VRoom – Development of a Virtual Reality learning environment for the utilization of color in an architectural context

Research Objectives and Problems: The focus of this research is the virtual learning environment, which is a priority in developing new learning strategies. The aim is to analyze the process to describe policies related to changes in learning environments. The research objectives include examining theoretical approaches to modeling virtual learning environments and highlighting the signs of change in virtual teaching/learning environments from various perspectives. The research focuses on how virtual teaching and learning environment modeling is contextualized within the evolving Lithuanian education policy. This study explores questions regarding the perception of changes in learning environments and the key trends shaping virtual learning within the framework of new education policies. Research Methods: This study employs a combination of literature analysis and semi-structured focus group interviews to gather insights from teachers, education experts, and policymakers. The findings offer a deeper understanding of the virtual teaching and learning environment modeling process and its implications for educational policy and practice. Structure of the Article: The paper is structured into five main sections: an introduction, a literature review, a methodology description, an analysis of the main findings, and a discussion and conclusions section. A list of references is provided at the end. Research Findings and Their Impact on Educational Sciences: This research explores the modeling of virtual teaching and learning environments and its implementation within educational contexts. As schools navigate a rapidly evolving world, understanding and shaping virtual learning environments is crucial. The study aims to analyze the process of modeling virtual teaching and learning environments, particularly in terms of the inclusive and operationalizing context of open learning spaces, content elements, and learning styles. Through a reflexive approach, the paper investigates how modern schools are transitioning toward more organized teaching and learning services and identifies new directions in skill development, knowledge acquisition, learner networking, and value creation. The virtual teaching and learning environment is presented as a central vision for learner-centered education, promoting personalized learning, diverse learning styles, and trust-based learning cultures. Conclusions and Recommendations: Lifelong learning emerged as a central theme across all concept maps. This cluster was not only deemed pivotal for the future of learning but also served as a unifying element for other clusters. According to experts, the anticipated shifts in learning strategies and approaches are closely tied to the notion that skills and competencies will increasingly be acquired through lifelong learning.

Women are still underrepresented in engineering courses although some German universities offer separate women’s engineering courses which include virtual STEM learning environments. To outline information about fundamental aspects relevant for virtual STEM learning, one has to reveal which similarities both genders in virtual learning show. Moreover, the question arises as to whether there are in fact differences in the virtual science learning of female and male learners. Working with virtual STEM learning environments requires strategic and arithmetic-operative competences. Even if we assume that female and male learners have similar competences levels, their correlational pattern of competences, motivational variables, and invested effort during virtual STEM learning might differ. If such gender differences in the correlations between cognitive and motivational variables and learning behavior were revealed, it would be possible to finetune study conditions for female students in a separate engineering course and shape virtual STEM learning in a more gender-appropriate manner. That might support an increase in the number of women in engineering courses. To reveal the differences and similarities between female and male learners, a field study was conducted with 56 students (female = 27, male = 29) as part of the Open MINT Labs project (the German term for Open STEM Labs, OML). The participants had to complete a virtual STEM learning environment during their regular science lessons. The data were collected with questionnaires. The results revealed that the strategic competences of both genders were positively correlated with situational interest in the virtual learning environment. This result shows the big impact strategic competences have for both genders regarding their situational interest. In contrast, the correlations between mental effort and competences differed between female and male participants. Especially female learners’ mental effort decreased if they had more strategic competences. On the other hand, female learners’ mental effort increased if they had more arithmetic-operative competences. All in all, female learners seem to be more sensitive to differences in their strategic and arithmetic-operative competences regarding their mental effort. These results imply that the implementation of separate women’s engineering courses could be an interesting approach.

