Understanding student engagement in 3D virtual learning environments

2011 ◽  
Vol 3 (5) ◽  
pp. 468 ◽  
Author(s):  
Joe Wan ◽  
Mike Reddy ◽  
David Longman
Keyword(s):  
Student Engagement ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
3D Virtual Learning Environments

scholarly journals Adaptive Repetition: A Fuzzy Logic based Control Strategy for Active Exploration in 3D-Virtual Learning Environments

2021 ◽  
Author(s):  
Muhammad Fayaz ◽  
Aftab Alam ◽  
Shah Khalid ◽  
Numan Ali ◽  
Wali Khan Mashwani
Keyword(s):  
Fuzzy Logic ◽  
Learning Environments ◽  
Control Strategy ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Negative Effects ◽  
Mental Load ◽  
Cognitive Aids ◽  
Active Exploration ◽  
3D Virtual Learning Environments

Abstract In past decade, the use of cognitive aids such as textual, visual and audio in 3D-Virtual Learning Environments is increasing day by day as it guide and facilitate both the students and teachers to perform the task with ease in Virtual Environment. In recent studies, it has been observed that the use of cognitive aids in virtual learning environments reduce mental load on learner but at the same time it also minimizes active exploration which negatively affect their performance in non-supervised environment. Therefore, some researchers have shown negative concern about the use of cognitive aids in 3D-Virtual Learning Environments (3D-VLEs). In this paper, we presents the idea of ”Adaptive Repetition” as control strategy for active exploration in 3D-VLEs. At the beginning of experiment in 3D-VLEs , students is given full support to perform the experiment with help of cognitive aids. Using a fuzzy logic based approach , the amount of aids are minimized whenever the experiment is repeated. The adaptive repetition approach put the students in active learning process and enables them to actively explore the learning environment. Ultimately, the negative effects of using cognitive aids in 3D-VLEs is minimized.

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

The Affordances of 3D Virtual Learning Environments

2019 ◽  
pp. 106-123
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

The Affordances of 3D Virtual Learning Environments

2018 ◽  
pp. 92-109
Author(s):  
Hisae Matsui ◽  
Terence C. Ahern
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Native Speakers ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Initial Stage ◽  
American Students ◽  
3D Virtual Learning Environments

The purpose of this chapter is to examine participants' perceived affordances of three-dimensional virtual learning environments (3D VLEs) in developing interpersonal emotional connections with their partners during the initial stage of the virtual exchange. To fulfill the purpose, two Japanese and two American students were paired and participated in sessions within two differently designed virtual environments using the same 3D virtual application. The results indicate that the participants tend to find avatars useful as a cue that helps in recalling previous conversations and in avoiding long silences. Additionally, the affordances of the 3D VLEs heightened the experience of co-presence. However, for non-native speakers, this experience also created increased anxiety. Finally, the results show the affordances affected the participants much more strongly during the first several sessions but were mitigated by other factors as the sessions continued.

Web-Based 3D Virtual Learning Environments

2012 ◽  
pp. 95-118
Author(s):  
Nicoletta Adamo-Villani ◽  
Kari L. Clase ◽  
Robin J. Heyden ◽  
John Wiecha
Keyword(s):  
Learning Environments ◽  
Postgraduate Medical Education ◽  
Three Dimensional ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Medical Education Program ◽  
Self Discovery ◽  
Interactive 3D ◽  
3D Virtual Learning Environments

This chapter is an overview of web-deliverable three-dimensional (3D) virtual learning environments. In Section 1 (Introduction) we define Virtual Reality (VR) Technology and Virtual Learning Environments; in Section 2 (Virtual Environments and Learning) we discuss literature findings on the benefits of using web-based VEs for self-discovery learning. In Section 3 (Developing online VE: technologies, challenges and solutions) we give an overview of the latest technologies/platforms used to develop online VEs, discuss development and delivery challenges posed by complex, information-rich web-based 3D environments, and describe possible solutions that can be adopted to overcome current limitations. In Section 4 (A review of two projects) we present two 3D web virtual learning environments that were recently developed by the authors: the Interactive 3D Tour of MSHHD and The pilot postgraduate medical education program in Second Life. A summary and conclusive remarks are included in section 5 (Summary and Conclusion).

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

3D Virtual Learning Environments

2016 ◽  
pp. 54-86
Author(s):  
Tiago Cinto ◽  
Harlei Miguel de Arruda Leite ◽  
Sarah Negreiros Carvalho ◽  
Cecilia Sosa Arias Peixoto ◽  
Dalton Soares Arantes
Keyword(s):  
Learning Environments ◽  
Educational System ◽  
Technological Development ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environments ◽  
Authoring System ◽  
Amount Of Information ◽  
3D Virtual Learning Environments

Heated debates involving reforms in the educational system are becoming more and more frequent in recent years, mostly due to the increasingly evident shortcomings in the educational system and its difficulties to evolve at the same pace as technological development. Since nowadays people spend much of their time interacting directly or indirectly with technological devices, one can think of using this involvement with educational purposes. Through this interaction people have easy and inexpensive access to a vast amount of information. In this sense, one can think of methodologies to improve education by focusing on the foundations of knowledge rather than the emphasis on the memorization of contents. Therefore, the aim of this work is to propose and validate an interactive content authoring system as well as a virtual classroom where lessons are taught by avatars in an attempt to make learning experience richer and more motivating to students.

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