Learning Object Review Instrument Research Articles

Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects

In this resource showcase, I presented ‘Refine Your Writing: Better Proofreading,’ a multimedia digital learning sequence I created as a Writing Skills Officer in the Academic Skills Service of the University of Southampton. This learning object sprang from my (and colleagues’) dissatisfaction with existing resources about proofreading: these largely elevate the ‘what’ over the ‘how,’ comprising little more than checklists of potential errors to look out for. I set out to create a resource that went beyond cataloguing to instead equip students with active strategies to interact with and enhance their texts. In developing this resource, I followed best practices conveyed via the Learning Object Review Instrument (LORI), as well as Universal Design for Learning (UDL) principles (Leacock and Nesbit, 2007; CAST, 2018). My presentation outlined how the ThingLink ‘Scenarios’ feature can be used to build inclusive virtual objects through which learners advance at their own pace. Incorporating original videos edited in Camtasia, the result was a resource that was not only accessible, but more likely than a text-based webpage or narrated PowerPoint webinar to sustain learners’ interest. Indeed, I argued that aesthetics and delivery energy must be prioritised in the creation of digital objects whose use is suggested to, but not required of, university learners (i.e., resources maintained by academic skills services, writing centres, and so on). Although the primary focus was on inclusive virtual objects, my presentation was of interest to conference attendees looking to expand their knowledge of the IT skills, software, and platforms underpinning their resource designs. To support this, I shared my ‘lessons learned’ after diving into ThingLink and Camtasis with this project.

Facial phantom model: a low-cost and safe tool for teaching botulinum toxin application in neurology residencies.

The application of botulinum toxin (BoNT) in the treatment of blepharospasm and hemifacial spasm (HS) is a well-established practice. However, neurology residency programs often rely on real patients for training, which has limitations in terms of patient availability and skill acquisition. Assess the efficacy of a new facial phantom model for acquiring motor skills in BoNT application. An anthropomorphic facial phantom model was developed in collaboration with a medical training simulator start-up. A group of seven neurologists and one ophthalmologist with expertise in BoNT application evaluated the model using an adapted learning object review instrument (LORI). The instrument assessed aspects such as: content quality, alignment of learning objectives, feedback and adaptation, motivation, presentation design, and accessibility. The facial phantom model received high scores in the LORI evaluation, with the highest ratings given to alignment with learning objectives and motivation. The model also scored well in terms of accessibility, content quality, and presentation design. However, feedback and adaptation received a lower score due to the static nature of the model. The facial phantom model shows promise as a valuable tool for teaching and developing competence in BoNT application for HS and blepharospasm. The model reduces the reliance on real patients for training, providing a broader and safer learning experience for neurology residents. It also provides a realistic learning experience and offers portability, cost-effectiveness, and ease of manufacturing for use in various medical training scenarios. It is an effective and accessible tool for teaching BoNT application.

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Children with intellectual disabilities take a long time to understand things and find it difficult to concentrate. Conventional learning at school has not been able to make children with intellectual disabilities focus on education, so learning objectives are not optimal. This research aims to produce educational mobile games in the form of 3D recognition of objects around the school that can help improve the learning process. The research method used is research and development (RD), where in-game development uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research sample consisted of ten students in grades 5–6 of SD SLB Pelita Hati Pekanbaru. The research instruments are Learning Object Review Instrument (LORI) validation sheets for media and material experts and user satisfaction sheets. Media and material experts validate game feasibility testing and the analysis of the user satisfaction questionnaire. The results showed that object recognition games for children with intellectual disabilities are very valid, motivating, exciting, and increase the concentration of students with intellectual disabilities so as to improve the learning process. Thus, 3D mobile object recognition educational games can be used as an alternative learning medium for children with intellectual disabilities.

DEVELOPMENT OF A GAME FOR LEARNING LINEAR FUNCTIONS IN A REAL-WORLD CONTEXT TO IMPROVE THE CONCEPTUAL UNDERSTANDING OF JUNIOR HIGH SCHOOL STUDENTS

Linear functions in math are essential for advanced topics like calculus and physics. In Indonesia, linear function teaching is limited to whiteboard calculations or simple drawings without contextual explanations. It's crucial to emphasize factual and conceptual math knowledge for deep understanding and effective learning by bringing more contextual problems. Many teachers use traditional games or modeling activities to create contextual problems for students. However, none of them was created for the learning function in digital games. This project aims to develop a game for learning linear functions using contextual challenges. The game was created utilizing an ADDIE model. Validation is using Learning Object Review Instrument (LORI) with three different validators who have different expertise in content, technology, and classroom implementation. The data shows that this game may reinforce learning linear functions. A future research project may examine the impact of playing this game on students' conceptual understanding of linear function.