Virtual Learning Environments (VLEs) became the primary space for education during the Coronavirus disease (COVID-19) lockdowns. One of the additions that specifically VR has to offer is its potential to incorporate some of the qualities that define interpersonal communication and typically lack in distance-learning VLEs. This study’s aim is exploration of those qualities to appreciate Virtual Reality Learning Environments (VRLEs) as a supplementary tool for distance learning and its impact on knowledge acquisition processes, with the particular objectives of evaluating usability, usefulness, and realism of Non-Verbal Cues (NVCs) capture. Toward this end a multi-user VRLE prototype was developed and utilized for the delivery of a live lecture by a real professor of a MSc programme. The professor’s body motion and facial expressions were captured in real-time and solved onto a high-fidelity avatar. In total, a group of 20 students audited the lecture via the VRLE and evaluated the modalities and experience offered compared to conventional VLEs. Additionally, knowledge acquisition was directly correlated to another group of 20 students, who audited the same lecture only via conventional VLEs. Evaluation results provide important insight regarding the learning experience between the two settings and how incorporation of NVCs can have a positive impact.

Delivering curriculum using desktop-based virtual learning environment (VLE) technologies in a collaborative group setting has been shown to reduce the social skill limitations of students with learning disabilities. However, the lack of the immersiveness and effective generalization of acquiring knowledge and skills among students remains a critical challenge in the interactive tools used in current VLEs. In this paper, we present a networked social virtual reality learning environment (VRLE) system viz., vSocial that has been redesigned based on iterative user feedback and developed in order to leverage the latest advances in integration of smart devices such as VR headsets for virtual content delivery. We describe a comparative study to evaluate technology trade-offs in the development process of transitioning from a VLE to a VRLE, from both technological and user (e.g., student/instructor) perspectives. Lastly, we outline open issues in using VRLEs which include: system complexity, emotion recognition, cybersickness and system sustainability.

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.

The change and restrictions in how we react with cultural heritage because of the COVID-19 pandemic has created an urgency in advancing remote and digital access to objects and sites. This paper outlines the process for developing Virtual Learning Environments (VLEs) using digital recording and modelling of architectural heritage and archaeology. Virtual Reality (VR) software, game engine platforms and WEB platforms are outlined which can be applied to represent heritage sites in addition to emerging screen based technological learning systems. The application Historic Building Information Modelling (HBIM) and Game Engine Platforms for creating Virtual Learning Environments (VLEs) is also examined. The design-theory based on Virtual Learning Objects for cultural heritage is explored. Two case studies are explored for their potential to create Virtual Heritage Learning Environments. Finally, a design framework is proposed for developing Virtual Heritage 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.

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment 
 Context and motivation:
 Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).
 
 What will be demonstrated in this presentation?
 The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.
 
 The implications for future practice
 The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.
 
 
 References
 Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live
 Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101
 

Virtual Learning Environments (VLEs) are spaces designed to educate student groups remotely via online platforms. Although traditional VLEs have shown promise in educating students, they offer limited immersion that overall diminishes learning effectiveness. In this paper, we describe vSocial, a cloud-based virtual reality learning environment (VRLE) system that can be deployed over high-speed networks using the High Fidelity “social VR” platform. vSocial provides flexible control of group learning content and compliance with established VLE standards with improved immersive user experience for both instructor(s) and students. For our vSocial development, we build upon the use case of an existing special education VLE viz., iSocial that trains youth with Autism Spectrum Disorder by implementing the Social Competence Intervention (SCI) curriculum. The vSocial can be used to: (a) implement multiple learning modules using wearable VR technologies, (b) integrate cognitive state sensing devices, and (c) organize learning session data securely using web applications hosted on cloud resources. Our experiment results show that the VR mode of content delivery in vSocial better stimulates the generalization of lessons to the real world than non-VR lessons, and provides improved immersion when compared to an equivalent desktop version. Further, usability study results show that users can successfully use the web application features in vSocial for group learning activities with ease-of-use and consistency.

