3D Virtual Learning Environments Research Articles

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.

Using mixed reality displays for observational learning of motor skills: A design research approach enhancing memory recall and usability

When learning an action sequence, observing a demonstration informs the knowledge of movement execution and enhances the efficiency of motor skill acquisition. Three-dimensional (3D) virtual learning environments offer more opportunities for motor skill training as they afford observational learning. Mixed reality platforms (virtual reality, desktop PC, etc.) that render 3D virtual environments can therefore increase accessibility of observational content. To explore the effectiveness of these platforms so as to facilitate observational learning of action sequences, we developed the Recovery Position Application [ 1 ] (RPA) at the Interactive System Studio, University of Plymouth. The RPA was originally designed for mobile virtual reality. The RPA displays two virtual avatars performing the steps of the recovery position. We present the design of content and interaction informed by research into observational learning of motor skills. To formatively evaluate the current functional prototype, and potential use within an educational context, RPA was tested on three different platforms. Mobile VR (N=20), desktop PC (N=20) and video recording (N=21). Memory recall of movements was recorded and the usability of the RPA was investigated. Across all three platforms, the average recall of demonstrated information was 61.88%, after using the application for 10 min. No significant differences between recall rates were identified between platforms. Participant responses were positive or very positive for both application effectiveness as a learning resource and for ease of use. These results are discussed with regard to the future development of the RPA and guidelines for virtual demonstration content. Published: 27 November 2018 This paper is part of the special collection Mobile Mixed Reality Enhanced Learning , edited by Thom Cochrane, Fiona Smart, Helen Farley and Vickel Narayan. More papers from this collection can be found here . Citation: Research in Learning Technology 2018, 26 : 2129 - http://dx.doi.org/10.25304/rlt.v26.2129

Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments

AbstractAdaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model

Implementation of 3D virtual learning environment to improve students’ cognitive achievement

Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

Architecture and interaction protocol for pedagogical-empathic agents in 3D virtual learning environments

This paper proposes an interaction design architecture and an interaction protocol for the construction of pedagogical agents acting in distributed 3D learning environments. Agents designed based on the proposed architecture are able to interact verbally, non-verbally or both with the students, combining empathic and pedagogical behavioral parameters in order to support students during online educational activities. The representation of the agent results from both pedagogical and emotional factors and is related with the learning environment and its technology. The agent logic is based on three types of the learning environment's events: (a) emotional events, (b) pedagogical events and (c) events that are triggered by the environment itself. The proposed architecture is validated through the implementation of an autonomous pedagogical-empathic agent in the virtual environment of OpenSim. The agent observes students' anxiety during the learning process and reacts when their anxiety level is considered high.

Digital and Spatial Education Intertwining in The Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields.

Information retention’s relationships with flow, presence and engagement in guided 3D virtual environments

The purpose of this study was to examine the correlation of different variables with information retention in guided 3D virtual learning environments by employing three experimental designs. In each experiments, different participants were included in the same population and different variables were considered. Information retention test, flow, presence, engagement scales were used as data collection tools. Namely measures of flow, presence and engagement were examined to see their correlation with retention in experiment 1, 2 and 3. As a result, not the total score of flow but focused attention, enjoyment and skill dimensions has a weak but significant correlation with information retention, while the challenge has a moderate and significant negative correlation. In the second experiment, retention had a significant, low-level relationship with teaching presence and cognitive presence, but it did not have a similar relationship with social presence. In the third experiment, information retention significantly correlated with affective and cognitive engagement, but not with behavioral engagement. Although the three studies’ participants were from the same population, It was seen that the differences in the level of relationship between information retention and the variables studied in each study. Nevertheless, it was found that the levels of flow, presence and engagement of students are important for information retention in a guided 3D virtual learning environment. The study is thought to guide researchers to design 3D virtual learning environments for different purposes, considering these variables.