A Multimedia Evaluation of Pharmacy Faculty PowerPoint Slides in a Critical Care Course

ObjectivesTo conduct a pilot investigation about the alignment between didactic multimedia materials utilized by pharmacy faculty, with Mayer's Principles for Multimedia Learning and faculty characteristics associated with greater alignment. MethodsAn investigatory systematic process was used which included a modified Learning Object Review Instrument (LORI) to evaluate the faculty video-recorded lectures for alignment with Mayer’s Principles of Multimedia Learning, hence capturing the number and type of misalignments. Correlations were performed to evaluate the association between faculty characteristics; and ratings and proportions of misalignments. ResultsFive hundred fifty-five PowerPoint slides of 13 lectures from 13 faculty members were reviewed. The average (SD) LORI score per slide was 4.44 (0.84) out of 5 with an average score per lecture ranging from 3.83 (0.96) to 4.95 (0.53). Across all lecture slides, misalignments with multimedia principles were captured in 20.2% of slides. For each lecture, the average percentage of misalignments was 27.6% ranging from 0% to 49%. Principal misalignments included violation of the principles of coherence (66.1%), signaling (15.2%), and segmenting (8%). No faculty characteristics were significantly associated with LORI ratings or proportion of misalignments within lectures. ConclusionsFaculty had high LORI ratings for their multimedia material but these varied significantly between lectures. Misalignments with multimedia principles were identified and were related primarily to extraneous processing. These misalignments, when addressed, have the potential to improve learning, thus suggesting an opportunity for the faculty to develop ways to optimize multimedia educational delivery. Future investigation is needed to clarify how clinical pharmacy faculty can develop multimedia material and the impact of faculty development on the application of multimedia principles and learning outcomes.

Formative Evaluation of Digital Learning Materials

The use of digital learning materials through e-learning is expected to give students experience to be able to learn themselves in the industrial era 4.0. This study aims to formulate an evaluation method for digital learning materials that is relevant to the development model used. A qualitative approach with an evaluative design through in-depth analysis is applied to student research reports, specifically research on the development of digital learning materials. The formative evaluation method chosen and the reasons for the selection were analyzed and the results were discussed in a focus group discussion. The sample was taken from the results of research by prospective teacher. Expert review was conducted to test the validity of the content and test the design. Content validity test can be done qualitatively or quantitatively by applying Lawshe, Aiken, or Gregory techniques. The design test was carried out with a black-box test. White-box testing is very rarely implemented and is recommended when developing using a programming language. One-to-one and small group tests were conducted using think aloud, cognitive walk through, or heuristics techniques. The results of the analysis found that the formative evaluation methods of teaching materials needed were expert review, one-to-one, small group, and field evaluation. Furthermore, for field tests, inquiry methods can be applied with various techniques, such as learning object review instrument (LORI), user experience questionnaire (UEQ), or system usability scale (SUS).

The validity of D-MENBOLA: Digitalization of football learning media based on articulate storyline 3

The COVID-19 pandemic has an impact on the learning process in all educational units, including higher educational units. This situation requires educators to be more creative and innovative in using learning media to transform knowledge and skills to their students. This study aims to describe the validity of interactive learning media based on articulate storyline 3 in the theory and practice of football coaching. This research included development research by adopting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The data collection instrument used a questionnaire that referred to the LORI (Learning Object Review Instrument) standard. The LORI standard consists of nine aspects of assessment, namely content quality, direction of learning objectives, feedback and adaptation, motivation, display design, interaction use, accessibility, development capabilities, and standard fulfillment. The data analysis technique used is descriptive quantitative and qualitative. The results showed that the level of feasibility/validity of the learning media named D-MENBOLA or digitalization of football learning media based on articulate storyline 3 iss declared very feasible/very valid. Based on these result, D-MENBOLA can then be used in the theory and practice of football coaching as one of the innovative learning media.

