3D Multi-user Virtual Environments Research Articles

Health literacy practices in 3D social virtual world

Abstract Background Social Virtual Worlds (VWs), for example, Second Life are online 3D multiuser virtual environments (MUVE). Access by users or ‘residents’ of these environments is through the creation of a representation of themselves, known as an avatar. These social immersive environments have been used to present health information using interactive games, simulations, support groups and healthcare seminars. The use of these environments during COVID-19 increased especially in countries with strict lockdown rules. However, limited published studies have investigated the health literacy (HL) skills and practices undertaken by individuals or communities in virtual worlds. Therefore, this study aimed to advance understanding of the social skills and health literacy practices used by individuals and communities within this immersive ‘place’ and the influence on physical world health behaviour. Methods 25 semi-structured interviews were conducted with participants within the virtual world Second Life. Results Findings demonstrated that participants used their social VW networks within the VW to search for, access, experience, appraise, understand, and make decisions to use health information. These social methods allowed reciprocal sharing of information, access to people within multiple VW groups who had different VW knowledge, skills, and health literacy practices. Additionally, this maximised the health literacy resources available, meaning improvements to individual or community HL. Conclusions An adapted framework of social skills and cultural literacy competencies used within VWs to improve individual and community HL be discussed and how this leads to distributed HL within the community. This framework is the first collection of social skills and adult HL used within VWs and make a unique contribution to ncreasing the understanding of the type of literacies used in social VWs to manage health information in online and offline communities.

Second Life as a Virtual Playground for Language Education: A Practical Guide for Teaching and Research (Review)

With the growth of digital technology, human interaction has grown beyond traditional faceto-face settings and now includes contexts as diverse as 3D multi–user virtual environments (MUVEs). Interestingly, MUVEs can even be the site of language learning and development, allowing students to freely interact with each other and create their own content. Since the launch of one particular MUVE—Second Life—in 2003, a body of literature (e.g., Wang et al., 2020) has shown that effective use of MUVEs for foreign/second language (L2) education can lead to a range of linguistic and affective gains (e.g., heightened motivation). Second Life as a Virtual Playground for Language Education: A Practical Guide for Teaching and Research, written by Julian Chen, addresses the need for practical resources for language educators to meaningfully engage L2 learners in online environments. Based on relevant theory, empirically supported evidence, and practical experience, Chen details how to design tasks, run classes, and conduct research in Second Life. [First Paragraph]

Educational Potential of 3D Multi-User Virtual Environments

The text focuses on the issue of 3D multi-user virtual environments and their use in education. In the wake of the global Covid-19 pandemic, there was a worldwide need for a rapid transition in education at all levels of schooling and in lifelong learning to the online space. As this was a rapid organisational change, schools and lifelong learning institutions often found themselves in situations where tools not previously tested in the school were used, or online tools were used that did not lead to the desired effect. Therefore, it is necessary to investigate which types of online tools are most appropriate for education, depending on the age of the learners and the learning topic. This text analyses the educational potential of 3D multi-user virtual environments, which hold significant benefits for the application of basic didactic principles that bring significant advantages in terms of learning outcomes, in particular the principle of illustration, learning from simulated virtual experiences as well as direct contact with the learning community. The text concludes by discussing current perspectives on the effectiveness of these environments in the educational process.

Exploring the role of situational flow experience in learning through design in 3D multi-user virtual environments

Exploring the role of situational flow experience in learning through design in 3D multi-user virtual environments

The effect of design tasks on the cognitive load level of instructional designers in 3D MUVEs

This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multi-user virtual environment (MUVE). The sample consisted of 16 undergraduate students who were experienced in the areas of instructional design, computer programming and graphic design. The designers were assigned to the design teams with 5 or 6 members and conducted a collaborative instructional design project to develop a solution to an ill-structured problem on the OpenSimulator platform for 8 weeks. Following the implementation, the designers were administered the Mental Effort Rating Scale regarding the 11 design tasks in the 3D MUVE. The results showed that the designers were cognitively overloaded while performing the design tasks in this environment. When the cognitive load scores were examined, it was found that the preparation of the learning scenario, uploading user-created 3D models, content creation, modelling of the draft view of the designed environment and 3D model design tasks were found as the most challenging tasks in terms of cognitive effort. On the other hand, it was found that the tasks of making animation, creating non-player characters and designing an interactive menu led to relatively less cognitive load.

