or virtual learning contexts being essential and unique, the possibilities offered by the VLE which give the opportunity of programming environmental challenges, complexity, and support for subjects open up a series of educational perspectives that support individual differences even when they reproduce social platforms as virtual worlds. Programming that through adequate representations of environments, situations, problems, and specific actions are able to work on more complex neuronal patterns usually activated in the presence of real objects, especially in light of the current structures present in formal contexts of education.

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

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

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