Evaluation of a virtual learning object with augmented reality technology for teaching of the computer parts

This article refers to the evaluation of the Virtual Learning Object (OVA) Computer AR, OVA with augmented reality technology to facilitate the teaching-learning of the concepts of computer maintenance, related to the internal parts of the computer, with the sixth grade students of the COLMERCEDES educational institution. The methodological design with a quantitative and descriptive approach involved the application of the OVA quality assessment instrument called LORI (Learning Object Review Instrument), under OVA quality assessment dimensions and criteria, which determine that it is a quality digital teaching resource. The quantitative descriptive analysis focuses on the assessments of students and teachers when exploring the tool and its contents, aspects such as motivation, usability, accessibility, among others, are measured, so that the relevance of designing and using interactive virtual objects with augmented reality technology for teaching and learning the basic concepts related to the internal parts of the computer is concluded. Among the results obtained were positive, it was evident that the OVA designed met the quality criteria to obtain a high assessment by the population under study, concluding that it was appropriate to design an OVA with augmented reality to generate contributions to the teaching and learning processes on concepts related to the internal parts of the computer. The data in the dimensions of evaluation with a low tendency indicate that it should be complemented with a contextualized setting, so that it can be adapted to the characteristics and needs of the students.

IMPACT OF VIRTUAL LEARNING OBJECT IN THE THEORETICAL KNOWLEDGE AND DIAGNOSTIC CAPACITY OF ORAL ULCERATIVE LESIONS

Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons. Objective: To evaluate the influence of a virtual learning object (VLO) in the theoretical knowledge and diagnostic capacity of oral ulcerative lesions of undergraduate dentistry students. Methods: A randomized controlled trial was performed with 35 undergraduate students during the last semesters divided into 2 groups: control (n = 19) and VLO (n = 16) groups. The control group attended a conventional theoretical class and the VLO group was exposed to a virtual environment. The students’ learning performance was tested by using a multiple-choice pre/pre questionnaire that covered the knowledge and understanding of ulcerative lesions. In addition, all students answered a clinical case simulation quiz. The VLO group answered a specific evaluation questionnaire with a reduced version of the learning object review instrument. Results: In the pre/post questionnaire and clinical case quiz, the VLO group showed better results than the control group (P = .011 and P = .013 respectively). In addition, 80% of the students recommend using the VLO and 93% reported that they were willing to use other VLO. Conclusion: VLO is a tool that can be implemented in oral medicine educational environments contributing to improve the competence of future dental surgeons.

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.

Open educational resources for research training: quality assurance through a collaborative evaluation

Although it is considered that open educational resources offer vast pedagogical opportunities for any educational context, there have been only few studies so far that have linked their use or application in the field of research training, and even less works that have addressed their quality assurance for that context. As part of an inter-institutional project, the main aim of this article is the collaborative selection and evaluation of appropriate educational resources for research training. The mixed method approach of the article includes needs’ analysis of researchers in training through questionnaires and interviews. This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for creators of educational resources for research training to facilitate the quality assurance of their materials. A website is being developed to bind together the resources that have met the quality criteria established in collaborative evaluation.

Efectividad de los MOOC para docentes en el uso seguro de las TIC

Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation.A pesar de los esfuerzos realizados, aún existe una alarmante diferencia entre la competencia digital que tienen los profesores y la que deberían tener para desarrollar la competencia digital en sus alumnos. De especial preocupación es la carencia de formación del profesorado en uso seguro y responsable de las TIC. Los cursos en línea con formato MOOC reúnen todas las condiciones necesarias para ofrecer una posible solución a la ineludible y apremiante necesidad de formación inicial y continua del profesorado en esta área de la competencia digital. Sin embargo, no existe actualmente evidencia en la literatura sobre la efectividad de estos cursos para tal cometido. Este estudio examina la efectividad instruccional de los cursos con formato MOOC para la formación del profesorado en el uso seguro y responsable de las TIC mediante el análisis de tres cursos oficiales diferentes. Estos se analizaron empleando tres instrumentos diferentes: un cuestionario para medir la percepción de los participantes, pre-tests y pos-tests para medir los conocimientos adquiridos y el instrumento LORI (Learning Object Review Instrument) para medir la calidad de recursos educativos digitales creados por los participantes. Los resultados sugieren que los cursos en línea con formato MOOC constituyen una forma efectiva de formar al profesorado en el uso seguro y responsable de las TIC, y que estos cursos pueden ayudar al desarrollo de la competencia digital en el área de creación de contenidos.

