DESIGNING INQUIRY-BASED LEARNING CONDITIONS WITHIN 3D-SIMULATION ENVIRONMENT

2017 ◽  
Author(s):  
Jerzy Montusiewicz ◽  
Stanisław Skulimowski
Keyword(s):  
3D Simulation ◽  
Simulation Environment ◽  
Inquiry Based Learning ◽  
Learning Conditions

Learning Patterns as Criterion for Forming Work Groups in 3D Simulation Learning Environments

2019 ◽  
pp. 298-313
Author(s):  
Jose Maria Cela-Ranilla ◽  
Luis Marqués Molías ◽  
Mercè Gisbert Cervera
Keyword(s):  
Learning Environments ◽  
Group Performance ◽  
Work Groups ◽  
Descriptive Statistics ◽  
3D Simulation ◽  
Simulation Environment ◽  
Learning Patterns ◽  
Performance Results ◽  
The Relationship ◽  
Final Group

This study analyzes the relationship between the use of learning patterns as a grouping criterion to develop learning activities in the 3D simulation environment at University. Participants included 72 Spanish students from the Education and Marketing disciplines. Descriptive statistics and non-parametric tests were conducted. The process was analyzed by means of teamwork measurements and the product was analyzed by assessing the final group performance. Results showed that learning patterns can be an effective criterion for forming work groups, especially when the students do not know each other.

Computer-Generated Three-Dimensional Training Environments

2010 ◽  
Vol 2 (3) ◽  
pp. 43-60
Author(s):  
Michael Garrett ◽  
Mark McMahon
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Instructional Strategy ◽  
Three Dimensional ◽  
Problem Based Learning ◽  
Emergency Evacuation ◽  
3D Simulation ◽  
Simulation Environment ◽  
Gaming Technology ◽  
Problem Solving Task

Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning (SUPL) approach has been developed in order to inform the design of 3D simulation environments based on gaming technology within a problem-based learning pedagogy. The SUPL approach identifies a series of design factors relative to the user, the problem-solving task, and the 3D simulation environment that guide the learning process and facilitate the transfer of knowledge. This paper will present a simulation environment design according to this conceptual framework for a problem-solving task within the context of an underground mine emergency evacuation. The problem-solving task will be designed to satisfy learning objectives that relate to the development of knowledge and skills for emergency evacuation of the Dominion Mining’s Challenger mining operation located in South Australia.

Learning Patterns as Criterion for Forming Work Groups in 3D Simulation Learning Environments

2016 ◽  
Vol 14 (4) ◽  
pp. 27-40
Author(s):  
Jose Maria Cela-Ranilla ◽  
Luis Marqués Molías ◽  
Mercè Gisbert Cervera
Keyword(s):  
Group Performance ◽  
Work Groups ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
3D Simulation ◽  
Simulation Environment ◽  
Learning Patterns ◽  
Performance Results ◽  
The Relationship ◽  
Final Group

This study analyzes the relationship between the use of learning patterns as a grouping criterion to develop learning activities in the 3D simulation environment at University. Participants included 72 Spanish students from the Education and Marketing disciplines. Descriptive statistics and non-parametric tests were conducted. The process was analyzed by means of teamwork measurements and the product was analyzed by assessing the final group performance. Results showed that learning patterns can be an effective criterion for forming work groups, especially when the students do not know each other.

Computer-Generated Three-Dimensional Training Environments

2014 ◽  
pp. 183-201
Author(s):  
Michael Garrett ◽  
Mark McMahon
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Instructional Strategy ◽  
Three Dimensional ◽  
Problem Based Learning ◽  
Emergency Evacuation ◽  
3D Simulation ◽  
Simulation Environment ◽  
Gaming Technology ◽  
Problem Solving Task

Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning (SUPL) approach has been developed in order to inform the design of 3D simulation environments based on gaming technology within a problem-based learning pedagogy. The SUPL approach identifies a series of design factors relative to the user, the problem-solving task, and the 3D simulation environment that guide the learning process and facilitate the transfer of knowledge. This paper will present a simulation environment design according to this conceptual framework for a problem-solving task within the context of an underground mine emergency evacuation. The problem-solving task will be designed to satisfy learning objectives that relate to the development of knowledge and skills for emergency evacuation of the Dominion Mining’s Challenger mining operation located in South Australia.

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