The Effect of Learning-Based Adaptivity on Students’ Performance in 3D-Virtual Learning Environments

Research demonstrates that individualized instruction is superior to the traditional one-size-fits-all teaching approach. The use of 3D virtual environments for educational purposes is becoming attractive because of their rich presentation, user friendly interaction techniques, and adaptive capabilities. However, defining the adaptive aspect of 3D virtual learning environments (3D-VLEs) is a challenging task. In this paper, we quantitatively measure learning skill of a student through a fuzzy logic-based approach and use it as adaptation criterion for changing the contents of 3D-VLEs. The system displays customize teaching materials for different students, which results in improved learning. The experimental results show that the proposed approach is effective and can be efficiently used to enhance the learning capabilities of students in 3D-VLEs.

Implementation of a 3D Virtual Learning Environment (MATHLIFE) Including Daily Life Activities in Mathematics: Experiences and Difficulties

Son yillarda kullanimi gittikce yayginlasan 3 boyutlu (3B) sanal ogrenme ortamlarinin ogrencilerin ogrenmesini kolaylastirmada guclu bir potansiyelinin oldugu bilinmektedir. Matematik gibi ogrenilmesinde ve ogretiminde zorluklar yasanan bir derste bu potansiyelin farkli boyutlarda detayli olarak degerlendirilmesi onem arz etmektedir. Bu calismanin amaci, matematik becerileri gerektiren 3B sanal ogrenme ortaminin uygulama surecinde yasanan deneyimlerin ve ortaya cikan zorluklarin incelenmesidir. Calismada matematik becerileri gerektiren 3B sanal bir ogrenme ortami (Mathlife) tasarlanmis ve farkli profillerdeki (diskalkulik, normal, ustun zekâli) ogrencilerle uygulamasi yapilmistir. Temel veri toplama araci olarak yari-yapilandirilmis bir gozlem formunun kullanildigi bu arastirmaya 4. ve 7. siniflardan secilen 10'ar (toplam 20) ogrenci katilmistir. Gozlem formunda, uygulamaya dahil olan arastirmacilarin ortami farkli boyutlarda degerlendirilmelerini isteyen 5 acik uclu soru yer almistir. Arastirmanin bulgulari, genel olarak uygulama surecinin planlandigi gibi yurutulebildigini ve profiller arasinda bazen farkliliklar ortaya ciksa da tasarlanan ortamin ogrencilere zengin bir matematik ogrenme baglami sundugunu ortaya cikarmistir. Yine calismada uygulama surecindeki teknik sorunlar basta olmak uzere bazi zorluklarin yasanabildigi ve bu zorluklarin bir kisminin surec ilerledikce giderildigi belirlenmistir. Calismanin sonucunda gelecekte bu yonde yapilacak arastirmalar icin cozum onerileri sunulmustur.

Adaptive 3D Virtual Learning Environments—A Review of the Literature

New ways of learning have emerged in the last years by using computers in education. For instance, many Virtual Learning Environments have been widely adopted by educators, obtaining promising outcomes. Recently, these environments have evolved into more advanced ones using 3D technologies and taking into account the individual learner needs and preferences. This focus has led a shift to more personalized learning approaches, requiring that the environments adapt themselves to the learner. Then, many adaptive 3D environments have explored adaptive features to create new and enhanced learning experiences in different contexts. However, very little is known about both what factors are involved with adaptive 3D environments to achieve learning benefits and what assessment factors are present in current studies. For this reason, this review analyzes the recent publications on Adaptive 3D Virtual Learning Environments. Findings have revealed that these environments have covered factors on defining the learner's model, the instructional strategies and contents, and the adaptations mechanisms. Nearly half of the environments have addressed thorough assessments whereas the rest has not reported any evaluation at all. Moreover, when they report assessment, promising outcomes have also been shown not only in multiple domains of knowledge but also at various stages of education. These findings indicate that the field of Adaptive 3D Virtual Learning Environments is an active and ongoing area, and this study highlights several promising directions and suggestions for future research.

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.