The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment

AbstractPrior research on pre-task planning examines its effects on the quality of second language (L2) learners’ planned output. Planning mitigates the cognitive overload placed upon L2 learners’ oral performance, thus improving language production. Despite the pedagogical benefits, studies on pre-task planning on L2 learners’ oral output are conducted mostly in a lab or class setting. Whether or not similar effects of pre-task planning can be evidenced in three-dimensional (3D) multi-user virtual environments (MUVEs), such as Second Life (SL), is still less explored. Hence, this study investigates whether pre-task planning could enhance the quality and quantity of English as a foreign language (EFL) learners’ task-oriented, voice-based outcomes in SL. Nine EFL learners worldwide participated in this 10-session virtual class. Data were collected through students’ oral presentations in performing real-life simulated tasks related to their home cultures and interests. Yuan and Ellis’s (2003) framework of T-units measures was adopted to analyze their linguistic performance measured by complexity and accuracy. Results indicated that EFL learners showed statistically significant improvement on grammatical complexity on the levels of syntactic complexity and variety (but not on lexical variety) and on linguistic accuracy across all measured levels (error-free clauses/T-units/verb forms). It is suggested that pre-task planning can be seeded in task-based instruction either in a classroom-based or 3D MUVE setting to optimize the quality of learners’ linguistic performance. Tasks that are real-world oriented and targeting learners’ cultural repertoires and world knowledge also positively impact their virtual learning experiences. These significant implications add new research and pedagogical dimensions to the field of computer-assisted language learning.

The Effects of Using On-Screen and Paper Maps on Navigation Efficiency in 3D Multi-User Virtual Environments

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On-Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System (CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visual tips about the environment increased the navigation efficiency of the participants using the MUVE.

3D Multiuser Virtual Environments and Environmental Education: The Virtual Island of the Mediterranean Monk Seal

The study presents the results from a project in which a 3D multi-user virtual environment was used for informing students on issues related to the protection of the Mediterranean monk seal. The target group was 326, 10–12-years old students divided into three groups. The first one was taught using printed material, the second used a web-based application, and the third used the virtual environment. Data were collected by means of evaluation sheets and three questionnaires for recording students' views and attitudes. The third group of students had better learning outcomes compared to the first, but the results were inconclusive compared to the second. Then again, the MUVE had a notable impact on students' attitudes toward seals compared to the other tools. As for attitudes toward eco problems, the outcomes were better only compared to the first group. Moreover, fun and an increased motivation for learning were evident in the third group but co-existed with significant problems related to the use of the virtual environment. The findings point to the need for further examination of the use of multi-user virtual environments for raising the awareness of environmental issues.

The Effects of 3D Multi-User Virtual Environments on Collaborative Learning and Social Presence

Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.

A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors

Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.

The interplay of tasks, strategies and negotiations in Second Life

ABSTRACTDriven by interactionist theory and operationalized by task-based interaction, this study aims to investigate EFL learners’ task-based negotiation in Second Life (SL), a 3D multi-user virtual environment (MUVE). A group of adult EFL learners with diverse cultural/linguistic backgrounds in L1 participated in this task-based virtual class. Learners used avatars to interact with peers in communication tasks via voice chat. Discourse samples were collected through their oral production to examine their language patterns during negotiated interaction. A framework of negotiation of meaning was employed to code and analyze the transcribed data. Two types of negotiation routine were identified: single-layered trigger-resolution sequence and multi-layered trigger-resolution sequence. Specifically, the interrelationship among task types, negotiation and strategy use was also established in the study: jigsaw task prompted the most instances of negotiation and strategy use, followed by information-gap and decision-making tasks, whereas opinion-exchange task triggered the least. This study suggests that two-way directed tasks with convergent, obligatory, single-outcome conditions will stimulate more cognitive and linguistic processes of negotiation involving interactional modifications – leading to more complex and lengthy negotiation routine. It is concluded that SL as a 3D MUVE is conducive to theoretically-driven, pedagogically-sound, task-based research in language acquisition.

The use of 3D multi-user virtual environments in computer assisted second language learning: a systematic literature review

The rapid development of information and communication technologies (ICTs) is influencing the way we learn. 3D multi-user virtual environments (3D MUVEs) are emerging technology that is increasingly used in computer assisted language learning (CALL). Virtual environments are immersive, virtual worlds that could enhance second language learning (SLL). However, due to the novelty of the medium, the field lacks of a complete, systematic literature review that can support or reject the argument that '3D MUVE can enhance SLL'. The aim of this paper is to map this emerging research field. For this purpose, a published method for conducting systematic literature reviews was employed. Using this method, we identified 128 relevant papers. From these, we selected 32 that included case study results and employed general purpose virtual worlds (e.g., Second Life) rather than games (e.g., Warcraft). The results suggest there is evidence of improvement in learning outcomes, communication skills and motivation. In addition, this paper sheds light on areas requiring further research, such as the instructor's role in a 3D MUVE.