Virtual Learning Environments (VLEs) are spaces designed to educate students remotely via online platforms. Although traditional VLEs such as iSocial have shown promise in educating students, they offer limited immersion that diminishes learning effectiveness. This paper outlines a virtual reality learning environment (VRLE) over a high-speed network, which promotes educational effectiveness and efficiency via our creation of flexible content and infrastructure which meet established VLE standards with improved immersion. This paper further describes our implementation of multiple learning modules developed in High Fidelity, a "social VR" platform. Our experiment results show that the VR mode of content delivery better stimulates the generalization of lessons to the real world than non-VR lessons and provides improved immersion when compared to an equivalent desktop version.

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).

Background The promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling. Intervention A web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers. Methods Fun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments. Results Results suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children. Discussion Although VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.

Introduction. The article develops the concept of organizing and implementing a virtual learning environment. The digitalization of all branches of modern culture determines the relevance of the study of the problems of virtual learning environments, which have become an effective tool for creating and organizing learning, allowing you to overcome geographic, temporal and technical limitations. In order to successfully introduce a virtual learning environment into the educational process, it is necessary to take into account pedagogical, psychological and methodological aspects, software adaptation, the availability of technical resources, etc. The purpose of the article is a theoretical and methodological study of the development and implementation methods of a virtual learning environment.Materials and Methods. The theoretical basis of the study was scientific papers and materials related to virtual learning, and the main methods were an interdisciplinary analysis of domestic and foreign literature on the development of a virtual learning environment, an analysis of works on the problems of virtual learning, predictive methods and methods for identifying relationships. Based on the methods of analysis, comparison, generalization, the systematization of the main contradictions and problems that arise in the process of using the virtual learning environment was carried out. To identify the causes of these problems and contradictions, methods of expert assessments and system analysis were used. These methods make it possible to determine the main factors that affect the efficiency of using a virtual learning environment and develop recommendations for their optimization. Thus, the materials and research methods used in the work made it possible to get a complete picture of the problems and contradictions that arise when using a virtual learning environment, and to develop recommendations for their solution.Results. The development of a virtual learning environment requires an analysis of the needs of students and teachers, surveys to identify preferences, evaluate effectiveness and create a concept. The virtual learning environment should be flexible, personalized, user-friendly and offer a mix of online and offline learning. When choosing a platform or software for creating a virtual learning environment, it is important to consider functionality, ease of use, scalability, security, and support offered. Developing content for a virtual learning environment requires defining the goal of the course, selecting topics that are relevant to the target audience, and creating learning materials, including video tutorials, tests, tutorials, webinars, and visual aids. After developing a virtual learning environment, it is important to test the system, make the necessary adjustments and train users to use it. The effectiveness of the virtual learning environment should be assessed both by objective and subjective indicators, as well as collect and analyze feedback from students and teachers. Plans for the development of a virtual learning environment may include the development of additional courses and materials, the improvement of communication facilities, the creation of tools for practical exercises, the addition of additional functions.Discussion and Conclusions. The virtual learning environment has many advantages, such as accessibility, flexibility, interactivity, individuality, efficiency and cost-effectiveness. On the other hand, virtual learning environments can generate technical problems, have limited accessibility, content management and data privacy issues, and the teacher has limited control over the learning process. In the course of the research, a working model for the practical implementation of a virtual learning environment was developed, including step-by-step implementation, evaluation and recommendations for its use in the educational process.

Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self‐regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low‐achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi‐experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands‐on skills, self‐regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low‐achieving students. Practitioner notes What is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting.

To provide new context-creation tools in architectural education to give students a full sense of immersion and presence. This paper discusses the integration of artificial intelligence and virtual reality technology in architectural education, and then the integration of artificial intelligence and virtual reality technology proposed architecture education virtual learning environment human-computer interaction system. Through the experimental study, in the application effect satisfaction analysis, the student satisfaction in the virtual reality learning environment in stimulating students’ learning interest is 80%, and 72% of the students agree to learn architectural expertise in the virtual reality learning environment.