Three-dimensional Virtual Learning Environment Research Articles

Virtual Worlds, Real Skills: Is the Metaverse the Future of Accounting Education?

The onset of the COVID-19 pandemic radically altered the landscape of education, particularly affecting primary and secondary school students. Traditional classroom environments, characterized by physical interaction and social learning, were suddenly swapped out for remote learning platforms during the first two academic years of the pandemic. While educational institutions quickly pivoted to online learning to maintain some semblance of normalcy, research indicates that these years represented a low point in educational quality for teachers and students alike. A plethora of educational models have emerged in response to the challenges introduced by the pandemic-induced shift to digital learning. Among these, three-dimensional virtual learning environments have attracted considerable attention. These platforms aim to elevate the student experience by enhancing readiness levels and promoting interpersonal interaction. In the context of these sweeping changes, the study focuses on the Metaverse—a concept that has garnered significant buzz in contemporary discussions on digital transformation.
 The study's primary objective is to explore the feasibility of using the Metaverse as an educational tool, particularly in the realm of accounting education. The paper delves into various facets of the Metaverse, reviewing the existing literature to understand its potential benefits and limitations. Specifically, the study scrutinizes its application in accounting education, outlining a series of recommendations based on evaluations of previous educational endeavors within Metaverse settings. The study brings to light various critical points concerning the adaptability and efficacy of the Metaverse as a viable model for accounting education. It raises essential questions: Can the Metaverse bridge the gap left by traditional classroom settings in fostering engagement and facilitating high-quality learning experiences? Or are the complexities and limitations of this novel platform too great to make it a practical solution for accounting education? By investigating these queries and cross-referencing them with empirical evidence, the study provides a nuanced understanding of the Metaverse's potential role in shaping the future of accounting education. The pandemic has been a catalyst for innovation in education but has also highlighted the limitations of hastily adopted digital models. The study ventures into the realm of possible solutions, examining the Metaverse as a prospective alternative that could potentially revolutionize accounting education. Through an in-depth review of the literature and a critical evaluation of existing Metaverse educational models, the paper offers valuable insights that could inform future educational strategies in the accounting domain.

Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data

The research reported in this paper addresses the problem of assessing higher-order thinking skills, such as reflective and creative thinking, within the context of virtual learning environments. Assessment of these skills requires process-based observations and evaluation, as the output-based methods have been found to be insufficient. Virtual learning environments offer a wealth of data on the process, which makes them good candidates for process-based evaluation, but the existing assessment methods in these environments have shortcomings, such as reliance on large data sets, inability to offer specific feedback on actions, and the lack of consideration for how actions are integrated into bigger tasks. Demonstrating and confirming the ability of three-dimensional virtual learning environments to work with process metrics for assessment, we propose and evaluate the use of motifs as an assessment tool. Motifs are short and meaningful combination of metrics. Combining time-ordered motifs with a similarity analysis between expert and learner data, our proposed approach can potentially offer feedback on specific actions that the learner takes, as opposed to single output-based feedback. It can do so without the use of large training datasets due to reliance on expert data and similarity analysis. Through a user study, we found out that such a motif-based approach can be effective in the assessment of higher-order thinking skills while addressing the identified shortcomings of previous work. We also address the limited research on similarity-based analysis methods, compare their effectiveness, and show that utilizing different similarity measures for different tasks may be a more effective approach. Our proposed method facilitates and encourages the involvement of instructors and course designers through the definition of motifs and expert problem-solving paths.

التفاعل بين نمطي تقديم الدعم (موجز- تفصيلي) ببيئة تعلم افتراضية ثلاثية الأبعاد والأسلوب المعرفي (معتمد- مستقل) وأثره على تنمية مهارات تصميم وإنتاج الرسوم المتحرکة لدي طلاب کلية التربية

