3-dimensional Virtual Environment Research Articles

History Teaching in 3 Dimensional Virtual Environments: Systematic Review

Bu çalışmanın amacı, 3B sanal ortamlarda tarih öğretimi ile ilgili yapılan araştırmalara ilişkin mevcut durumu ve 3B sanal ortamların tarih öğretimine katkısını ortaya koymaktır. Araştırmada sistematik derleme yöntemi kullanılmıştır. 2000-2020 yılları arasında 3B sanal ortamlarda tarih öğretimi ile ilgili yapılmış araştırmalar, çeşitli veri tabanlarında, “3B sanal dünyalar”, “3B sanal ortamlar”, “tarih eğitimi / sınıfı / tarih öğretimi”, “3B sanal tarih eğitimi” ve “tarihi yeniden canlandırma” Türkçe ve İngilizce anahtar kelimeleri ile taratılmış ve içerikleri kontrol edilerek dahil edilme ve hariç tutulma işlemleri eşliğinde seçilmiştir. Sonuçta araştırmanın konusuna ve amacına uygun olabilecek 6 tam metin bildiri, 7 makale ve 1 tez çalışması tespit edilmiştir. Çalışmaların çoğunluğunda mekân tasarımlarının yanında dönem kıyafetleri ile tasarlanmış karakterlerin, tarihsel bir olayı yeniden canlandırması ele alınmıştır. 3B sanal ortamlarda tarih öğretimi esnasında, ortamla alakalı memnuniyet, öğrenci başarısı gibi değişkenlerin incelendiği ve olumlu sonuçlar alındığı görülmüştür. Bunun yanı sıra, bir ekip ile yürütülen öğretim uygulamalarının çok iyi planlanması gerektiği belirlenmiştir. Araştırma sonucunda, 3B sanal ortamlarda tarih öğretimine ilişkin gelecek araştırmalara yönelik öneriler sunulmuştur.

A Feasibility and Usability Study of a Nursing Orchestrated, Customized 3 Dimensional Virtual Reality Environment in Children with Hemophilia Undergoing Routine Intravenous Procedures

Objective: We hypothesized that we could create and deploy a clinician orchestrated pediatric customized; three-dimensional virtual reality (VR) platform for distraction during IV procedures during a comprehensive hemophilia care visit without lengthening procedure time. We additionally hypothesized that VR would be favourably viewed by patients, caregivers,and clinical orchestrators.Methods: We designed a single-center, randomized pilot study to assess the feasibility and usability of a customized pediatric VR environment during IV procedures in a pediatric hemophilia clinic.Participants were children >6 years to <19 years with hemophilia A or B followed in the Nationwide Children's Hospital Comprehensive Hemophilia Clinic. After informed consent, patients were block randomized 2:1 via computer generated randomization prior to a clinically indicated IV procedure to VR versus standard of care (SOC) distraction and age cohorts were maintained so that 12 patients were in age cohort 1 and 12 were in age cohort 2 (age cohort 1=>6y-<13y; and age group 2=>13y-<19y). Each subject, 1 caregiver and 1 hemophilia nurse orchestrator assessed the distraction method using an appropriately anchored initial Visual Analog/FACES scale prior to the IV procedure. Each subject, one caregiver and a hemophilia nurse orchestrator assessed the distraction method using a Final Visual Analog/FACES scale at the completion of the IV procedure.A score of 0 represented the most positive response and 100 represented the most negative response.Questions targeted usability, engagement, impact on procedural anxiety, impact on procedural pain, likability of the distraction technique, and procedural related nervousness. Additional data collected included type and severity of hemophilia, sex, historical use of prophylactic or on-demand therapy, and use of eyeglasses. To compare the length of procedure time between the two groups, the Wilcoxon Rank Sum test was used. The length of procedure times were summarized by presenting median and range.Kruskal-Wallis tests were utilized to compare VAS/FACES scores between raters.Results: We enrolled 25 children. One patient's data was censored due to inability to fit the VR headset over his glasses. In the remaining 24 participants there was no significant difference in group allocation between sex, age, type of hemophilia, hemophilia severity or use of prophylaxis (Table 1). In the 24 remaining patients, the median VR procedure time was 10 minutes and the median SOC time was 9 minutes (p=0.6085). There was no difference in scores between groups in terms of nervousness prior to IV, or impact of distraction technique on level of engagement, impact on pain, anxiety or likability. In the VR cohort, the median scores for ease of use and desire to use VR for future procedures was exceedingly positive for patients (7,12) nurses (2,3) and parents (9,8).Conclusion: We demonstrated that a nurse orchestrated pediatric customized; three-dimensional VR environment during IV procedures could be integrated into a clinical setting when children with hemophilia underwent routine IV interventions during a comprehensive care visit without adversely disrupting clinic flow. Patients, nurses and caregivers expressed interest in using VR for future procedures. Future directions include validation of our findings in regard to clinical integration in multi-center hemophilia trials as well as other patient populations. Additional study regarding the impact of this platform on procedural pain and anxiety is warranted. [Display omitted] DisclosuresDunn:Bayer: Consultancy, Other: Unrestricted educational grant; CSL Behring: Consultancy, Other: Unrestricted educational grant; Biogen: Other: Unrestricted educational grant, Research Funding; Kedrion: Other: Unrestricted educational grant; NovoNordisk: Other: Unrestricted educational grant; Octapharma: Other: Unrestricted educational grant; Shire: Consultancy, Other: Unrestricted educational grant, Research Funding; World Federation of Hemophilia USA: Membership on an entity's Board of Directors or advisory committees; Alnylam: Other: Unrestricted educational grant. Biega:Shire: Speakers Bureau.

