scholarly journals User control and task authenticity for spatial learning in 3D environments

2004 ◽  
Vol 20 (1) ◽  
Author(s):  
Barney Dalgarno ◽  
Barry Harper
Keyword(s):  
Undergraduate Students ◽  
Spatial Learning ◽  
Empirical Studies ◽  
Object Manipulation ◽  
Spatial Knowledge ◽  
Chemistry Laboratory ◽  
Virtual Laboratory ◽  
3D Environments ◽  
Interactive 3D ◽  
University Undergraduate Students

<span>This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook tasks in the virtual laboratory and were tested on their spatial knowledge through written tests. The results of the study indicate that view control and object manipulation enhance spatial learning but only if the learner undertakes authentic tasks that require this learning. These results have implications for educational designers making a choice between video or animation and interactive 3D technologies. The results are discussed within the framework of Piaget's theories on active learning and Gibson's ecological theory of perception and action.</span>

scholarly journals A Technique for Teaching Website Effectiveness in Undergraduate I.S. Courses

10.28945/2562 ◽  
2002 ◽  
Author(s):  
Eugene Rathswohl
Keyword(s):  
Undergraduate Students ◽  
Information Quality ◽  
Empirical Studies ◽  
Website Design ◽  
Learning Approaches ◽  
Teaching Pedagogy ◽  
Technical Performance ◽  
Website Usability ◽  
Real World Learning ◽  
University Undergraduate Students

Website design practitioners and researchers have proposed criteria for effective website design based on experience and common sense, intuition, rules-of-thumb, and empirical studies of website usability. Typically, published checklists for evaluating websites emphasize design features such as information layout, navigability, and the technical performance of the website. University undergraduate students often first learn seriously about website design in introductory information systems courses. This paper describes a teaching pedagogy to help students learn how to evaluate commercial and organizational websites. The pedagogy emphasizes students developing their own criteria of website effectiveness and information quality, designing their own checklist incorporating those criteria, and then utilizing their checklist to rate websites in several e-commerce domains. The pedagogy emphasizes a mix of theoretical, practical, exercising, and real-world learning approaches.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

scholarly journals Analysis of the drivers and benefits of BIM incorporation into quantity surveying profession

2018 ◽  
Vol 16 (5) ◽  
pp. 750-766 ◽  
Author(s):  
Solomon Olusola Babatunde ◽  
Damilola Ekundayo ◽  
Olubola Babalola ◽  
Jumoke Aduramigba Jimoh
Keyword(s):  
Undergraduate Students ◽  
Practical Implication ◽  
Empirical Studies ◽  
Information Modeling ◽  
Content Type ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Building Information ◽  
Quantity Surveying

Purpose Building information modeling (BIM) inclusion in education pedagogy is crucial in preparing skilled graduates for employment in the construction industry. Against this backdrop, studies on BIM education abound in architecture, engineering and construction (AEC) programmes in higher education institutions (HEIs). However, there are limited empirical studies on BIM potentials in the quantity surveying (QS) profession in HEIs, particularly in developing countries. The purpose of this study is to identify and assess the BIM drivers and benefits as important to the QS profession using an empirical approach. Design/methodology/approach A comprehensive literature review was conducted to identify the BIM drivers and benefits in relation to the QS profession, which was used to design a questionnaire. To capture a broad perception, a questionnaire survey was carried out which targeted the academia and final year undergraduate students from two selected universities offering QS honour degree programmes in Nigeria. Data collected were analysed using mean score, standard deviation and Mann–Whitney test. Findings The study identified 12 BIM drivers in relation to the QS profession and the analysis of the ranking revealed that almost all the identified BIM drivers are considered by respondents as important. The study further identified 14 BIM benefits and the analysis of the ranking indicated that all the identified BIM benefits are considered as important. The results of the Mann–Whitney test indicated a slight statistically significant difference, particularly in one of the selected universities on the ranking of the BIM drivers and benefits as important to the QS profession. Practical implication The findings of the study provide empirical evidence on the current perceptions of the drivers and benefits of BIM to QS academia and students as they explore the concept for the advancement of QS profession. Originality/value This study would provide practical insights to use BIM for QS practice. Also, this study would contribute to improving the QS graduates and professional quantity surveyors understanding of the BIM knowledge applicable to QS profession.

scholarly journals The Design and Testing of 3DmoveR: an Experimental Tool for Usability Studies of Interactive 3D Maps

2018 ◽  
pp. 31-63 ◽  
Author(s):  
Lukáš Herman ◽  
Tomáš Řezník ◽  
Zdeněk Stachoň ◽  
Jan Russnák
Keyword(s):  
Spatial Data ◽  
Response Times ◽  
3D Visualization ◽  
User Interaction ◽  
Google Earth ◽  
Web Based ◽  
3D Environments ◽  
Camera Position ◽  
Interactive 3D ◽  
3D Scene

Various widely available applications such as Google Earth have made interactive 3D visualizations of spatial data popular. While several studies have focused on how users perform when interacting with these with 3D visualizations, it has not been common to record their virtual movements in 3D environments or interactions with 3D maps. We therefore created and tested a new web-based research tool: a 3D Movement and Interaction Recorder (3DmoveR). Its design incorporates findings from the latest 3D visualization research, and is built upon an iterative requirements analysis. It is implemented using open web technologies such as PHP, JavaScript, and the X3DOM library. The main goal of the tool is to record camera position and orientation during a user’s movement within a virtual 3D scene, together with other aspects of their interaction. After building the tool, we performed an experiment to demonstrate its capabilities. This experiment revealed differences between laypersons and experts (cartographers) when working with interactive 3D maps. For example, experts achieved higher numbers of correct answers in some tasks, had shorter response times, followed shorter virtual trajectories, and moved through the environment more smoothly. Interaction-based clustering as well as other ways of visualizing and qualitatively analyzing user interaction were explored.

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