3D Collaborative Virtual Learning Environments Research Articles

Usage Considerations of 3D Collaborative Virtual Learning Environments to Promote Development and Transfer of Knowledge and Skills for Individuals with Autism

This emerging technology report explores three-dimensional collaborative virtual learning environments (3D CVLEs) as an intervention modality with potential to foster development of knowledge and skills for people with autism spectrum disorder (ASD). Affordances and unique characteristics of 3D CVLEs are detailed and considered from the perspectives of learning, instruction, and assessment. Research suggests that 3D CVLEs can promote acquisition of social and communicative competencies for individuals with ASD in a safe and controllable manner. However, substantial challenges still exist related to overexposure and cybersickness. This report provides an analysis of current trends in the field, along with considerations of relevance and integration challenges with this unique learner population. Implications for further research are discussed.

Autistic youth in 3D game‐based collaborative virtual learning: Associating avatar interaction patterns with embodied social presence

AbstractThis study examines interaction patterns in a series of game activities for learning social skills by autistic youth in a 3D game‐based collaborative virtual learning environment (CVLE). Researchers studying collaborative learning have indicated the importance of social interactions and social presence. However, few studies have examined the relationship of avatar social interactions with embodied social presence in a 3D game‐based CVLE. Specifically, we examined avatar‐mediated verbal and nonverbal interactions by autistic youth in iSocial, a game‐based 3D CVLE for developing social competencies. How are avatar‐mediated verbal and nonverbal social interactions related to the extent of embodied social presence? Building on prior studies on embodied social presence (ESP) theory and the verbal and nonverbal social interaction framework, this paper aims to explore the link between the combination of verbal (appropriate and inappropriate) and nonverbal (avatar proximity, orientation, joint attention and gesture) interaction patterns and experienced ESP level. We report on the results of 3 cohorts of a total of 11 youth aged from 11 to 14 who were diagnosed with Autism Spectrum Disorder learning in 13 game activities in iSocial. The video data of the participants’ screen recordings were analyzed and coded based on the ESP theory and verbal and nonverbal social interaction framework. Through cluster analysis, the results identify distinct patterns of verbal and nonverbal interaction that are associated with different levels of embodied social presence. The findings of this study (1) shed light on the link between social interactions and embodied social presence and (2) provide a deeper understanding of how the unique spatial and visual characteristics of 3D CVLE and the design of game activities in 3D CVLE may transform collaborative learning, especially for autistic youth.

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through referencing, which is the mutual clarification of a virtual object’s meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

Fostering verbal and non-verbal social interactions in a 3D collaborative virtual learning environment: a case study of youth with Autism Spectrum Disorders learning social competence in iSocial

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment—iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality instruction for youth in small and rural communities. The data show the ability and variability of verbal and nonverbal reciprocal social interactions while online. In addition, the results of this case study revealed associations between pedagogical design features of the iSocial 3D CVLE, such as, goal-oriented, narrative embedded, game/role play enriched and peer-supported 3D CVLE activity design and higher frequencies and better quality of reciprocal social interaction. Therefore, these findings have potential to inform future design of 3D social learning spaces.

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

This case study explores the experience of embodied social presence while learning social competence of 11 youth with Autism Spectrum Disorders (ASD). The learning takes place in a series of 13 Naturalistic Practice (NP) learning activities which are part of a 3D Collaborative Virtual Learning Environment (CVLE)-iSocial. iSocial is a translation of a face-to-face clinic based curriculum, Social Competence Intervention-Adolescents (SCI-A), into a 3D CVLE for delivery over the Internet,. This study developed a direct-observation instrument that built upon the Embodied Social Presence (ESP) theory framework to describe youth with ASDs' embodied presence, embodied copresence and embodied social presence. The findings show that youth with ASD achieved embodied presence and embodied copresence in almost all of the NP activities. However, they achieved embodied social presence in only a handful of NP activities. From comparisons between the learning activities that had high or low percentages of achieving ESP, the results indicate associations of design features (narratives, choosing roles, fantasy settings and ease of use of learning tools) with having a higher percentage of youth achieve embodied social presence. Furthermore, the work of this study provides a method for researchers interested in studying ESP and the results can inform future design decisions in the development 3D CVLE and the structure of learning activities within the 3D CVLE.

A Comparison of 3D Collaborative Virtual Learning Environments

This paper focuses on 3D Collaborative Virtual Learning Environments, examining the state of the art in both open source and proprietary software. Issues pertaining to the use of open source Collaborative Virtual Learning Environments are discussed, rationalizing the choice of executing a collaborative learning scenario in Second Life. The scenario is then presented and evaluation results assess the appropriateness of the chosen platform with regards to its technical and pedagogical affordances. Finally, students’ suggestions and reactions towards such a novel didactical approach are discussed.

Smart 3D collaborative virtual learning environments: A preliminary framework

With increases in access to powerful computing and high-speed networks, 3D virtual learning environments are being envisioned and developed as places for collaborative learning. These new environments for collaborative learning have promise for great authenticity in experience, great presence with others, and the monitoring/sensing of broad ranges of human cognition and behavior inferred from the actions of avatars. In the process of designing and building such an environment, iSocial, to develop social competency for youth with Autism Spectrum Disorder the authors have explored the potential for developing a smart system. The paper provides a framework for conceptualizing and implementing a smart 3D collaborative virtual learning environments based on 3 key constructs: environmental scaffolds, social affordances and coaching. The framework and constructs are illustrated using experiences and functionality developed for the iSocial system.