3D Virtual Learning Environments Research Articles

Gamification in Online Education: A Visual Bibliometric Network Analysis

This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors’ analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children’s learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users’ appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions.

The Museum of Instructional Design: an Examination of Learner Experiences & Usability in a Collaborative 3D Virtual Learning Environment

The Museum of Instructional Design: an Examination of Learner Experiences & Usability in a Collaborative 3D Virtual Learning Environment

Is Immersion in 3D Virtual Games Associated with Mathematical Ability Improvement in Game-Based Learning?

Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen’s d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies.

An Intelligent Tool Based on Fuzzy Logic and a 3D Virtual Learning Environment for Disabled Student Academic Performance Assessment

In a virtual learning environment, it is important to be able to correctly assess students to help them receive the best possible education. This can have a big impact on the way disabled students learn and their goals for gaining a high level of qualification. This paper investigated different fuzzy logic-based techniques for student academic evaluations in a 3D virtual learning environment (VLE). Some of the techniques were found to be especially helpful for disabled students, and the paper also described the development and design of evaluation systems that take this into account. The study used fuzzy logic to study how well disabled students are doing in their classes over a whole year. This fuzzy logic was developed using MATLAB software, which uses features extracted from student evaluations. Disabled students’ characteristics (such as experience and understanding, problem-solving skills, etc.) have been measured and combined with a 3D virtual learning environment built using open-source software, Moodle, and Sloodle. This way, disabled students can interact with their courses inside a 3D VLE using Sloodle. According to the findings, which were based on 20 disabled students, fuzzy logic technology used in 3D Virtual Learning Environments (VLEs) produces different results than traditional assessments. The difference between the two is about 3.9 points on average.

Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data

The research reported in this paper addresses the problem of assessing higher-order thinking skills, such as reflective and creative thinking, within the context of virtual learning environments. Assessment of these skills requires process-based observations and evaluation, as the output-based methods have been found to be insufficient. Virtual learning environments offer a wealth of data on the process, which makes them good candidates for process-based evaluation, but the existing assessment methods in these environments have shortcomings, such as reliance on large data sets, inability to offer specific feedback on actions, and the lack of consideration for how actions are integrated into bigger tasks. Demonstrating and confirming the ability of three-dimensional virtual learning environments to work with process metrics for assessment, we propose and evaluate the use of motifs as an assessment tool. Motifs are short and meaningful combination of metrics. Combining time-ordered motifs with a similarity analysis between expert and learner data, our proposed approach can potentially offer feedback on specific actions that the learner takes, as opposed to single output-based feedback. It can do so without the use of large training datasets due to reliance on expert data and similarity analysis. Through a user study, we found out that such a motif-based approach can be effective in the assessment of higher-order thinking skills while addressing the identified shortcomings of previous work. We also address the limited research on similarity-based analysis methods, compare their effectiveness, and show that utilizing different similarity measures for different tasks may be a more effective approach. Our proposed method facilitates and encourages the involvement of instructors and course designers through the definition of motifs and expert problem-solving paths.

The Influence of E-Scaffolding Sources in a Mobile Learning Environment on Students’ Design Skills and the Technology Fatigue Associated with a 3D Virtual Environment

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to their e-scaffolding source (teacher/peer). The findings showed that peer e-scaffolding outperformed teacher e-scaffolding in the mobile learning environment in terms of students’ development of design skills. The findings also showed that students became moderately fatigued after designing the 3D virtual environments in both experimental groups. This study can act as a guide for teachers and instructional designers by helping them to select the most suitable e-scaffolding source when teaching 3D virtual environment design skills. This may result in better and easier skill development.

Past Precedent: Reconciling Established Multimedia Principles in 3D Virtual Learning Environments

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on LA with significant contemporaneous milestones in data privacy; audio zones highlighting the dialectical dialogue between those who support LA use and those who advise caution; and a response wall for museum visitors to extend the discussion. Beyond application of multimedia design principles to artifacts, 3D spaces also demand consideration of space and movement flow. Lacking precedent, this exhibit design was guided by the Smithsonian’s (2018) recommendations for in-person exhibits. It is the intention of the design team that this design case highlights the need for a reconsideration of established multimedia theory when designing for emerging learning environments.

An adaptive 3D virtual learning environment for training software developers in scrum

ABSTRACT Scrum is one of the most used frameworks for agile software development because of its potential improvements in productivity, quality, and client satisfaction. Academia has also focussed on teaching Scrum practices to prepare students to face common software engineering challenges and facilitate their insertion in professional contexts. Furthermore, advances in learning technologies currently offer many virtual learning environments to enhance learning in many ways. Their capability to consider the individual learner preferences has led a shift to more personalised training approaches, requiring that the environments adapt themselves to the learner. We propose an adaptive approach for training developers in Scrum, including an adaptive virtual learning environment based on Felder's learning style theory. Although still preliminary, our findings show that students who used the environment and received instruction matching their preferences obtained sightly higher learning gains than students who received a different instruction than the one they preferred. We also noticed less variability in the learning gains of students who received instruction matching their preferences. The relevance of this work goes beyond the impact on learning gains since it describes how adaptive virtual learning environments can be used in the domain of Software Engineering.

