Teaching and learning logic programming in virtual worlds using interactive microworld representations

2016 ◽  
Vol 49 (1) ◽  
pp. 30-44 ◽  
Author(s):  
Spyros Vosinakis ◽  
George Anastassakis ◽  
Panayiotis Koutsabasis
Keyword(s):  
Logic Programming ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Learning Logic

DEVELOP TO TEACHING APPROACH 3D PRIMITIVES WITH VIRTUAL REALITY

2020 ◽  
Vol 5 (3) ◽  
pp. 32-38
Author(s):  
Fakhriddin Nuraliev ◽  
◽  
Ulugbek Giyosov
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Teaching Approach

Since the last few decades, virtual reality (VR) and augmented reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both. Conservative techniques of content presentation (fixed video, audio, scripts) lack personalization and interaction.

scholarly journals DE LA PRESENCIALIDAD A LA INTERACCION VIRTUAL 3D (FROM PRESENTIALITY TO THE 3D VIRTUAL INTERACTION)

2011 ◽  
Vol 2 (1) ◽  
pp. 35-53
Author(s):  
Eduardo Campazzo ◽  
Alejandra Guzmán ◽  
Marcelo Martínez ◽  
Andrea Aguero
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Independent Learning ◽  
National University ◽  
Nuevas Tecnologías ◽  
Technology And Communication ◽  
La Rioja ◽  
The Impact

La necesidad de actualización y adecuación permanente de nuestras prácticas educativas en el ámbito de la Universidad Nacional de La Rioja, la transferencia de conocimientos adquiridos y la evolución tecnológica dinámica a la que nos enfrentamos en las nuevas metodologías de enseñanza-aprendizaje, son aspectos fundamentales que aseguran el impacto de las acciones formativas futuras.- A través del uso adecuado de las nuevas Tecnologías de la Información y Comunicación es posible  generar  entornos educativos más creativos e innovadores que permitan que los alumnos continúen desarrollando un aprendizaje autónomo a través de la educación a distancia, en entornos de inmersión que apliquen tecnologías multiusuario de los mundos virtuales, pudiendo reproducir y ampliar los límites físicos del aula. Palabras clave: Trabajo Colaborativo, Mundos Inmersivos 3D, Interactividad, Moodle, Sloodle, Second Life, Virtualidad,  Enseñanza-Aprendizaje. AbstractThe need for constant updating and adaptation of our educational practices in the area of the National University of La Rioja, knowledge transfer and technological change dynamics that we face in the new methodologies of teaching and learning are key aspects ensure the impact of training initiatives for the future .- Through the appropriate use of new Information Technology and Communication is possible to create educational environments more creative and innovative to enable students to further develop independent learning through distance education In immersive environments to implement technologies, multi-user virtual worlds can replicate and expand the physical boundaries of the classroom.Keywords: Collaborative Work, immersive worlds 3D, Interactivity, Moodle, Sloodle, Second Life, Virtuality, Teaching and Learning.

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.

Applied Areas of Three Dimensional Virtual Worlds in Learning and Teaching

2019 ◽  
pp. 172-192
Author(s):  
Reza Ghanbarzadeh ◽  
Amir Hossein Ghapanchi
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Virtual Environments ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Second Life ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Educational Goals ◽  
Learning And Teaching

Three Dimensional Virtual Worlds (3DVW) have been substantially adopted in educational and pedagogical fields worldwide. The current study conducted a systematic literature review of the published research relevant to the application of 3DVWs in higher education. A literature search was performed in eight high-ranking databases, and following scrutiny according to inclusion criteria, 164 papers were selected for review. The systematic literature review process was summarized, reviews undertaken by the authors, and results about the applicability of 3DVWs in higher education were extracted. A wide variety of application areas for the 3DVWs in higher education were found, and were classified into five main categories. Various 3DVW platforms and virtual environments used for educational goals were also identified. The results revealed Second Life as the most popular 3DVW platform in higher education. This study also found that by using 3DVW technology a wide range of virtual environments and virtual tools have been designed and applied in teaching and learning for higher education.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

Using the Interaction-Combinations Integration Model to Explore Real-Life Learning in User-Created Virtual Worlds

2011 ◽  
pp. 47-61 ◽  
Author(s):  
David M. Antonacci ◽  
Nellie Modaress ◽  
Edward Lee Lamoureux ◽  
David Thomas ◽  
Timothy Allen
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Real Life ◽  
Learning Activities ◽  
Learning Activity ◽  
Case Study Method ◽  
Integration Model

User-created virtual worlds are emerging technologies with rapidly growing acceptance in education. Of the various reported educational uses of these virtual worlds, the focus of this chapter is on virtual worlds for constructivist learning activities, because this use has application to many real-life courses and has the potential to transform teaching and learning. To assist educators with recognizing and understanding virtual world learning activities, Antonacci & Modaress (2005, 2008) developed the Interaction-Combinations Integration model. However, this model has not been studied in actual virtual-world learning practice. Using a case study method, this chapter examines the usefulness of this model to organize and describe actual virtual world learning activities, provides additional learning activity examples, and describes what was needed to implement and conduct these learning activities.

Worlds in the Making

2011 ◽  
pp. 288-301
Author(s):  
Bob King
Keyword(s):  
Full Advantage ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Ontological Status ◽  
Full Extent ◽  
3D Virtual Worlds ◽  
Reproductive Processes ◽  
Console Game

This chapter introduces and discusses a thesis related to perceived changes in the ontological status of constructivism, and the opportunities and challenges the changes pose for educators. Recommendations are made about how cultural-elders in particular can address the challenges successfully, in order to take full advantage of the opportunities –one of which is the opportunity to use immersive 3D virtual worlds in our collaborative work with students (who have already internalized the new/changed conditions) to facilitate the teaching and learning of LARGE internal matters including but not limited to dispositions and attitudes. The chapter explores and mines the uses and significance of the immersive 3D console-game Katamari in a variety of ways and for a variety of purposes, and a focused analysis and comparison of reproductive processes within constructivism and software is also undertaken to understand the full extent of their ultimately comingled, and hence exponentially reproductive, ontology.

Moving to the Worldvirtual

2011 ◽  
pp. 1-14
Author(s):  
Richard E. Riedl ◽  
Terry McClannon ◽  
Amelia W. Cheney
Keyword(s):  
Online Learning ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Classroom Experience ◽  
Face To Face ◽  
Brick And Mortar ◽  
The Ideal

The traditional classroom has been considered the ‘ideal’ setting for teaching and learning, and innovations which challenge that structure are under a great deal of scrutiny. As the tools for online learning become more sophisticated, as in the case of 3D immersive worlds, it is time to stop using the brick-and-mortar classroom experience as the litmus by which all educational experiences are measured. This chapter will discuss some significant differences between face-to-face and online learning experiences, as well as some unique affordances provided by virtual worlds for constructivist learning experiences.

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