Creating a Gerontological Nursing Digital Repository Within a Learning Management System.

Faculty who teach gerontological nursing are challenged to deliver competency-based baccalaureate nursing education. Because our courses are divided into multiple sections and taught by a variety of faculty, the need for a peer-reviewed, curated repository of gerontological learning materials was conceived. Syllabi for prelicensure and RN-to-baccalaureate nursing (BSN) degree gerontological courses were reviewed. Stufflebeam's Content, Input, Process and Product (CIPP) model of program evaluation provided a framework to guide the process of identifying existing resources and gaps in eLearning materials. Using the Learning Object Review Instrument, faculty determined the relevance and applicability of eLearning materials. A crosswalk between the syllabi and the American Association of Colleges of Nursing-recommended geriatric nursing competencies was completed to evaluate eLearning materials identified as valuable. Consensus was reached, and content was placed in the learning management system. This project can serve as a model for other course faculty and faculty in other specialty areas to enhance the curriculum by providing readily available, multifaceted instructional resources. [J Nurs Educ. 2019;58(10):607-610.].

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Core Ideas Reusable learning objects are self‐contained digital modules. Reusable learning objects were developed for teaching soil color determination using a color sensor application and crowdsourcing. Reusable learning objects were effective teaching tools. Students positively described their perception of the sensor‐based method of soil testing. Reusable learning objects (RLOs) are self‐contained digital modules commonly utilized in e‐learning. The purpose of this study is to develop RLOs for teaching soil color determination using a color sensor application: soil color, Soil Scanner application, global positioning system (GPS) location, color conversion, and crowdsourcing. Each RLO is a self‐contained learning unit with specific learning goals, educational materials, quiz, and assessment. Navigation of each object is controlled by the participant via tabs to allow the user to control the pace of the RLO. The quality of each RLO is assessed by a learning object review instrument (LORI) framework rubric. Online quizzes at the end of each RLO are used to examine the learning outcomes. This study also used the web‐based survey tool Qualtrics before and after the laboratory‐based activity to systematically measure various constructs including familiarity with sensors, crowdsourcing, and perception of the sensor‐based method of soil testing. Reusable learning objects were effective teaching tools as demonstrated by excellent scores (A) received by the students for all RLO quizzes. Each RLO scored well for each category of the LORI model framework assessment. Additional comments suggest that students were receptive to the RLOs as a learning tool. Students positively described their perception of the sensor‐based method of soil testing compared with the traditional method, a Munsell color chart.

The effect of tutorial feedback type on the choice of feedback type in pre-service teachers’ development of learning objects

This study investigates the effect of feedback types presented in learning object (LO) development tutorials on the quality of pre-service teachers’ LOs and their choices of feedback types in authoring LOs. Results indicate that video feedback presented in the tutorials is the most effective feedback representation type, based on overall scores on the learning object review instrument and feedback quality of the LOs developed by the pre -service teachers. However, interaction between feedback types presented in the tutorial and pre -service teachers’ actual use of feedback in authoring LOs was not meaningful. The implications are discussed. Keywords: Pre-service teacher, learning object, authoring, feedback type, feedback preferences.

ESTIMACIÓN DE CALIDAD DE OBJETOS DE APRENDIZAJE EN REPOSITORIOS DE RECURSOS EDUCATIVOS ABIERTOS BASADA EN LAS INTERACCIONES DE LOS ESTUDIANTES

