Use Of 3D Virtual Environments Research Articles

Science learning in 3D virtual environment multi-users online in basic education stage

Technological development is ever-evolving in all areas of life, its impact on the education field has emerged, and science is part of learning that teachers struggle with in their teaching methods. This study aimed to explore the effects of using a 3D virtual environment in learning science at the basic education stage and students’ attitudes towards their use. A quasi-experimental design was used in this study. A total of 99 students participated in the study, divided into two groups: an experimental group (n=50) and a control group (n=49). In this study, an achievement test and questionnaire were used as study tools after validating their validity and reliability. The data were analyzed using SPSS. Results showed that in the experimental groups that were taught science topics in 3D virtual environments, there were statistically significant differences compared to the control groups. In addition, students in the experimental group who were learning the topics in science textbooks in a 3D virtual environment showed positive attitudes toward it. The study recommends the use of 3D virtual environments in science education.

The Effect of Learning-Based Adaptivity on Students’ Performance in 3D-Virtual Learning Environments

Research demonstrates that individualized instruction is superior to the traditional one-size-fits-all teaching approach. The use of 3D virtual environments for educational purposes is becoming attractive because of their rich presentation, user friendly interaction techniques, and adaptive capabilities. However, defining the adaptive aspect of 3D virtual learning environments (3D-VLEs) is a challenging task. In this paper, we quantitatively measure learning skill of a student through a fuzzy logic-based approach and use it as adaptation criterion for changing the contents of 3D-VLEs. The system displays customize teaching materials for different students, which results in improved learning. The experimental results show that the proposed approach is effective and can be efficiently used to enhance the learning capabilities of students in 3D-VLEs.

Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment

Over the last years there has been a growing use of 3D virtual environments for educational purposes. Many studies advocate the integration of these environments in the daily teaching practice of various subjects. This requires innovative design in order create the appropriate affective/ pedagogical conditions as well as the development and use of well-structured activities in order to achieve effective collaborative learning. This paper presents an exploratory study in which collaborative learning strategies and cognitive apprenticeship models act as the pedagogical framework to facilitate learning and collaboration. The context is the teaching of mathematics in primary education via a 3D virtual environment. Specifically, we focus on evaluating students' engagement (behavioral, affective and cognitive) in the collaborative learning process as they learn fractional concepts in a meaningful way. The findings show that a 3D virtual environment can support collaborative learning in primary school through its ability to enhance students' engagement (behavioral, affective and cognitive) in the collaborative learning process.