Collaborative Virtual Environments Research Articles

GUI-Driven Real-Time PID Control Tool for Educational Virtual Systems

Abstract: This research presents a pioneering approach in virtual control systems, focusing on developing a highly intuitive Graphical User Interface (GUI) for real-time PID control of LED brightness using Arduino IDE. By embracing a robust pedagogical framework, the study meticulously outlines specific learning objectives that adhere to the SMART criteria, ensuring precise educational outcomes. The key to this research is the tailored design of the GUI, which considers diverse audience needs, prior knowledge, and learning styles. The interfaces are meticulously crafted for optimal user experience, ensuring seamless navigation and engagement. Interactive elements, encompassing simulations, virtual experiments, problem-solving scenarios, and quizzes, foster active participation and hands-on learning. Multimedia elements, such as text, images, videos, animations, and audio, are thoughtfully integrated to cater to varied learning preferences. This paper underscores the critical role of collaborative learning facilitated through discussion forums, chat functionalities, and collaborative virtual environments. The study emphasizes continuous improvement through regular assessments and detailed user feedback analysis. Notably, the research highlights the significant educational impact of the designed GUI. By offering a practical platform where students can dynamically adjust PID parameters and observe immediate effects on LED brightness, the GUI enhances the learning experience in classroom settings. This approach equips students with a tangible understanding of complex PID principles, preparing them for real-world applications. In summary, this research showcases the creation of engaging, practical virtual control system tools, fostering profound and meaningful learning experiences for users within educational contexts. Keywords : control systems, pedagogy, facilitation

Fostering Inclusive Virtual Learning Communities in Developing European Countries

Aim. This article investigates how Virtual Collaborative Learning environments can be integrated into university courses and what their implications are so that they promote more meaningful learning. Two pilot courses, which were part of the Erasmus+ CBHE Valeu-X project, Business Communication and Image Processing offered by "Aleksander Moisiu", University Durres, were part of this research. This study focuses on how the designs of VCL can help students improve problem-solving skills, confidence, and communication skills, encourage engagement and social interaction, and inspire creativity. Methods. Qualitative research design was used in this study with data collected and analysed manually by the researcher. The participatory observation was used in the implementation of two pilot courses – Image Processing and Business Communication using Teams as their online learning platform. The data were gathered through the close observation of the dynamics in Virtual Collaborative Learning environments focusing on the roles and interactions between the participants. Results. This research proves that assigning roles to students during online learning group activity helps them collaborate effectively. At the same time, tutors were preferred as they are referred to as helpers among students. Teams were able to study together and socialize with one another by assigning specific tasks to the team members and by using the appropriate tools. Conclusion. Virtual collaborative learning ought to be taught in university courses, particularly in Europe's emerging nations. It involves assigning tasks to group members to foster productivity and cooperation. According to the study's participants, e-tutors play a critical role in the educational process.

Virtual Immersion in STEM Education: A MICMAC Study on How Virtual Reality Impacts the Understanding and Application of Scientific Concepts

The integration of virtual reality into STEM education has generated growing interest in how this technology impacts the understanding and application of scientific concepts. This study focuses on investigating this relationship by using the MICMAC technique to identify key variables and their interactions in virtual educational environments. It was found that variables such as the design of educational content, the quality of the virtual experience, and the interactivity of the environment are key to the learning process in STEM. In addition, determinant and autonomous variables were identified, which play fundamental roles in the generation of scientific knowledge for students. These results highlight the relevance of considering various aspects of virtual educational design to improve the effectiveness of learning in STEM. The practical implications of this study are significant for educators and educational program designers, highlighting the need to create immersive, interactive, and collaborative virtual environments to promote better understanding and application of scientific concepts. This study contributes to existing knowledge by providing a deeper understanding of how virtual reality can enhance learning in STEM, and suggests directions for future research in the field.

Exploring sex differences in collaborative virtual environments for participation equality and user experience

Communication technology plays a crucial role in facilitating remote collaborative work. This study investigated sex differences in Perceived Participation Equality and User Experience across different communication formats, i.e., face-to-face communication, conventional video conferences, and Virtual Reality (VR). An empirical study was conducted involving 15 groups, each comprising three participants, who engaged in a decision-making task. A research model was developed to evaluate the interplay between perceived participation equality, empathy, and immersion. This model was employed across three communication conditions and included both male and female participants. These findings on sex differences in user experience could help create a connected, cohesive, and productive remote collaborative work environment.

Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

More Familiar or Unfamiliar? Exploring the Impact of Adding Avatars to Three-Dimensional Collaborative Virtual Environments on Peer Social Presence

Remote maintenance refers to the maintenance tasks performed by off-site personnel using communication devices. The quality of collaboration among off-site personnel has been a focus of research on remote maintenance. With the rapid development of virtual technology, remote collaboration has gradually transformed into a three-dimensional (3D) collaborative virtual environment (CVEs) based on mixed reality technology. 3D CVEs has improved the efficiency of the staff using real-time screen sharing and fusion of virtual and real information. The interaction modes provided by 3D CVEs also have deepened the sense of task participation of off-site personnel. Nevertheless, the addition of new technologies has had a complex impact on trust, communication, cohesion, and task performance among off-site personnel. In this study, we investigated the combined effects of intimacy between collaborators and the avatar interaction mode provided by a 3D CVEs on social presence, interpersonal trust, task performance, and task load during collaboration. The results showed that acquaintances were able to quickly establish good interpersonal trust among themselves and had better task performance even in a CVEs. For strangers, performing tasks through CVEs enhanced their social presence. In addition, the avatar had a more complex effect on the performance of members with different levels of intimacy in 3D CVEs.

Virtual reality in geoeducation: the case of the Lesvos Geopark

ABSTRACT The aim of this study is to investigate the contribution of cartographic results obtained from data acquired with Unmanned Aerial Vehicles to the management procedures of geoheritage monuments, specifically in geoeducation. 2D orthophotomaps and 3D textured meshes of a fossil site in the Lesvos Geopark, Greece, which has been monitored since 2018, were generated. The data recordings were collected using a UAV at different flight altitudes for three different cartographic scales. After acquiring UAV and Global Navigation Satellite Systems data, the resulting cartographic products were used to create educational material on geosites. This material was used to deliver lectures to students in various settings: (a) in situ at the Natural History Museum of the Lesvos Petrified Forest, (b) live in a traditional classroom, (c) remotely via e-class software, and (d) in a collaborative Virtual Reality environment. Feedback was provided by students through customized questionnaires, and their knowledge acquisition was assessed post-lecture with specially designed assignments. The final section of this work compares learning experiences and knowledge acquisition across these different environments. The results contribute to the debate on 2D and 3D cartography in geoeducation, quantifying the value of new materials in understanding spatial and geographic features and improving geoheritage management.

Exploration of exocentric perspective interfaces for virtual reality collaborative tasks

Exocentric views play a pivotal role in computer-mediated collaboration, especially in Collaborative Virtual Environments (CVEs), where focusing on the actions and operations of collaboration partners is crucial. The exocentric perspective offers users a vantage point to ascertain the whereabouts and actions of their partners, enhancing spatial awareness and social presence in CVEs. Moreover, interacting via the Exocentric Perspective Interface (ExPI) can help users complete searching and manipulation tasks remotely and efficiently. This work investigates the potential benefits of two representative ExPIs, World In Miniature (WIM) and 2D Map, for VR collaboration. We conducted a user study with 36 participants (18 pairs) to compare WIM and the 2D Map against a baseline in a VR collaborative task encompassing a series of searching and manipulation tasks with different task complexities (Simple, Medium, and Complex). For the Baseline (BL) condition, participants were not provided with an Exocentric Perspectives Interface (ExPI) but instead were given a map of the virtual environment (VE). The results indicate that these two ExPIs significantly improved task performance, usability, social presence, and user experience while reducing VR sickness. In addition, we also found that WIM outperformed 2D Maps, especially in complex collaborative environments. Based on the findings, three design implications are proposed to guide the design of future VR collaboration systems.