Los recursos educativos abiertos se han erigido como uno de los pilares fundamentales de la educacion abierta. Una de las principales barreras que esta obstaculizando su uso y adopcion es la carencia de mecanismos de control de calidad efectivos y sostenibles en los repositorios. Estrategias de evaluacion como la revision por pares no han resultado lo suficientemente escalables para afrontar el ritmo de creacion de materiales abiertos por parte de la comunidad. El presente estudio muestra una nueva estrategia basada en analiticas de aprendizaje para estimar la calidad de los objetos de aprendizaje en base a las interacciones que los estudiantes tienen con ellos en entornos abiertos. Se analizaron 146291 sesiones de interaccion de estudiantes con 256 objetos de aprendizaje distribuidos a traves de un repositorio abierto. Un total de 11 interacciones estudiante-objeto de aprendizaje fueron consideradas en el estudio. La calidad de los recursos fue medida empleando el instrumento estandar de evaluacion LORI (Learning Object Review Instrument). Para estudiar las relaciones entre las interacciones de los estudiantes con los objetos de aprendizaje y la calidad de los mismos y para construir una metrica de prediccion se utilizaron analisis de regresion lineal. Los resultados muestran que existe relacion entre las interacciones y la calidad, y que es posible estimar con un error moderado la calidad de los objetos de aprendizaje en base a las interacciones que los estudiantes tienen con ellos. Los resultados obtenidos senalan que la analitica de aprendizaje propuesta puede ser utilizada en repositorios de objetos de aprendizaje abiertos para detectar automaticamente recursos conflictivos o de baja calidad.

An easy to use open source authoring tool to create effective and reusable learning objects

ABSTRACTAuthoring tools play a crucial role in the development of learning content facilitating the creation of Learning Objects. However, not much work has been done in order to determine if educators actually can use these tools to create effective and reusable Learning Objects in an easy way. This paper address this issue by presenting and evaluating an open source authoring tool called ViSH Editor. Three factors were evaluated: the usability and user acceptance of the authoring tool, the quality and learning effectiveness of the created Learning Objects, and the reusability of these resources. Usability was evaluated through a lab test and the user acceptance with a survey among 180 users. Quality evaluation was conducted using LORI (Learning Object Review Instrument). The learning effectiveness was evaluated through learner surveys and test scores. Finally, reusability was evaluated by using the LORI instrument, by measuring metadata quality using a set of metrics, and by a quantitative analysis of reuse. Results show that ViSH Editor is an authoring tool capable of allowing educators to create effective and reusable Learning Objects in an easy way. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:188–199, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21789

Evaluation of Virtual Objects: Contributions for the Learning Process

<p class="3">The constant technological development in education, and the potentiality of the resources offered by Information and Communication Technologies (ICTs), are challenges faced by teaching institutions in Brazil, especially by those institutions, which by the very nature of their services intend to provide distance education courses. In such a scene, one sees the use of technology as a tool to give support and to take part in the process of teaching activities, such as the Virtual Learning Objects (VLOs), which offer an opportunity to contribute to the teaching and learning process. Considering this, the present work aims at analyzing the VLOs used in the distance education courses of Economic Sciences and of Accounting at the Universidade Federal de Santa Catarina (Federal University of Santa Catarina), under the quality criteria indicated by the Learning Object Review Instrument (LORI) methodology proposed by Nesbit, Belfer, and Vargo (2002), Nesbit, Belfer, and Leacock (2004), and Leacock & Nesbit (2007), in order to learn how to better take profit of efforts and resources.</p>

Quality Assurance for Reusable Learning Objects on a Peer-To-Peer Network

In this research, improving on the quality of Reusable Learning Objects (RLOs) on a Peer-To-Peer (P2P) network is considered. The RLO was first redesigned to have a fundamentally inherent pedagogical structure, which gave it an immediate foundational level of quality in terms of opportunities related to reusability. Applying the Learning Object Review Instrument 1.5 (LORI 1.5) demonstrated that some of the elements are inherent in this new RLO design, so there was no need to constantly have such features evaluated with LORI. A modified LORI was therefore developed in order to evaluate the remaining features of the RLO. The research identified these remaining elements to produce a Review Rubric for scoring the RLO’s quality. In addition, an algorithm is given which considers one or more subject-matter experts as part of a review process. Utilizing the subject-matter experts in a P2P network involved the creation of special nodes to ensure data integrity and post-availability of the review scores for RLOs. The research concludes that the redesigned RLOs along with the corresponding Review Rubric and scoring algorithm produces a system suitable for a P2P network, where for the first time, RLOs can be shared of assured quality to promote eLearning within P2P networks.

Studying the effectiveness of multi-user immersive environments for collaborative evaluation tasks

Massively Multiuser On-line Learning (MMOL) Platforms, often called “virtual learning worlds”, constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called “MadriPolis”. This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship.