3D Virtual Learning Environments Research Articles

A Proposed Perspective for Designing a 3D Virtual Learning Environment Based on Artificial Intelligence for Teaching English Language for Medical Students at the University of Bisha

A Proposed Perspective for Designing a 3D Virtual Learning Environment Based on Artificial Intelligence for Teaching English Language for Medical Students at the University of Bisha

A proposed perspective for designing a 3D Virtual Learning Environment Based on Artificial Intelligence for Teaching English Language for Medical Students at the University of Bisha

A proposed perspective for designing a 3D Virtual Learning Environment Based on Artificial Intelligence for Teaching English Language for Medical Students at the University of Bisha

A Framework for Web‐Based Interprofessional Education for Midwifery and Medical Students

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

A case study of the experiences of instructors and students in a virtual learning environment (VLE) with different cultural backgrounds

The use of virtual learning environments (VLEs) has become more common and educators recognized the potential of VLEs as educational environments. The learning community in VLEs can be a mixture of people from all over the world with different cultural backgrounds. However, despite many studies about the use of virtual environments for learning, there has been little research on the perspectives of both instructors and students from different cultural backgrounds toward using a VLE. Thus, to gain insight into both instructors’ and students’ perspectives with different cultural backgrounds toward using a VLE, this paper conducted a qualitative exploratory case study. For more interactive learning, the VLE of the study was designed in Second Life which is one of the 3D VLEs and equipped with screen sharing software. In addition, one facilitator provided the technical and language translation support throughout the research process. Then, this paper also endeavored to determine educational implications of this new approach based on its findings.

THE USE OF 3D VIRTUAL LEARNING ENVIRONMENTS IN TRAINING FOREIGN LANGUAGE PRE-SERVICE TEACHERS

The recent developments in computer and Internet technologies and in three dimensional modelling necessitates the new approaches and methods in the education field and brings new opportunities to the higher education. The Internet and virtual learning environments have changed the learning opportunities by diversifying the learning options not only in general education but also in the field of foreign language for teachers, curriculum designers and students. Many higher education institutions are employing one of the most widely used virtual worlds the Second Life Platform and are conducting classes on their virtual campuses, and organize meetings, seminars and conferences. In this study, it has been aimed to devise and implement learning applications on the 3D Second Life Platform for the prospective foreign language preservice teachers of Istanbul University, Hasan Ali Yucel Faculty of Education, English Language Teaching Department. The study will report a research Project on Second Life aiming at introducing foreign language pre-service teachers with 3D Virtual Learning Environments and enabling them to use this environment for language teaching at Istanbul University, Hasan Ali Yucel Faculty of Education, English Language Teaching Department. In the scope of the Project, “Comparative Education” class has been conducted both face to face and in World. The method of the study is descriptive. Furthermore, a mixed model, where qualitative and quantitative research techniques have analyzed, has been used. Thus, triangulation of the data has been aimed. In the study, a description of the project, methodology, results and student work will be given.

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.

An Immersive 3D Virtual Learning Environment for Analyzing the Atomic Structure of MEMS-Relevant Materials

In this paper, an immersive three-dimensional (3D) virtual learning environment based on the Oculus head-mounted display is presented for analyzing the atomic structure of monocrystalline materials relevant to Micro-Electro-Mechanical Systems (MEMS), e.g. Silicon (Si), Chromium (Cr), Titanium (Ti) and Copper (Cu). This environment allows the real-time visualization and interactive analysis of key crystal lattice parameters, e.g. number of atoms in the lattice, atomic packing factor, linear atomic density, surface atomic density, volumetric density, etc.

