Use Of Multi-user Virtual Environments Research Articles

The pecking order: a Bourdieusian look at authority in virtual peer crits

AbstractCultural capital having sway in establishing authority in educational fields, including architecture, has been prevalent in scholarly work discussing the traditional studio setup. With the growing use of multi-user virtual environments (MUVEs) in architectural education, some studios, their occupants, and artifacts moved to the new medium. Such change places those studios in a precarious position vis-a-vis traditional architectural pedagogy, problematizing cultural capital and authority. This research examines the relationship between cultural capital and authority, focusing on MUVE-mediated studio peer crits. It adopts a quasi-experimental approach, where twenty-four participants with varying design proficiencies in diverse peer compositions completed a timed design task. The research employs linkography for analysis and Pierre Bourdieu's theoretical framework for interpretation. The findings suggest that MUVEs have a transformative effect on exogenous cultural capital, potentially disrupting previously established norms and hierarchies in architectural pedagogy and creating new hierarchical models, which add nuances to the existing models in the literature. A MUVE-mediated studio has the potential to present the studio as a new exploratory ground not weighed down by pre-established notions of studio culture "habitus."

Second Life as a Virtual Playground for Language Education: A Practical Guide for Teaching and Research (Review)

With the growth of digital technology, human interaction has grown beyond traditional faceto-face settings and now includes contexts as diverse as 3D multi–user virtual environments (MUVEs). Interestingly, MUVEs can even be the site of language learning and development, allowing students to freely interact with each other and create their own content. Since the launch of one particular MUVE—Second Life—in 2003, a body of literature (e.g., Wang et al., 2020) has shown that effective use of MUVEs for foreign/second language (L2) education can lead to a range of linguistic and affective gains (e.g., heightened motivation). Second Life as a Virtual Playground for Language Education: A Practical Guide for Teaching and Research, written by Julian Chen, addresses the need for practical resources for language educators to meaningfully engage L2 learners in online environments. Based on relevant theory, empirically supported evidence, and practical experience, Chen details how to design tasks, run classes, and conduct research in Second Life. [First Paragraph]

Virtual Training Applications in Aviation BITE Test Application

In this study, the objective is to scientifically examine the usability of multi-user virtual environments as an alternative solution to traditional methods in order to enhance the effectiveness and create widespread opportunities for training applications in aviation, which are difficult and risky to implement on actual aircraft. For this purpose, a virtual environment application was developed, specifically focusing on the examination of Built-In Test Equipment (BITE) test procedures conducted by maintenance personnel during aircraft maintenance. The application included the design of a Multi-Function Control and Display Unit (MCDU) in the virtual environment. The benefits and limitations of the virtual environment application were discussed, highlighting how the challenging and risky working conditions can be efficiently transformed into practical training scenarios in various contexts, promoting the development and reinforcement of skills for personnel. Despite the extensive use of multi-user virtual environments in various fields, it is evident that there is scarce research conducted in the aviation maintenance and repair sector. This study serves as a significant initiative to draw attention to the potential usability of multi-user virtual environments for educational purposes in the aviation maintenance and repair sector.

Spaces of Rebellion: the Use of Multi-user Virtual Environments in the Development of Learner Epistemic Identity

This paper discusses the role of Multi-User Virtual Environments (MUVEs) in the development of epistemic learner identity. MUVEs might help educators create the types of tasks and intellectual open spaces helping students with learner identity development in the information age. MUVEs can create new possibilities for dissemination and sharing of critical information (e.g. nonhierarchical, non-linear), opening up spaces of (safe) rebellion against top-down, teacher directed educational processes, helping students become more autonomous thinkers, ready to question information, and search for multiple sources in problem-solving. The experiment reported here follow two General Education classes for pre-service teachers (58 students) that integrated the MUVE Second Life as a major part of their curriculum. The experimental MUVE condition was compared to two classes (59 students) using the same curricula approach and the same instructor but without using a MUVE. Individual student blog posts (weekly assignments) were extracted for both groups (experimental, active control) from three different time points over the semester. The posts were coded for levels of complexity/uncertainty, critical perspective and source of information. It was expected that students in the experimental (MUVE integrated) group would show increases over the semester as compared to the active control group. Growth curve analyses suggests students in the experimental (MUVE-integrated) condition did indeed increase in modes of thinking that question authority through increased complexity/uncertainty and critical thinking in their assigned academic/intellectual tasks, suggesting possibilities for epistemological shifts.

Rethinking the use of Multi-User Virtual Environments in education

ABSTRACT Multi-User Virtual Environments (MUVEs) have gained more prominence in education of late; however, the question of their theoretically sound implementation remains relatively understudied. The current article addresses this gap through the explanation of how a MUVE platform Second Life was used in an undergraduate course for pre-service teachers. Instructional decisions are explained within a theoretical framework of Open Source Educative Processes and are illustrated by specific multiple data sources. Based on the semester-long observations, the authors argue that Second Life can be used to create independent learning communities that have possibilities for transformative learning, creating contexts in which students move beyond simple understanding and engage multiple perspectives in their meaning-making processes. The authors explain the potential instructional and technological pitfalls involved and how to deal with them through a micro-analytic Open Source methodology, and raise broader philosophical questions about the role of technology in education.

