Stream Processors Texture Generation Model for 3D Virtual Worlds: Learning Tools in vAcademia

2013 ◽  
Author(s):  
Andrey Smorkalov ◽  
Mikhail Fominykh ◽  
Mikhail Morozov
Keyword(s):  
Virtual Worlds ◽  
Generation Model ◽  
Learning Tools ◽  
3D Virtual Worlds ◽  
Texture Generation

Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

2014 ◽  
Vol 5 (2) ◽  
pp. 18-40 ◽  
Author(s):  
Andrey Smorkalov ◽  
Mikhail Fominykh ◽  
Mikhail Morozov
Keyword(s):  
Learning Curve ◽  
Virtual Worlds ◽  
Virtual World ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Generation Model ◽  
Network Resources ◽  
Steep Learning Curve ◽  
Technical Requirements ◽  
Texture Generation

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.

Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

2015 ◽  
pp. 1246-1269
Author(s):  
Andrey Smorkalov ◽  
Mikhail Fominykh ◽  
Mikhail Morozov
Keyword(s):  
Learning Curve ◽  
Virtual Worlds ◽  
Virtual World ◽  
Collaborative Work ◽  
Three Dimensional ◽  
Generation Model ◽  
User Evaluation ◽  
Network Resources ◽  
Technical Requirements ◽  
Texture Generation

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.

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.

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