Viewpoint-sharing method with reduced motion sickness in object-based VR/AR collaborative virtual environment

We propose a viewpoint-sharing method with reduced motion sickness in an object-based remote collaborative virtual environment (CVE). The method is designed with an assumption of asymmetric, object-based CVE where collaborators use non-homogeneous devices, such as immersive virtual reality head-mounted display (VR HMD) and tablet-based augmented reality (AR), and simultaneously interact with 3D virtual objects. Therefore, collaborators interact with different interfaces such as virtual reality (VR) users relying on controllers for virtual locomotion and object manipulation, while AR users perform physical locomotion and multi-touch input for object manipulation. The proposed viewpoint-sharing method allows both users to observe and manipulate the objects in interest from the shared point of view, enabling participants to interact with the objects without the need for virtual/physical locomotion. While viewpoint-sharing, instead of changing point of view, the proposed method performs seamless object transformation to provide a shared point of view, reducing motion sickness and associated discomfort. From our user experiment, the viewpoint-share condition resulted in a 35.47% faster task completion time than the baseline condition which is without proposed viewpoint-sharing. The advantage of viewpoint-sharing regarding system usability was significant, while task workloads were similar in the baseline and viewpoint-sharing conditions. We expect that the proposed viewpoint-sharing method allows users to quickly, efficiently, and collaboratively communicate in an object-based CVE, and represents a step forward in the development of effective remote, asymmetric CVE.

Prediction Models of Collaborative Behaviors in Dyadic Interactions: An Application for Inclusive Teamwork Training in Virtual Environments

Collaborative virtual environment (CVE)-based teamwork training offers a promising avenue for inclusive teamwork training. The incorporation of a feedback mechanism within virtual training environments can enhance the training experience by scaffolding learning and promoting active collaboration. However, an effective feedback mechanism requires a robust prediction model of collaborative behaviors. This paper presents a novel approach using hidden Markov models (HMMs) to predict human behavior in collaborative interactions based on multimodal signals collected from a CVE-based teamwork training simulator. The HMM was trained using k-fold cross-validation, achieving an accuracy of 97.77%. The HMM was evaluated against expert-labeled data and compared against a rule-based prediction model, demonstrating the superior predictive capabilities of the HMM, with the HMM achieving 90.59% accuracy compared to 76.53% for the rule-based model. These results highlight the potential of HMMs to predict collaborative behaviors that could be used in a feedback mechanism to enhance teamwork training experiences despite the complexity of these behaviors. This research contributes to advancing inclusive and supportive virtual learning environments, bridging gaps in cross-neurotype collaborations.

Developing virtual collaborative health team educational environments

In this short paper we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real - world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios.

Collaborative virtual reality environment in disaster medicine: moving from single player to multiple learners.

The use of virtual reality (VR) in healthcare education is on the increase. In disaster medicine, it could be a solution to the cost and logistic constraints for a "full-scale" scenarios. However, VR is mainly designed for single players, which is not appropriate for the objectives pursued in disaster medicine. We decided to evaluate the educational value of using individual VR simulation in disaster medicine on a group of learners. The VR scenario used was a reproduction of a major train crash, with 21 victims and whose objectives were START triage and first aid techniques. The sessions were carried out in multi-participant groups with different roles (active and immersed with headset, paper triage without headset, and active for communications not immersed in the headset). Their perceived self-efficacy was assessed before (T0), after (T1) and 2months (T2) after the training. Satisfaction and confidence in learning were also measured. The median levels of satisfaction and confidence in learning were of 21/25 and 32/40 respectively. Their perceived self-efficacy increased significantly between T0 and T1 (p < 0.001), and remained stable until T2. The different roles of participant showed no difference in terms of satisfaction, confidence in learning or changes in perceived self-efficacy. One third of the participants agreed that the number of participants had interfered with their learning. A significant negative correlation (rS = -0.51, p = 0.002) was found between satisfaction and the fact of having been hindered by the number of participants. Around 90% of participants found the activity entertaining and found the new technologies appropriate for learning technical skills. This first experience of VR in a group setting is satisfactory and shows its positive effects. The limitations highlighted here will enable areas of improvement to be identified for the use of VR in disaster medicine, pending the development of multi-player tools. It would now be appropriate to analyse the impact of this type of simulation on learning and its retention over time.

Multi-person interaction in collaborative virtual conference for Metaverse

Virtual conferences have successfully solved the challenges of traditional face-to-face conferences that can’t be carried out smoothly due to issues such as venue, transportation, and the pandemic. More importantly, as virtual conferences continue to develop and mature, they provide a virtual environment for multi-person collaboration, which is impossible to achieve with traditional face-to-face conferences. This technological innovation is expected to bring significant cost savings to various fields such as medical care, education, and industry. This paper proposes a unity-based multi-party collaborative virtual conference model. The model takes automobiles as the theme, which can realize the design and modification of the appearance of the automobiles by multiple people in the same space, and also supports operations such as the disassembly and installation of the automobile engine. This model is designed to deepen our understanding of multi-person collaboration capabilities in virtual conferences, a feature that is expected to significantly improve teamwork efficiency.