Nursing Students’ Perception toward Shifting to Online Learning during the COVID-19 Pandemic at Urgent and Planned Situations

Background: The coronavirus disease 2019 (COVID-19) pandemic has negatively affected the learning strategies of nursing faculties, causing the temporary lockdown of universities and sudden shift of traditional learning to online learning without prior preparation. As lockdown continues, preparation of educational process for online learning takes place. Aim: We aimed to compare nursing students’ perception toward online learning during the COVID-19 pandemic at urgent and planned situations. Research design: A descriptive study was conducted. Setting: Data were collected at the Faculty of Nursing of Kafrelsheikh University in Egypt. Study subjects: By stratified randomization, we recruited 1004 students who already shifted to online learning during the pandemic and divided them into the urgent and planned situation groups (502 per group). Tools: Two tools were utilized: students’ technical-related data and students’ perception toward online learning, benefits, and possible challenges. Results: A statistically significant difference in nursing students’ perception toward online learning (χ2 = 356.215*, p < 0.001*) between the periods of urgent and planned situations, approximately one-quarter (20.7%) of the urgent group compared with the majority (80.3%) in the planned group had a positive overall perception. Conclusion: Nursing students’ perception during the period of planned online learning was better than that during the period of urgent online learning. Recommendations: We recommend introducing the latest innovations of online learning for both theoretical and practical lectures, including 3D virtual learning environment for practical lectures.

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

This paper aims to present a proposed model for designing 3D virtual learning environments in the light of employing a gamification strategy as a model that is guided by its stages and steps to develop student engagement at Mansoura University in Egypt. The methodology used in the identification of successful strategies and practices is based on reviewing the literature about the concept of the 3D virtual learning environment, its importance, and when to use it in the educational process. In addition, it reviews the strategy of gamification, its components, and its designing steps frameworks. Examples and suggestions are included. As well as it reviews the concept of student engagement, its importance, and its relation with a 3D virtual learning environment. The findings help stakeholders at higher education institutions to propose a framework. This framework integrates three-Dimensional Virtual Learning Environments based on gamification strategy to engage students in delivering engaging content.

Supporting Youth With Autism Learning Social Competence: A Comparison of Game-and Nongame-Based Activities in 3D Virtual World

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD’s social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students’ social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

Additional education of schoolchildren in physics at the Children's University

The article describes physics projects created by students as future physics teachers to organize classes on the educational platform of the Children's University. The study was aimed at examining the performance of physics students through physics projects. The advantages of the Labster 3D virtual reality learning environment for motivating students to study physics are also considered. Generally, the results of the study showed an increase in interest among primary school students in STEM education and science. The study involved children from 10 to 12 years old in the amount of 250 schoolchildren in the city of Kokshetau(Kazakhstan). The article used methods such as mixed methods, questionnaires, and semi-structured interviews for children. The Likert scale questions allowed the analysis using descriptive statistics. Open-ended questions and data from the interviews were classified using content analysis and analytically interpreted through the theory of the development of cognitive interest in children. Children were provided by links to short 10-minute educational videos posted on Youtube video hosting called FIZMAT KSU While they were working remotely. During distance learning, children used different forms of virtual laboratory work. The results and conclusions of the study revealed the followings: visiting the Children's University increases children's interest in STEM - education and science, as well as the participation of future physics teachers in the activities of the Children's University forms the skills of organizing informal forms of work with children.

The Design Principles of 3D-Virtual Reality Learning Environment (3D-VRLE) in Science Education

The Design Principles of 3D-Virtual Reality Learning Environment (3D-VRLE) in Science Education

GLOBALIZATION OF CIVIL ENGINEERING EDUCATION THROUGH THE BOLOGNA PROCESS AND LEARNING OUTCOMES

Actual issues of globalization and internationalization of education in the construction sector are posed in the article. The authors state the fact that the ongoing processes, in particular, the deterioration of the environmental situation on the planet, the negative effects of climate change require unified approaches to the formation of the content of building education and learning outcomes in the form of certain competencies: knowledge, skills. A review of scientific articles in the field of internationalization of building education is given in the article. Among them are articles offering new approaches to integrate building education with environmental and climate education; new teaching methods using digital technologies and 3D virtual learning environments. The authors conducted a sociological survey of employers and revealed a lack of practical knowledge among graduates of construction universities in Russia, meanwhile, construction education in European universities and US universities is becoming more practical, ecological and climate disciplines are including in the curriculum for training civil engineers. Authors' conclusion: special attention in building education should be paid to 1) the development of student mobility, the exchange of curricula and disciplines between universities; 2) strengthening the ecological and climatic component of construction education; 3) the development of joint scientific and educational international projects in the field of construction. The only measure of the quality of construction specialists is the learning outcomes that satisfy the modern requirements.