The use of 3D multi-user virtual environments in computer assisted second language learning: a systematic literature review

The use of 3D multi-user virtual environments in computer assisted second language learning: a systematic literature review

A Case Study in User Support for Managing OpenSim Based Multi User Learning Environments

Immersive 3D Multi User Learning Environments (MULE) have shown sufficient success to warrant their consideration as a mainstream educational paradigm. These are based on 3D Multi User Virtual Environment platforms (MUVE), and although they have been used for various innovative educational projects their complex permission systems and large numbers of functions can make their management potentially challenging. It follows that an inadequately managed MULE can be ineffective with respect to intended learning outcomes. The purpose of this research was to determine how management challenges manifest themselves and how to support educators in learning and applying MULE management skills. We utilized the popular OpenSim platform for this study. First, a survey of the need for user support ( ${\mathrm{N\,= \,43}}$ ) is described. Next, the design and evaluation of a guidance tool using graph topologic visualization of OpenSim functions is presented ( ${\mathrm{N\,= \,211}}$ ). The tool is further evaluated in the delivery of a course module. The analysis and user feedback indicated that the tool provides accurate information and helpful support for MULE management. As the final phase of the research, training environments were developed for both basic and advanced OpenSim MULE management. Evaluations of their usability and perceived educational value were carried out with participants ( ${\mathrm{N\,= \,68}}$ ); the outcomes suggest that training for advanced MULE management is more useful for all users, without requiring more time or effort, regardless of the degree of complexity of the MULE being designed.

Frequency of Attendance and Interaction of Students in 3D Multi-User Virtual Environments (MUVEs): The Effect on Learning English Language

This research study of third-dimensional multi-users virtual environment is experienced at Buraydah community college, Qassim University by the Saudi EFL students of level three in their Computer Assisted Language Learning course. In this paper the personal presence of the participants and their frequency of interaction are investigated. The English language laboratory was used to provide 3D multi-users virtual environment to the participants by awarding each of them an avatar character of their own choice. These were designed to practice and improve the proposed speaking skills of English language as a foreign language. This environment provides the participants to concentrate on their speaking skills to improve it by collaboration, participation, and frequent interactions. The results from such multi-users virtual social interactions showed a positive academic success of the participants in the current study. In Saudi culture, the language students have least interaction for improving their spoken skills of English where a 3D multi-users interaction is recommended for success of spoken English.

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Aim/Purpose: The study examines the effectiveness of university courses in shaping pre-service teachers’ intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers. Background: Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model testing. Methodology: Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece. Contribution: The study demonstrated the applicability of the TAM as a model that can adequately explain pre-service teachers’ intention to use MUVEs as practicing teachers. Findings: Results analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors. Recommendations for Practitioners: In order to increase the odds of a successful use of MUVEs in educational settings, institutions need to address specific organizational factors that will positively influence pre-service teachers’ intentions to use them and provide experiences relevant to that technology. Also, more emphasis is needed on the usability of MUVEs.

The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life

English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This study explores EFL adult learners' perceptions and language practices in a 10-session, task-based course in Second Life (SL). A full-blown task-based syllabus that capitalized on meaningful real-life tasks was designed and documented in this study. Employing the grounded theory approach and triangulating multiple qualitative data sources, two core themes emerged: factors that influence SL learning experience and effects of task-based instruction on language learning in SL. SL was evidenced as a viable learning environment due to its conspicuous features, immersive and virtual reality, sense of tele- and co-presence. This study implicates that 1) 3D multimodal resources in SL provide EFL learners with visual and linguistic support and facilitate language teaching and learning; and 2) tasks that draw upon SL features, accommodate learners' cultural/world knowledge, and simulate real-life scenarios, can optimize learners' virtual learning experiences.

Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece

The study presents the results of a pilot implementation of the Content and Language Integrated Learning in OpenSimulator Project-CLILiOP. Content and Language Integrated Learning together with constructivism provided the theoretical basis of the project. A multi-user virtual environment was developed using Opensimulator, which entailed a tour of the students’ avatars on a virtual island where they viewed and exchanged information in the English language regarding geographical terms and concepts. The project’s duration was ten weeks. A total of 105 students participated, divided into three groups: one used the application, the second was taught the same cognitive material using a conventional teaching method, but still under the scope of CLIL, while the third was conventionally taught. Results indicate that the learning outcomes of CLILiOP were better compared to the other two teaching methods, but also underline the need to further investigate the uses of 3D multi-user virtual environments in second language learning.

EFL learners’ strategy use during task-based interaction in Second Life

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

Didactic Limits of Teaching in Virtual Environments

AbstractThe use of 3D multi-user virtual environment in teaching and its didactic limits in lifelong learning is analyzed in this paper. Since in a virtual space there are no geographical boarders ...