3D virtual learning environments in education: a meta-review

The aim of this study is to investigate recent empirical research studies about 3D virtual learning environments. A total of 167 empirical studies that involve the use of 3D virtual worlds in education were examined by meta-review. Our findings show that the “Second Life” platform has been frequently used in studies. Among the reviewed papers, case study designs and quasi-experimental studies were more common. Sample sizes were below 100 for most studies. 3D virtual learning environments are mainly designed for learning support, simulation, and game. Language learning and science have been the most extensively studied topics. Collaborative and exploration-based learning strategies have been used most frequently in 3D virtual learning environments. Presence, satisfaction, communication skills, and engagement were examined as emotional and cognitive achievements.

Exploring 3D-Virtual Learning Environments with Adaptive Repetitions

Exploring 3D-Virtual Learning Environments with Adaptive Repetitions

Exploring 3D-Virtual Learning Environments with Adaptive Repetitions

Exploring 3D-Virtual Learning Environments with Adaptive Repetitions

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.

Blending Distance Learning Platforms and 3D Virtual Learning Environments

Blending Distance Learning Platforms and 3D Virtual Learning Environments

Developing community of inquiry scale for 3D virtual learning environments

This study aims at developing Community of Inquiry Model scale for 3 Dimensional virtual learning environments. 51 items were developed for the scale from the literature review based on the characteristics of a virtual learning environment which was developed for winter sports in a 3D environment. The items were reviewed by field and language experts. A pilot study was conducted with 15 students. In 3D virtual winter sports learning environment, 260 5th, 6th, and 7th grade students practiced and then the scale was implemented on them. Exploratory and confirmatory factor analyses were carried out on the obtained data. At the end of the analyses, it was confirmed that the scale was comprised of three factors that are teaching, social and cognitive presence, and explained 57.80% of the variance and Cronbach alpha coefficient was .96. In confirmatory factor analyses conducted with three-factor structure that are teaching, social and cognitive presence, goodness of fit indexes before any modifications made on the model were as follows; [χ2/df=1.59 (p=.00); RMSEA= .07; GFI= .80; AGFI= .76; CFI=.99; NFI= .97; SRMR= .05].

Determinants of presence in 3D virtual worlds: A structural equation modelling analysis

<p class="abstract">There is a growing body of evidence that feeling present in virtual environments contributes to effective learning. Presence is a psychological state of the user; hence, it is generally agreed that individual differences in user characteristics can lead to different experiences of presence. Despite the fact that user characteristics can play a significant role in research on presence, most studies on the determinants of presence focus on immersive, interactive, and perceptually realistic aspects within the technology. Research into user characteristics and how they affect presence has received little attention thus far. The purpose of this study is to explore how user variables combine and interact to predict the level of presence in a 3D virtual learning environment. One hundred and eighty-five nursing students participated in this study and completed a questionnaire measuring user variables. Structural equation modelling was employed as the main technique for data analysis to ensure methodological rigor. The findings indicate that subjective norm, perceived ease of use, computer self-efficacy, and perceived usefulness account for 52% of the total variance of the sense of presence. This study makes a significant contribution by developing and validating an initial model of the determinants of presence in a 3D virtual world.</p>

Measuring Knowledge Acquisition in 3D Virtual Learning Environments.

Virtual environments can contribute to the effective learning of various subjects for people of all ages. Consequently, they assist in reducing the cost of maintaining physical structures of teaching, such as laboratories and classrooms. However, the measurement of how learners acquire knowledge in such environments is still incipient in the literature. This article presents a method to evaluate the knowledge acquisition in 3D virtual learning environments (3D VLEs) by using the learner's interactions in the VLE. Three experiments were conducted that demonstrate the viability of using this method and its computational implementation. The results suggest that it is possible to automatically assess learning in predetermined contexts and that some types of user interactions in 3D VLEs are correlated with the user's learning differential.

Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates

Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users’ interest (sense of belonging) is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users’ interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.