3D Virtual Learning Environments Research Articles

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

Usability Evaluation of an Adaptive 3D Virtual Learning Environment

Using 3D virtual environments for educational purposes is becoming attractive because of their rich presentation and interaction capabilities. Furthermore, dynamically adapting the 3D virtual environment to the personal preferences, prior knowledge, skills and competence, learning goals, and the personal or (social) context in which the learning takes place becomes interesting, as there is a bulk of research demonstrating that individualized instruction is superior to the uniform approach of more traditional and one-size-fits-all teaching approaches. However, although such adaptive 3D Virtual Learning Environments (3D VLE) seem to be promising, this needs to be evaluated in practice. Usability of adaptive 3D VLE could be a problem since the user interface could become relatively complex. In this paper, the authors describe an experiment performed to validate the issues of usability and acceptability of an adaptive 3D VLE. This pilot evaluation reveals some important recommendations and improvements.

A Comparison of 3D Collaborative Virtual Learning Environments

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

Livestock and learning: evaluation of a prototype 3D virtual learning environment for livestock practitioners in India and Bolivia

Livestock are a key asset for the global poor. However, access to relevant information is a critical issue for both livestock development practitioners and the poor themselves. Therefore, the authors describe the development of the 3D Animal Health Resource Room (AHRR), a web-based environment to disseminate educational materials on key animal health and production constraints faced by the poor in Bolivia and India. The aim of the analysis was to explore the applicability and demand for a 3D resource as a ‘lead technology' or if the technology suited ‘lead users' only. The authors tested the 3D AHRR across seven non-governmental organizations (NGOs) in India and Bolivia. The results found that users prioritized the level of interaction or the social experience in the 3D space over content and immersion

Effects of Presence, Copresence, and Flow On Learning Outcomes in 3D Learning Spaces

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual learning environments. There were no significant differences between satisfaction and effectiveness of 3D virtual learning environments and face-to-face environments. These findings suggest that 3D virtual learning environments can be made to provide high levels of learning satisfaction. Additionally, these findings suggest that 3D virtual learning environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face learning environments. Keywords: virtual learning, virtual worlds, presence, copresence, flow

Responding to the widening participation agenda through improved access to and within 3D virtual learning environments

<span>The Australian Government's widening participation agenda - also referred to as the social inclusion agenda - considers equity through the triple focus of access, participation and outcomes. These foci are catalysts for re-examining teaching and learning approaches in formal education. This article considers this national refocus and the possibilities for addressing access and equity issues through and within three-dimensional virtual learning environments (3DVLEs). The findings of an Australian Learning and Teaching Council (ALTC)-funded project that investigated the potential of an accessible 3DVLE for increasing access and participation of students with disabilities are reported, and strategies for improving outcomes (i.e. retention, success and completion) proposed. The article also highlights some of the remaining challenges with regard to the goal of improving outcomes for under-represented learner groups. The final section of the article identifies areas for further research.</span>

Virtual Worlds and Course Dialogue

This study explores the effects of the use of Second Life (SL) as a learning environment on a course's dialogue. An experimental design within groups was used with thirty-seven graduate students for three weeks. Half of them followed the course activities in the official Learning Management System (LMS) of the program, Blackboard Vista, and the other half in the 3D Virtual World (VW), SL. Results revealed significant differences in the copresence of the two groups, which can be explained by sensory and availability factors of the media used. The study also detected qualitative differences in students' collaboration in the two environments and in their satisfaction with interaction. The findings support the use of 3D Virtual Learning Environments (3DVEs) for instruction and teamwork in distance education in a blended mode setting.

Math World: A Game-Based 3D Virtual Learning Environment (3D VLE) for Second Graders

This paper intends to introduce a game-based 3D Virtual Learning Environment (VLE) to second graders. The impetus arose from the need to make learning in mathematics more effective and interesting through multimedia. Applied in a game, the basic mathematical operations such as addition, subtraction, multiplication, and division are expected to performed by learners as they represent themselves as avatars while they immerse in a quest of digital objects in the VLE called Math World. Educational attributes such as mentality change, emotional fulfillment, knowledge enhancement, thinking skills development, and bodily coordination are evaluated to ensure learning effectiveness. Also, game playability measured in terms of game plays, story, mechanics and interface usability are examined for its educative design. With an aggregate of these enhanced indices, results attest that objectives were met while making mathematics an interesting, motivating and enjoyable subject, hence VLE a significant tool to complement the conventional approaches of teaching.