Design and evaluation of a 3D virtual environment for collaborative learning in interprofessional team care delivery

BackgroundCollaborative learning in interprofessional team care delivery across different healthcare courses and institutions is constrained by geographical locations and tedious scheduling. Three dimensional virtual environments (3D-VE) are a viable and innovative tool to bring diverse healthcare students to learn together. AimThe aim of this study is to describe the development of a 3D-VE and to evaluate healthcare students' experiences of their collaborative learning in the environment. MethodA mixed methods study design was employed. Participants from six healthcare courses (Medicine, Nursing, Pharmacy, Physiotherapy, Occupational Therapy, and Medical Social Work) were recruited from three institutions to form six interprofessional teams to participate in team care delivery via a 3D-VE. Pre- and post-tests were conducted to evaluate the students' attitudes toward healthcare teams and interprofessional collaboration. Four focus groups were conducted with 27 healthcare students after they completed questionnaires to evaluate their perceived usability, the sociability of computer-supported collaborative learning, and senses of presence. Interview transcripts were analyzed using thematic analysis. ResultThe students demonstrated significant improvements in their attitudes toward healthcare teams (p < 0.05) and interprofessional collaboration (p < 0.001) after the collaborative learning. Four themes emerged from the focus group discussions: “feeling real”, whereby the students felt immersed in their own roles; the virtual environment was perceived as “less threatening” compared to face-to-face interactions; “understanding each other's roles” among different healthcare professionals; and there were some “technical hiccups” related to sound quality and navigation. The participants reported positively on the usability (mean 3.48, SD 0.64), feasibility (mean 3.39, SD 0.60) and perceived sense of presence (mean 107.24, SD 17.78) of the 3D-VE in supporting collaborative learning. ConclusionGiven its flexibility, practicality, and scalability, this 3D-VE serves as a promising tool for collaborative learning across different healthcare courses and institutions in preparing for future collaborative-ready workforces.

The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

The objective of the study is to analyze the effect of three dimensional (3D) virtual environment and augmented reality applications on learning achievement. In line with this purpose, experimental studies were considered and the effects of experimental and control groups on learning achievement analyzed. In the experimental group, the applications which were established through the 3D virtual environment and augmented reality technologies while control group consisted of face to face environment. In order to realize this aim, the meta-analysis method used in educational sciences was preferred. Key words for 3D virtual environments meta-analysis scanning are: ‘“3D virtual world” & achievement’ and ’“3D virtual environment” & achievement’. And the key word determined for the augmented reality meta- analysis scanning is ’“augmented reality” & achievement’. Within the context of the research, the databases such as Science Direct, ERIC, Taylor & Francis, EBSCO, Emerald, JSTOR, SAGE, SpringerLink and Google Scholar were analyzed. The determined keywords were entered into the aforementioned databases and 4.682 articles published between 2010 and 2016 were controlled in terms of their conformity to the objectives of the research. After the initial analysis, 47 articles were determined on 3D virtual environment while 57 articles were on the augmented reality. Among the 47 articles on 3D virtual environments, 20 articles which conform to the inclusion criteria were determined and 24 articles among the 57 articles on augmented reality were employed for meta-analysis. The dependent variable of the research is learning achievement while independent variable is experimental and control groups. Education level was determined as the moderator variable in the research. According to the results of the research, it was found that 3D virtual environments had moderate levels of effect on learning achievement on behalf of the experimental group (d=0.32). similar to those results, augmented reality applications had also moderate level of effect on learning achievement on behalf of experimental group (d=0.46). According to the results of the moderator analysis conducted, it was determined that the selection of the study sample as undergraduate, primary school, high school and secondary school did not change the effect size of the 3D virtual environments on the learning success. Again, according to the results of the moderator analysis, it was determined that the selection of the study sample as a secondary school, primary school and graduate did not change the effect size of the augmented reality applications on the learning success.

クリーニングロボットの自律走行の獲得

We have studied an autonomous cleaning robot by modeling it in a virtual environment, using the physical engine (PhysX). This study aims at acquiring autonomous driving and obstacle avoidance for the autonomous cleaning robot, which moves from a start place to a destination place. Autonomous cleaning robot is controlled by Artificial Neural Network (ANN), which is evolved toward learning proper actions by use of Genetic Algorithm (GA). Simulation results show that the autonomous cleaning robot acquires autonomous driving and obstacle avoidance behavior under the three dimensional virtual physical environment.