استهدف البحث الحالى الکشف عن أثر التفاعل بين نمطي تقديم الدعم (موجز/ تفصيلي) في بيئة تعلم افتراضية ثلاثية الأبعاد والأسلوب المعرفي (معتمد/ مستقل) لتنمية مهارات تصميم وإنتاج الرسوم المتحرکة لدي طلاب کلية التربية، وتکونت عينة البحث من (80) طالب وطالبة من طلاب الفرقة الثانية بکلية التربية جامعة طنطا للعام الدراسي 2020/2021م للفصل الدراسي الثانى؛ حيث تم تقسيم العينة إلى أربع مجموعات تجريبية عدد کل منها (20) طالب وطالبة، وتمثلت أدوات البحث في اختبار لقياس الجوانب المعرفية المرتبطة بتصميم الرسوم المتحرکة وإنتاجها، وبطاقة ملاحظة لقياس الجانب المهاري الخاص بتصميم الرسوم المتحرکة وإنتاجها، وبطاقة تقييم جودة إنتاج الرسوم المتحرکة، واختبار الأشکال المتضمنة لتحديد نمط المتعلمين من ذوي الأسلوب المعرفي المعتمد والمستقل، وتوصل البحث إلى الأثر الإيجابي لتقديم الدعم بنوعيه الموجز والتفصيلي في تنمية مهارات تصميم وإنتاج الرسوم المتحرکة مع کل من بيئة تعلم افتراضية ثلاثية الأبعاد والأسلوب المعرفي، وفي ضوء نتائج البحث يوصى بالإهتمام والترکيز على الجانب المهاري لتخصصات العلوم باستخدام تقنيات بيئة التعلم الافتراضية ثلاثية الأبعاد. الکلمات المفتاحية: أنماط الدعم، بيئات التعلم الافتراضية، الأسلوب المعرفي، التصميم، الرسوم المتحرکة. Abstract: The aim of the current research is to Verification the effect of the interaction between the two types of support provision (brief / detailed) in a three-dimensional virtual learning environment and the cognitive style (accredited / independent) for the development of animation design and production skills for students of the College of Education, The research sample consisted of (80) male and female students of the second year at the Faculty of Education, Tanta University for the academic year 2020/2021 for the second semester; The sample was divided into four experimental groups of (20) male and female students each. The research tools consisted of a test to measure the cognitive aspects of animation design and production, an observation card to measure the skill aspect of animation design and production, an animation production quality assessment card, and a test of the included forms to identify learners with a reliable and independent cognitive style. The research found the impact of providing both brief and detailed types of support in developing animation design and production skills with both a three-dimensional virtual learning environment and a cognitive style. In light of the results of the research, it is recommended to pay attention and focus on the skill side of science disciplines using the techniques of the three-dimensional virtual learning environment. Keywords: Support methods-virtual learning environments - knowledge methods - design - animation.

Proposed Model for Designing Three-Dimensional Virtual Environment Based on Gamification Strategy to Develop Student Engagement

This paper aims to present a proposed model for designing 3D virtual learning environments in the light of employing a gamification strategy as a model that is guided by its stages and steps to develop student engagement at Mansoura University in Egypt. The methodology used in the identification of successful strategies and practices is based on reviewing the literature about the concept of the 3D virtual learning environment, its importance, and when to use it in the educational process. In addition, it reviews the strategy of gamification, its components, and its designing steps frameworks. Examples and suggestions are included. As well as it reviews the concept of student engagement, its importance, and its relation with a 3D virtual learning environment. The findings help stakeholders at higher education institutions to propose a framework. This framework integrates three-Dimensional Virtual Learning Environments based on gamification strategy to engage students in delivering engaging content.

Stepping Out of the Classroom

While three-dimensional virtual learning environments have attracted plenty of research interest, mirror-world-like virtual campuses have been used mainly for virtual tours, promotions, or for simulation purposes. In this article, the authors investigate the use of geographically accurate mirror-world-like virtual campus models as an interactive learning environment. The initial prototype of the virtual campus covers about 2,300 m2 of a university campus and contains basic pedagogical, communicational, and content creation functionalities. A qualitative study with 14 participants explored their anticipated user experiences as well as their needs for the services and functionalities of the virtual campus. The findings suggest that a more profound link of reality and virtuality than just mirroring physical spaces in the virtual realm is needed. A hybrid reality approach is required to foster social community building and collaboration, 3D space design, and service integration. Finally, stepping out of the classroom introduces privacy issues that should be considered carefully.

Scenario-based Group Usability Testing as a Mixed Methods Approach to the Evaluation of Three-Dimensional Virtual Learning Environments

Although virtual reality became popular technology whose application is recognized in various domains, the field generally still lacks a widespread culture of usability. This is also evident when considering environments intended for learning, specifically virtual learning environments (VLEs). According to our findings, it is clear that there is a growing need for systematic evaluation approach to help with the design and development of usable learner-centered VLE solutions. After comprehensive introductory background and state of the art in the field, this article provides an insight into Scenario-based Group Usability Testing (ScerGUT), a mixed methods approach to the evaluation of three-dimensional VLEs which integrates several different methods of usability testing with measurements of educational value. While the majority of the existing work has made use of usually one single usability assessment technique, ScerGUT employs a number of methods putting in focus users and user testing. To examine efficiency and applicability of the approach, empirical validation is conducted as a case study of particular VLE. The contribution of the article is twofold: (a) ScerGUT as a mixed methods approach to the evaluation of VLEs, which brings new scientific value and could help other researchers and (b) ScerGUT’s application to a particular VLE, which brings quantitative and qualitative results, thus providing an insight into ease of use and educational value of specific VLE.