Smart 3D collaborative virtual learning environments: A preliminary framework

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

Developing methods for understanding social behavior in a 3D virtual learning environment

This paper presents a case study of developing and implementing methods to capture, code and comprehend reciprocal social interactions in a three-dimensional virtual learning environment (3D VLE). The environment, iSocial, is being developed to help youth with autism spectrum disorders (ASD) develop social competencies. The approach to identifying, classifying and coding behavior in the 3D VLE uses an adaptation of reciprocal interaction coding methods traditionally used in single-subject research with individuals with ASD. These adaptations consider the unique characteristics of the 3D VLE technology and the nature and context of learning in this type of environment. A description of the coding methods employed is provided. Selected results are presented to illustrate how this methodology can offer detailed descriptions of learning and social interaction behavior in context. Such results demonstrate the potential of this approach for building new knowledge about how learning takes place and progresses in a 3D VLE and for making data-driven design decisions for improving the learning experience in the online social context.

Applying a 3D situational virtual learning environment to the real world business—an extended research in marketing

AbstractIn order to understand (1) what kind of students can be facilitated through the help of three‐dimensional virtual learning environment (3D VLE), and (2) the relationship between a conventional test (ie, paper and pencil test) and the 3D VLE used in this study, the study designs a 3D virtual supermarket (3DVS) to help students transform their role from passive learners to active participants. In the 3DVS, a virtual customer poses a total of 18 scenario‐based questions to the participants during the shopping process; the participants have to play a virtual clerk, and answer the questions by integrating marketing mix theory with the real‐world situation. The whole experiment includes a pretest, 3DVS training and a posttest. The instruments utilized in each of the pre‐ and posttest are four open‐ended questions aimed at understanding the participants' application performance. The findings of a chi‐square independence test show the following: (1) the 3D VLE is especially beneficial to those who have not adapted to traditional learning, and (2) there is no significant relationship between performance in 3DVS training and performance of the pretest. However, performance in 3DVS training is significantly correlated to that of the posttest.Practitioner notesWhat is already known about this topic Virtual reality (VR) technology is very noticeable in the recent decade. A virtual learning environment (VLE) that is extended from VR technology has been widely applied to both practice and education. VR technology has been verified to be helpful in different areas of education. What this paper adds The paper goes further to explore what kind of students could be most facilitated by the three‐dimensional (3D) VLE. The paper also tries to find out the relationship between traditional instruction and a 3D VLE. It is the first time that researchers used VR technology to enhance business students' learning. Implications for practice and/or policy The paper provides evidence that a 3D VLE is especially beneficial to those who are not adaptive to traditional instruction (eg, exam‐ or lecture‐based instruction). The paper also concludes that after being trained by a 3D VLE, a student may very possible reach a better learning performance. The results provide very important reference for instructors or designers to design a more proper 3D VLE to enhance learning in the future.

Affordances and Constraints to E-Learning: Role of Architecture in 3D Learning Space Digital Design

While abundant research has been devoted to investigate successful learning prospects of 3D Virtual Learning Environments (VLEs), sparse research explores users’ satisfaction from buildings used within these 3DVLEs. No research depicts users’ contentment levels, preferences or requirements from 3D educational buildings’ different constructional and architectural design elements. This paper is part of an ongoing research investigating the presence of such impact of architectural features of 3D virtual educational classrooms on users’ comfort within them, by recording and categorizing higher education students’ space design propositions to enhance virtual campuses, internally and externally. This has potential to boost e-learning experiences within 3DVLEs analogous to the positive effect of physical real-life architecture on students’ learning within their respective classrooms. The second part of this paper offers an example. For, while former research also reveals that architectural colour-design of physical learning spaces directly affects students’ learning, there is no equivalent study supporting similar impact of 3D virtual learning spaces’ colour design on students in 3D VLEs, whether as affordances or constraints to the e-learning process. To fill this gap, this paper examines the various positive and negative emotions expressed by students during exposure to different colours inside 3D virtual educational buildings; in an attempt to determine best practices in digital colour-design of learning spaces inside 3D virtual worlds to enhance students’ overall e-learning experiences and satisfaction within them.