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].

Adoption of Second Life in Higher Education

Second Life is a three dimensional multi-user virtual environment within the Web 2.0 suite of applications which has gained wide spread popularity amongst educators in the recent years. However, limited empirical research has been reported on the adoption of Second Life, especially within higher education. The majority of technology adoption studies concentrate on analysing effects of utilitarian variables on adoption of a new technology however one should also focus on the hedonic effects when it comes to the adoption of Web 2.0 technologies which are highly interactive, involving, multi-user and entertaining. In this paper, the authors analyse the effect of utilitarian and hedonic behaviours on adoption of Second Life in a higher education context. To achieve this goal the authors propose an extension to Davis’ Technology Acceptance Model (TAM) by including emotional and imaginative responses as hedonic behaviours and usefulness, ease-of-use and computer self-efficacy as utilitarian behaviours. Empirical evaluation of the proposed model suggests that hedonic behaviours, emotional responses in particular, emerged as the strongest predictors of Second Life adoption. The study findings further suggest that traditional technology acceptance approaches may fall short in being able to explain the usage of today’s highly interactive, multi-user and entertainment-oriented technologies.

Three Dimensional Virtual Environments as a Tool for Development of Personal Learning Networks

Technological advances have altered how, where, when, and what information is created, presented and diffused in working and social environments as well as how learners interact with that information. Virtual worlds constitute an emerging realm for collaborative play, learning and work. This paper describes how virtual worlds provide a mechanism to facilitate the creation and development of Personal Learning Networks. This qualitative investigation focuses on the role of three-dimensional virtual environments (3DVEs) in the creation and development of Personal Learning Networks (PLNs). More specifically, this work investigates the reasons that drive members of Education Orientated Groups (hereafter â??Groupsâ?) in Second Life (SL), to adopt a technological innovation as a milieu of learning, the ways they use it and the types of learning that are occurring in it. The authors also discuss the collaborative and social characteristics of these environments which, provide access to excellence of a specific area of interest and promote innovative ideas on a global scale, through sharing educational resources and developing good educational practices without spatial and temporal constraints.

Virtual reality simulation system for water supply and distribution network

One of the challenges of Virtual Reality (VR) technology is implementing its effective integration with application models to provide feasible information in real time. This paper will investigate VR simulation systems in Water Distribution Networks (WDN). A framework of a VR simulation system for WDN was proposed and a prototype was developed to provide an intuitive user interface offering real-time simulation and interaction through multi-sensory channels. This enables data processing, visualisation, scene roaming, hydraulic and water quality calculation and network analysis. The hydraulic and water quality models are combined into the VR simulation system; dynamic hydraulic and water quality information is expressed visually and managed interactively in the three dimensional virtual environment. The proposed VR simulation framework and developed system were evaluated in a case study which demonstrated its effectiveness as a tool to enhance understanding and operational efficiency in the WDN.

The gain and pain in taking the pilot seat: learning dynamics in a non immersive virtual solar system

This study describes and analyzes the learning interactions of nine high-school students’ free exploration of a virtual solar system (VSS). The VSS is a non-immersive three dimensional virtual environment based on real NASA planetary images. The computer screen serves as a “spacecraft’s window” for the learner to “fly” between objects, to change the system’s frame of reference and its pace. A systematic analysis of participants’ real-time observable interactions together with what they said revealed that each of them created an unique learning pattern within at least five different dimensions: (1) the cognitive dimension, (2) the affective dimension, (3) the navigation dimension, (4) the interface dimension, and (5) the assistance seeking dimension. The construction of meaning emerged as a non-linear process, which includes transitions between and within these dimensions. Three different styles of learning interactions were identified, suggesting that individual differences might be enhanced due to the unique VSS’ features. Overall, the VSS served as an enriching and motivational learning experience. The design of additional navigation tools and content scaffolding might help participants’ in building a sustained deep scientific understanding.

Using Velocity Control to Navigate 3D Graphical Environments: A Comarison of three Interfaces

Three velocity control interfaces to three dimensional virtual environments are compared. The interface devices are: a six degree of freedom position sensor, a six degree of freedom isometric joystick, and a conventional mouse in conjunction with a soft control panel displayed on the monitor. In each interface the devices are used to control velocity, and all make use of a quadratic function to map the input to the viewpoint velocity. We use two structured exploration tasks to assess the usability of the different interfaces. In the first task an interviewing technique is used in conjunction with an exploration task which involved examining widely spaced details of the 3D scene. The second task is designed to reveal how well users can interact at different scales using the different devices. Subjects are required to navigate through a tube which varies over four orders of magnitude in size. The results show that subject's behavior is highly constrained by the local size of the tube: they maintained a constant velocity relative to the local size of the tube. They also showed differences in the effectiveness of the different devices in determining traversal rate that the positioning device and the control panel were about equally effective for fast navigation, and both are better than the isometric joystick.