The Effectiveness of a 3D-Virtual Reality Learning Environment (3D-VRLE) on the Omani Eighth Grade Students’ Achievement and Motivation towards Physics Learning

--This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Omani 8th-grade students’ achievement and motivation towards physics learning. To achieve the study objectives, data were collected using two instruments: an achievement test and a motivation questionnaire. The sample consisted of sixty-five female students. They were divided into two groups, (32) students in the experimental group and (33) students in the control group. The findings of this research study indicated a greater improvement in students’ achievement in physics after using the 3D-VRLE compared to their counterparts in the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students’ motivation towards physics learning. In the light of these findings, the study recommended the importance of using the 3D-VRLE in the Ministry of Education schools. Research areas for future investigation in the field of the 3D-VRLEs were also suggested.

Task complexity and learning styles in situated virtual learning environments for construction higher education

This paper contributes to the ongoing discussion and research on the role of 3D virtual learning environments in teaching and learning. It specifically focuses on the use of video games as an enabling technology in construction higher education. As such, it investigates whether task complexity has any influence on an individual's preferred learning style while learning through virtual reality (VR) technology. To answer this question and address relevant issues, an educational experiment has been designed and conducted. An experimental virtual learning environment, the Situation Engine, was set up as a virtual construction site for undergraduate construction students to experience construction work in progress. The design and development of the Situation Engine has drawn on powerful pedagogical theories such as situated and experiential learning. 253 undergraduate students participated in the educational experiment. Three tasks of different complexity levels were designed as the experimental environments; with level of complexity being the independent variable. The hypothesis that students would adopt different learning styles when engaged in learning tasks of different complexities was rejected. No significant difference in the preferred learning styles was identified among the three experimental groups. It was concluded, therefore, that when using virtual reality technology for construction education there is no evidence to suggest the level of task complexity has significant influence on how people learn. The study presented in this paper is the first empirical study in the construction higher education field that reveals the relationship between the task complexity and students learning styles when Virtual Learning Environments are engaged.

Virtual Situated Learning of Spoken English Based on Computer Simulation Technology

This paper aims to effectively improve the learning effect of spoken English, which is difficult to learn or practice. For this purpose, the 3D space was constructed by computer simulation and virtual reality (VR) technology. Then, the author designed a computer simulation software to create a 3D virtual learning environment, which is almost indistinguishable from the real world, for immersive learning of spoken English. A total of 100 students were selected to learn spoken English for 12 weeks in the virtual environment. The learning outcomes were collected and analysed by statistical and induction methods. The analysis results show that the virtual environment greatly stimulated the students’ enthusiasm for spoken English learning, and improved the learning effect by 26~32%; the delay of the proposed software falls in the allowable range, but needs to be further improved. The research findings shed new light on the methods and theories of virtual situated learning of spoken English.

Pengembangan 3D Virtual Learning Environment

Virtual learning environment (VLE) has become an integral part of modern education. In the era of technology, students are using smartphone and computer in everyday learning. The use of computers for learning is diverse, starting from the simple thing like for reading e-books and learning materials to doing simulation. On the other hands, students are very familiar with computer games. 3D VLE offers learning process using media that looks like game so that students are motivated to learn and do the challenges given.&#x0D; &#x0D; Keywords: virtual learning, virtual learning environment, education

3D Virtual Learning Environment

Virtual Learning Environment (VLE) is the learning through electronic media where teachers and students are not in the same place, but the gap is bridged by the use of technologies. The aim of this study is to develop a 3D virtual learning environment (3D VLE). The three objectives of this study are (i) to gather the requirements of 3D VLE, (ii) to design the 3D VLE, and (iii) to develop the 3D VLE. The method consists of five phases; (i) literature review, (ii) requirement gathering, (iii) design, (iv) development and (v) evaluation. The prototype is developed by using Open Simulator, SLOODLE and Moodle. Future work includes enhancement for 3D VLE such as using gesture recognition to control the avatar movement.

Using immersive and modelling environments to build scientific capacity in primary preservice teacher education

Research has shown that primary school teachers often have a poor background in science and scientific concepts, and as a consequence may feel particularly under-prepared to teach science. This study examines the effect of an intervention that investigated the knowledge and understanding of science concepts for a group of 8 first-year preservice primary teachers. The intervention consisted of engaging the participants using two technology-based resources: Omosa, a 3D game-like virtual learning environment (VLE), and Omosa NetLogo, a simulation/modelling environment. A small-N study design was used in this study to determine whether or not the intervention resulted in improving preservice teachers’ science content knowledge. Data sources included semi-structured interviews and concept maps. Overall, the findings suggest that the combination of the immersive and modelling environments facilitated and provided appropriate knowledge-building opportunities for participants by supporting their cognitive engagement.