Interdisciplinary Collaboration through Designing 3D Simulation Case Studies

Interdisciplinary collaboration is essential for the advance of research. As domain subjects become more and more specialized, researchers need to cross disciplines for insights from peers in other areas to have a broader and deeper understand of a topic at micro- and macro-levels. We developed a 3D virtual learning environment that served as a platform for faculty to plan curriculum, share educational beliefs, and conduct cross-discipline research for effective learning. Based upon the scripts designed by faculty from five disciplines, virtual doctors, nurses, or patients interact in a 3D virtual hospital. The teaching vignettes were then converted to video clips, allowing users to view, pause, replay, or comment on the videos individually or in groups. Unlike many existing platforms, we anticipated a value-added by adding a social networking capacity to this virtual environment. The focus of this paper is on the cost-efficiency and system design of the virtual learning environment.

Understanding student engagement in 3D virtual learning environments

With the growing movement to deliver learning at a distance, one particular technology, 3D virtual learning environments (VLEs) is being investigated as a means to supplement campus-based learning. 3D VLEs may enable greater social engagement than other Web 2.0 technologies. In order to explore the opportunities for student engagement in 3D VLEs, this paper will investigate virtual learning communities through the exploration of the idea of narrative and avatars: narrative is an imaginative and creative process; avatars are the animated agents that represent the individual participants and connect sociability and interactivity. Case studies of learning environments within Second Life are presented in order to illustrate the use of constructed narratives by which varying types of student engagement are supported. This paper concludes that narrative is a mechanism that can bind communities of practice together and avatars are the device through which a personal narrative is implemented and which enables participation.

Effects of Virtual World Environments in Student Satisfaction

Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

Promoting Reflection through Action Learning in a 3D Virtual World

An international cooperation between educators in Australia and the US has led to a reconceptualization of the teaching of a library science course at Appalachian State University. The pedagogy of Action Learning coupled with a 3D virtual learning environment immerses students in a social constructivist learning space that incorporates and supports interaction and reflection. The intent of this study was to build a bridge between theory and practice by providing students with a tool set that promoted personal and social reflection, and created and scaffolded a community of practice. Besides, action learning is an educational process whereby the fifty graduate students experienced their own actions and experience to improve performance. Keywords—action learning, action research, reflection, metacognition, virtual worlds

Turning Immigrants to Citizens: Merits of the pedagogical shift in 3D Virtual Learning Environments

The extent of reliance of current generations of students on information and communication technology (ICT) for education has been a debatable issue for decades. Despite this controversy, there is a generalization amongst researchers that fundamental shifting of educational methods towards e-learning is deemed inevitable and beneficial to cater for students’ skills and preferences, through newly emergent 3D Virtual Learning Environments (VLEs) like Second Life. This paper derives and critically analyses, using grounded theory, advantageous themes and their sub-concepts of providing e-learning through 3DVLEs.Furthermore it discusses two identified states of learners in 3DVLEs, namely digital natives and digital immigrants, and how these pave the way for emergence of digital citizens in 3DVLEs.

Leveraging open source software and design based research principles for development of a 3D virtual learning environment

Design based research (DBR) has been acknowledged as a productive approach for advancing educational technology. Coincidentally, open source software has been found to be a good fit for implementing design based research. This report presents a case study of a software project using a design-based research approach and free/open source software. The project, iSocial, is developing a 3D virtual environment for youth with autism spectrum disorders to develop social competence. The study illustrates how the flexibility and community features of FOSS fit with the iterative nature of design-based research to benefit the development of iSocial, and the report also discusses challenges of implementing FOSS and DBR.

Applying a 3D virtual learning environment to facilitate student’s application ability – The case of marketing

In order to understand whether a 3D virtual learning environment is effective in facilitating students’ application ability, we designed a 3D virtual supermarket (3DVS) to help business students to transform abstract class theory into concrete application ability in the real world. In the 3DVS, a virtual customer poses questions to the participant, and then the participant, as a simulated clerk, has to reply to the questions. All of the questions in the 3DVS were developed from marketing mix theory and given a scenario-based form. To understand the effects of the 3DVS, the participants were randomly divided into control group (CG) and experiment group (EG), and only the EG participants were trained with the 3DVS. After examined by pretest and posttest, the results of posttest indicated that the participants of the EG performed significantly better in terms of knowledge application than did those of the CG.

Engaging Emerging Populations of Adults with Interactive Activities in a 3D Virtual Learning Environment

The Internet, particularly 3D virtual learning environments, has become a venue of choice for many young adults who have grown up in a period of rapidly advancing technology. With this in mind, a 3D virtual kitchen was created to instruct foodservice staff about foodborne hazards. Respondents reported positively about their user experience, the educational content, and the social aspects of the module. The results of this pilot project indicate that engaging young adults with a media in which they feel comfortable is feasible