Using mixed reality displays for observational learning of motor skills: A design research approach enhancing memory recall and usability

When learning an action sequence, observing a demonstration informs the knowledge of movement execution and enhances the efficiency of motor skill acquisition. Three-dimensional (3D) virtual learning environments offer more opportunities for motor skill training as they afford observational learning. Mixed reality platforms (virtual reality, desktop PC, etc.) that render 3D virtual environments can therefore increase accessibility of observational content. To explore the effectiveness of these platforms so as to facilitate observational learning of action sequences, we developed the Recovery Position Application [ 1 ] (RPA) at the Interactive System Studio, University of Plymouth. The RPA was originally designed for mobile virtual reality. The RPA displays two virtual avatars performing the steps of the recovery position. We present the design of content and interaction informed by research into observational learning of motor skills. To formatively evaluate the current functional prototype, and potential use within an educational context, RPA was tested on three different platforms. Mobile VR (N=20), desktop PC (N=20) and video recording (N=21). Memory recall of movements was recorded and the usability of the RPA was investigated. Across all three platforms, the average recall of demonstrated information was 61.88%, after using the application for 10 min. No significant differences between recall rates were identified between platforms. Participant responses were positive or very positive for both application effectiveness as a learning resource and for ease of use. These results are discussed with regard to the future development of the RPA and guidelines for virtual demonstration content. Published: 27 November 2018 This paper is part of the special collection Mobile Mixed Reality Enhanced Learning , edited by Thom Cochrane, Fiona Smart, Helen Farley and Vickel Narayan. More papers from this collection can be found here . Citation: Research in Learning Technology 2018, 26 : 2129 - http://dx.doi.org/10.25304/rlt.v26.2129

Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts

AbstractThis article investigates research approaches used in traditional classroom-based interaction studies for identifying a suitable research method for studies in three-dimensional virtual learning environments (3DVLEs). As opportunities for language learning and teaching in virtual worlds emerge, so too do new research questions. An understanding of research design benefits and limitations is timely for those exploring how interaction occurs between users, and users and the virtual space, and how these interactions make sense within a broader theoretical framework. As a first step, the article describes the types of interaction that are significant to classroom-based research studies, such as learner–learner. This is followed by a historical overview of research approaches and methods used in interaction studies, from early quantitative, to descriptive and qualitative, to mixed-method approaches. Following this overview, the author critically surveys research approaches, methods, analytical tools, and data collection techniques used in physical and virtual second language classroom interaction studies. The article concludes by highlighting the implications and research considerations for the design of new research studies in 3DVLEs.

Influence Degree Analysis of the Emphases of Education and Training in Virtual Environments dimensional Learning

This work aims to propose a framework with guidelines applicable to three-dimensional learning environments from the usability heuristics appropriate for these systems, in order to evidence the elements that allow to measure an application within the emphasis on education and/or training. The research was carried out based on a systematic review on immersive three dimensional environment heuristics with an emphasis on education and training. Initially, a compilation of research was done through the digital scientific databases. The heuristics will be presented as a statement and will aim to measure the degree of agreement of the interviewees, for which each statement is associated with a Likert scale of frequency of five points. In this way, the present article proposes an evaluation approach that allows to measure elements through heuristics that can be used by several educational professionals. In addition, the present approach allows the reuse of existing systems, evaluating them according to the application emphasis, which enables the adaptation of a three-dimensional virtual learning environment to both educational and training needs.

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

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

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

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

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

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

Evaluating students’ perception of a three-dimensional virtual world learning environment

Three-dimensional virtual environments have gained wide popularity due to improvement in graphic rendering technology and networking infrastructure. Many education institutions have been trying to leverage the potential of 3D virtual environments in their application in education. In this research, we aim to evaluate the students’ perception of virtual environments in teaching and learning activities. We set up a virtual classroom, where a short presentation was delivered to students through virtual projectors in Second Life, the most widely adopted 3D virtual environment. The students filled in a questionnaire after the class. We found that the students gave a statistically higher evaluation to 3D virtual environments in terms of satisfaction and enjoyment, while comparable scores between 3D and traditional learning environment in terms of concentration, perceived usefulness, and learning and understanding were obtained. Our results show that virtual learning environment is of great potential in e-learning. Some recommendations in using the virtual environment for learning activities are given.

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.

Exploring the user experience of three-dimensional virtual learning environments

This study examines the users' experiences with three-dimensional (3D) virtual environments to investigate the areas of development as a learning application. For the investigation, the modified technology acceptance model (TAM) is used with constructs from expectation-confirmation theory (ECT). Users' responses to questions about cognitive perceptions and continuous use were collected and analysed with factors that were modified from TAM and ECT. Whilst the findings confirm the significant roles by users' cognitive perceptions, the findings also shed light on the possibility of 3D application serving as an enabler of learning tools. In the extended model, the moderating effects of confirmation/satisfaction and demographics of the relationships amongst the variables were found to be significant.

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

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

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>

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.

Exploring the relationship between virtual learning environment preference, use, and learning outcomes in 10th grade earth science students

This study investigated the relationship between the use of a three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE(ft)) system and the achievement levels of senior high school earth science students. The 3DVLE(ft) system was presented in two separate formats: Teacher Demonstrated Based and Student Co-navigated Based. The results from the pre- and post-intervention assessments, along with the demographic and affective data, were used to fit a series of multiple regression models to explore the relationship between achievement, attitude, and learning environment preference. Pre-intervention test score, virtual learning environment preference and use, the degree to which students found the system helpful, and gender were all significantly related to post-intervention test score variability, as was the interaction between gender and prior use of virtual environments.

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.