A Literature Review of Collaborative Virtual Environments: Impacts, Design Principles, and Challenges

Aim/Purpose: The purpose of this research is to evaluate the available literature on Collaborative Virtual Environments (CVEs). It aims to investigate the impacts, guiding principles, and problems of CVEs, giving light to their revolutionary potential in a variety of sectors, such as education, healthcare, and gaming. Background: CVEs have received a lot of interest in recent years because of their potential to change how people interact and cooperate in virtual settings. It has the potential to increase collaboration, learning experiences, and productivity across numerous areas. Methodology: This study comprehensively analyzes existing literature on CVEs, highlighting their ability to significantly change several fields, such as education, healthcare, and gaming. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards were followed to ensure a clear and methodical approach to the literature review. The search technique targeted the SCOPUS database for articles published from 2009 to 2022, utilizing specific keywords about CVEs. This was followed by a thorough two-stage screening procedure based on specified inclusion and exclusion criteria, ensuring only relevant research was evaluated. Contribution: This literature review contributes by providing a thorough review of the current state of the art in the field of CVEs. It synthesizes previous research and offers insights into the consequences, guiding principles, and problems of CVEs in different domains. Findings: The research results demonstrate the wide range of uses for CVEs and their ability to promote enhanced cooperation, learning, and productivity. Current obstacles have been identified, and a set of guiding principles for implementing CVEs has been provided. A clear and reproducible foundation for future research in this area was found through a detailed explanation of the search approach and criteria used to select studies. The literature review concludes with practical suggestions for practitioners in many fields, emphasizing the need to consider CVEs to improve cooperation and productivity. Recommendations for Practitioners: To improve cooperation and productivity, CVEs should be considered by practitioners in education, healthcare, gaming, and industry. Best practices and recommendations for the successful usage of CVEs in various areas must be established. End-user training and assistance are critical for maximizing the benefits of CVE technology. Recommendation for Researchers: Additional study is required to investigate the long-term consequences and durability of CVE solutions, the creation of new technologies and methods to overcome the stated CVE adoption problems, and multidisciplinary collaboration to harness CVEs in innovative ways. Impact on Society: The review emphasizes CVEs’ potential social benefit in fostering cooperation, improving learning experiences, and increasing productivity. The widespread use of CVE technology may result in more efficient and productive ways of communicating and working in virtual worlds. Future Research: Future studies in this field should concentrate beyond the study’s period (2022), investigating the changing environment of CVEs, examining the effects of developing technologies and trends on CVEs, and evaluating CVE technology’s scalability and accessibility for greater societal usage.

An exploratory study of social presence and cognitive engagement association in a collaborative virtual reality learning environment

As the utilization of virtual reality (VR) in engineering education increases, researchers are increasingly focused on enhancing teaching and learning within VR environments. Cognitive engagement among the participants is a fundamental outcome in any learning environment, where social interaction often plays a pivotal role. This study contributes to VR teaching and learning research by investigating the association between social presence indicators and modes of cognitive engagement in a desktop collaborative virtual reality (VR) learning environment based on the social presence theory and the cognitive engagement definition of the Interactive-Constructive-Active-Passive framework. The study participants logged into the VR platform to collaboratively solve simulated engineering statics problems. The transcripts of students' interaction videos were coded based on codebooks for both social presence and cognitive engagement. The study revealed that social presence indicators are significantly associated with the three modes of cognitive engagement (active, constructive, and interactive). Additionally, interactive open communication emerged as the primary social presence element utilized by students during cognitive engagement with peers in the learning environment. This study's findings have implications for research and practice in enhancing students' cognitive engagement through their social interactions within VR learning environment.