VIRTUAL ANTI-BULLYING VILLAGE PROJECT FOR COPING WITH BULLYING AND CYBERBULLYING WITHIN A 3D VIRTUAL LEARNING ENVIRONMENT: EVALUATION RESEARCH

The current study aims to evaluate the implementation of a unique educational project- The Virtual Anti-Bullying Village for Kids and Teens (ABV4KIDS) that was designed and operated by the European Commission. A 3D virtual environment as an innovative, international project for adolescents, focused on knowledge acquisition and new ways of coping with bullying and cyberbullying. Sixty seventh graders-Israeli adolescents-completed five questionnaires before and after the project to assess its impacts regarding cyberbullying and socio-emotional variables. They evaluated the project as important, enjoyable, and increasing their knowledge about cyberbullying, but expressed a need for more practical tools for coping. At the end of the project, the control group reported more cyberbullying experiences, as well as a decrease in social support, whereas the research group reported no changes in cyberbullying experiences and in socio-emotional aspects. To cite this document: Dorit Olenik Shemesh, Tali Heiman, and Eyal Rabin, "Virtual anti-bullying village project for coping with bullying and cyberbullying within a 3D virtual learning environment: Evaluation research", International Journal of Cyber Society and Education, Vol. 7, No. 2, pp. 97-124, 2014. Permanent link to this document: http://dx.doi.org/10.7903/ijcse.1147

Designing for Learning in a Three-Dimensional Virtual Learning Environment: A Design-Based Research Approach

This article reports the design, implementation, and results of a longitudinal design-based research effort that seeks to promote meaningful learning in a three-dimensional virtual learning environment (VLE). Since 2008, a multidisciplinary team has been designing, developing, and testing a 3D VLE called iSocial for helping youth with autism spectrum disorders (ASD) acquire social competencies. In this article, we report our iterative approach to designing the 3D VLE to promote engaging, realistic social interaction over three separate design and testing cycles. The design narrative focuses on iterations to the design of learning activities and learner supports. Evaluation data from the three testing cycles illustrate a constantly improving instructional approach that is meeting the project objectives of participants acquiring social competencies in the virtual medium that can ultimately be applied in the real world.

Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context

The point of departure of this article is an immersive (avatar-based) 3D virtual environment which was developed in the European project IVY – Interpreting in Virtual Reality – to simulate interpreting practice. Whilst this environment is the first 3D environment dedicated to interpreter-mediated communication, research in other educational contexts suggests that such environments can foster learning. The IVY 3D environment offers a range of virtual ‘locations’ (e.g. business meeting room, tourist office, doctor’s surgery) which serve as backdrops for the practice of consecutive and dialogue interpreting in business and public service contexts. The locations are populated with relevant objects and with robot-avatars who act as speakers by presenting recorded monologues and bilingual dialogues. Students, represented by their own avatars, join them to practise interpreting. This article focuses on the development of the bilingual dialogues, which are at the heart of many interpreter-mediated business and public service encounters but which are notoriously difficult to obtain for educational purposes. Given that interpreter training institutions usually need to offer bilingual resources of comparable difficulty levels in many language combinations, ad hoc approaches to the creation of such materials are normally ruled out. The approach outlined here was therefore to start from available corpora of spoken language that were designed with pedagogical applications in mind. The article begins by explaining how the dialogues were created and then discusses the benefits and potential shortcomings of this approach in the context of interpreter education. The main points of discussion concern (1) the level of systematicity and authenticity that can be achieved with this corpus-based approach; and (2) the potential of a 3D virtual environment to increase this sense of authenticity and thus to enable students to experience the essence of dialogue interpreting in a simulated environment.

Distance Learning for Students with Special Needs through 3D Virtual Learning

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

A Virtual Experiential Learning and Students' Ill-Structured Problem-Solving Ability

In order to provide students with an experiential learning experience and understand the effect of a three-dimensional (3D) virtual learning environment in students' ill-structured problem-solving ability, the study designed a 3D virtual company (3DVC) for the participants to be a general manager to solve several complex problems for different departments. The study selected one class of business students to participate in the experiment. The entire procedure comprised pretest, 3DVC training and posttest. The results were analyzed through a paired sample t-test to understand if there is any significant difference between pretest and 3DVC, and pretest and posttest. The results showed that the participants made a significant improvement in ill-structured problem- solving ability after the 3DVC training. The results provide important references for educators that a 3D situational learning environment is beneficial in improving students' ill-structured problem-solving ability.

Student motivation and achievement in learning English as a second language using Second Life

This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

Multi-Level Adaptation in End-User Development of 3D Virtual Chemistry Experiments

Multi-level adaptation in end-user development (EUD) is an effective way to enable non-technical end users such as educators to gradually introduce more functionality with increasing complexity to 3D virtual learning environments developed by themselves using EUD approaches. Parameterization, integration, and extension are three levels of adaptation ranging from straightforward to complex in terms of what end users have to understand in order to develop functional software applications, all within reach of end users without special training on programming. A 3D educational application EUD system prototype, iVirtualWorld, has been expanded to support 3D virtual chemistry experiments generation using these three levels of EUD adaptation. An evaluation has been conducted on 18 participants from the education domain, and the results confirmed ease-of-learn, ease-of-use, and usefulness of this solution. Contributions of this paper are 1) a paradigm for applying EUD technologies in 3D virtual learning environment creation; 2) an easy-to-use tool for educators to build customized virtual chemistry experiments; and 3) empirical assessment data for the multi-level adaptation solution.

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is proposed.

Online Virtual Learning Environments

This article is an overview of online virtual learning environments for discovery learning. The paper defines Virtual Learning Environments and discusses literature findings on the benefits of using web-based VEs for self-directed learning. It gives an overview of the latest technologies/platforms used to develop online VEs, discusses development and delivery challenges posed by complex, information-rich web-based 3D environments, and describes possible solutions that can be adopted to overcome current limitations. The paper also presents and discusses two 3D web-deliverable virtual learning environments that were recently developed by the authors: the “Virtual Tour of the Muscatatuck State Hospital Historic District (MSHHD)” and the “VELS: Virtual Environment for Learning Surveying”. The “Interactive 3D Tour of MSHHD” is a web-based digital heritage application that uses Virtual Reality as a tool to document and preserve historic sites and educate the public about them; the “VELS” is an online virtual learning environment whose objective is to help undergraduate students learn surveying concepts and practices.

Authoring Adaptive 3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

ISocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism

One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth.

Simulating Interactive Learning Scenarios with Intelligent Pedagogical Agents in a Virtual World through BDI-Based Agents

<span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Intelligent Pedagogical Agents (IPAs) are designed for pedagogical purposes to support learning in 3D virtual learning environments. Several benefits of IPAs have been found adding to support learning effectiveness. Pedagogical agents can be thought of as a central point of interaction between the learner and the learning environment. And hence, the intelligent behavior and functional richness of pedagogical agents have the potential to reward back into increased engagement and learning effectiveness. However, the realization of those agents remains to be a challenge based on intelligent agents in virtual worlds. This paper reports the challenging reasons and most importantly an approach for simplification. A simulation based on BDI agents is introduced opening the road for several extensions and experimentation before implementation of IPAs in a virtual world can take place. The simulation provides a proof-of concept based on three intelligent agents to represent an IPA, a learner, and learning object implemented in JACK and Jadex intelligent agent platforms. To that end, the paper exhibits the difficulties, resolutions, and decisions made when designing and implementing the learning scenario in both domains of the virtual world and the agent-based simulation while comparing the two agent platforms.</span>

Interaction in the virtual world: an analysis of students' construal of pedagogic subject positions in a 3D virtual learning environment

AbstractThis article discusses the results of an investigation on construal of pedagogic positions in a series of online interactions between two students performing learning activities in a three-dimensional virtual learning environment. It aims at analyzing how students offer praise while performing learning activities in the absence of a teacher or mentor. Results show that while students were highly focused in the learning activities, they construe different pedagogic positions through their language behavior, taking more proactive or reactive roles. The main area of attitudinal language used was Appreciation and most evaluative language in the corpus targets the objects created by the students themselves, falling within the Composition subtype. Positive evaluation and Negative evaluation play important roles in the performance of the learning activity: Positive evaluation is used in the corpus to provide feedback on the improvements made in the world and manage conflict or reassurance; Negative evaluation serves two key functions – the management of the revision of the work done and the control of the tasks to be performed. It is argued that the understanding of pedagogic subject positions construal is an essential step for the elaboration of pedagogic strategies, including those which incorporate the extended potentials of new technologies.