Critical thinking development in physics courses by PBL in virtual collaboration environments

This research comprises the design of a strategy to develop critical thinking skills throughout the physics courses in engineering careers, trough collaborative work, problem-based learning (PBL) and virtual classroom interactions. To know any student’s development level and propose improvements to the learning strategy, an evaluation instrument is applied, seeking to increase the learning effectiveness before the course has finished. In various research stages a mixture of quantitative, qualitative, and inductive-deductive methods is used. An open-end questions instrument is adapted to show the initial and final critical thinking skills from the students. This didactic instrument focuses on developing critical thinking trough the usage of collaborative work to solve problems in virtual classrooms. The results shown that students demonstrate cognitive skills that allowed them to find the right solutions based on analysis and inference with various proceedings.

Use it early: The effect of immersion on spatial and design space aspects in team-based mechanical design reviews

The proliferation of high-immersion technologies might change the way virtual prototypes are used in the design process. This paper investigates the effect of immersion on reviews – critical design situations where many decisions are made. More specifically, the paper analyses the effect of immersion on spatial (intrinsic or extrinsic) and design space (problem or solution) aspects of the review. The effects have been tested in an experimental study comparing low- (computer screen) and high- (head-mounted display) immersion collaborative virtual environments (CVEs). In the experiment, four-member distributed teams conducted early-phase reviews with virtual prototypes represented in one of the two environments. Results show that the high-immersion CVE did not significantly affect the number of feedback items. Next, there was a non-significant but medium effect on the number of extrinsic feedback items, i.e., items that consider relations between the design and surroundings (e.g., users, environment). Finally, there was a significantly higher number and proportion of problem-related feedback items. Therefore, a high-immersion CVE might be more suitable if designers would like to get more problem-related or extrinsic feedback – essential aspects for the early design phases. These findings suggest that low-immersion and high-immersion CVEs are not substitutable but rather complementary technologies.

Gestures vs. Emojis: Comparing Non-Verbal Reaction Visualizations for Immersive Collaboration.

Collaborative virtual environments afford new capabilities in telepresence applications, allowing participants to co-inhabit an environment to interact while being embodied via avatars. However, shared content within these environments often takes away the attention of collaborators from observing the non-verbal cues conveyed by their peers, resulting in less effective communication. Exaggerated gestures, abstract visuals, as well as a combination of the two, have the potential to improve the effectiveness of communication within these environments in comparison to familiar, natural non-verbal visualizations. We designed and conducted a user study where we evaluated the impact of these different non-verbal visualizations on users' identification time, understanding, and perception. We found that exaggerated gestures generally perform better than non-exaggerated gestures, abstract visuals are an effective means to convey intentional reactions, and the combination of gestures with abstract visuals provides some benefits compared to their standalone counterparts.

Virtual Collaboration in the Context of Teaching and Learning With Interdisciplinary Perspective

Online virtual environments where students can learn and interact somewhat realistically have great potential for engineering studies, such as course resources, tools, and software that support learning and educational practice. Here, we present a collaborative virtual environment for interactive learning and immersive visualization with an interdisciplinary perspective. It allows users to visualize and sample complex scenarios' structures and dynamics and interact with other users in the same virtual environment. A series of controlled studies have been made in which participants were tasked with various emergency decision goals. Moreover, it can also support the following integrated functions: 3-D spatial analysis, 3-D visualization for spatial process, and 3-D spatial decision-making. The performance evaluation results confirmed the proposed virtual environment's higher usability and user satisfaction. This approach will be able to express opportunities for extending interdisciplinary knowledge in engineering education and support the students in their creativity and collaboration skills.

Social network analysis in virtual educational environments: Implications for collaborative learning and academic community development

This paper investigates the impact of Social Network Analysis (SNA) in optimizing virtual education, focusing on enhancing collaborative learning, strengthening virtual academic communities, and identifying challenges for educational innovation. Through SNA, patterns of interaction and collaboration are uncovered that inform the design of inclusive and dynamic educational practices. A theoretical review combining the benefits of bibliometric studies and documentary analysis was conducted. It highlights how ARS facilitates the identification of effective collaborative patterns and barriers to equal participation, promoting strategies for more meaningful collaboration. In addition, the role of ARS in consolidating academic communities by promoting cohesion, mutual support, and active engagement, crucial for student success and well-being, is discussed. Challenges such as forming subgroups and dependence on certain information nodes are analyzed, viewing them as opportunities to innovate in educational design and promote more equitable participation and knowledge construction. This analysis underscores the importance of ARS for developing more effective, equitable, and collaborative virtual learning environments aligned with the values of our digital society.