3D Multiuser Virtual Environments and Environmental Education: The Virtual Island of the Mediterranean Monk Seal

The study presents the results from a project in which a 3D multi-user virtual environment was used for informing students on issues related to the protection of the Mediterranean monk seal. The target group was 326, 10–12-years old students divided into three groups. The first one was taught using printed material, the second used a web-based application, and the third used the virtual environment. Data were collected by means of evaluation sheets and three questionnaires for recording students' views and attitudes. The third group of students had better learning outcomes compared to the first, but the results were inconclusive compared to the second. Then again, the MUVE had a notable impact on students' attitudes toward seals compared to the other tools. As for attitudes toward eco problems, the outcomes were better only compared to the first group. Moreover, fun and an increased motivation for learning were evident in the third group but co-existed with significant problems related to the use of the virtual environment. The findings point to the need for further examination of the use of multi-user virtual environments for raising the awareness of environmental issues.

Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach

Aim/Purpose: The study examines the effectiveness of university courses in shaping pre-service teachers’ intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers. Background: Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model testing. Methodology: Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece. Contribution: The study demonstrated the applicability of the TAM as a model that can adequately explain pre-service teachers’ intention to use MUVEs as practicing teachers. Findings: Results analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors. Recommendations for Practitioners: In order to increase the odds of a successful use of MUVEs in educational settings, institutions need to address specific organizational factors that will positively influence pre-service teachers’ intentions to use them and provide experiences relevant to that technology. Also, more emphasis is needed on the usability of MUVEs.

Teacher practice in multi user virtual environments: A fourth space

Practicing teaching is an important aspect of teacher education, however, its implementation can be limited due to the constraints and risks related to practicing in actual schools. There is evidence in the literature of Multi User Virtual Environments (MUVEs) being used as spaces for training, especially in fields where the costs associated with making a mistake are high. Less has been written on their use for teachers’ professional development. This paper adds to the literature on teacher preparation and the use of MUVEs for professional development in a unique way by presenting a rationale and theoretical basis for why MUVEs might be a viable, alternative space for a range of teacher practice experiences.

A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts

A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when thinking about vocational education because moving towards being work ready increases the student’s legitimate practices within the vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler, 2006) provides framework to link content and pedagogy with the MUVE technology. Software development techniques necessary in the development of simulation based MUVEs are shown to have characteristics compatible with development research. A design based methodological process that introduces software development within phases is described. The authors reflect on the methodology after the first phase of research into a MUVE that simulates the hazardous situation of temporary traffic management.

Teaching an aerospace engineering design course via virtual worlds: A comparative assessment of learning outcomes

To test the concept of multiuser 3D virtual environments as media to teach semester-long courses, we developed a software prototype called Aeroquest. An aerospace design course—offered to 135 second-year students for university credits in Fall 2009—was divided into two groups: the real-world group attending lectures, physically, in a campus hall and the virtual-world group attending lectures, remotely, in Aeroquest. To date, numerous studies on the educational use of multiuser virtual environments have been reported in the literature. However, among studies on virtual-world-based courses, our investigation was one of the firsts to employ learning outcomes (rather than affective states) that were objectively measured (rather than subjectively reported) against a control group. We found that the virtual-world group achieved the performance benchmark, defined by the exam score of the real-world group, within a 95% confidence interval, suggesting the virtual worlds' untapped potential as a teaching platform in early engineering courses—especially for distance education.

Managed Learning in 3D Multi User Virtual Environments

Maintaining student engagement is a major concern in higher education, especially when concepts become more sophisticated and coursework becomes more complex. Shared online virtual worlds are attractive in that they have the potential for supporting student engagement through novelty and intrigue whilst providing a programmable environment that can be tailored for educational purposes. This paper presents two case studies illustrating the use of such multi-user virtual environments (MUVE) for education, in the context of credit-bearing assignments in Human Computer Interaction (HCI). While there is considerable interest throughout academia in using MUVEs academics can experience many challenges when exploring various possible use-cases. The studies presented in this paper were conducted to identify some of the critical issues such as student perceptions, privacy, ownership, access to practical work for assessment purposes, maintaining an association between institutional and virtual world identities, and the achievement of learning outcomes through the use of MUVEs for teaching and learning. Through developing an awareness of the challenges that are encountered in MUVEs for managed learning, and describing how to address them, this paper contributes towards their significance as an educational resource which can inspire and engage students.

MUVE eventedness: An experience like any other

The article discusses the OpenHabitat project, an initiative aimed at exploring the use of multi-user virtual environments (MUVEs) in higher education. OpenHabitat consists of two iterative, 2-step pilots in which it was anticipated the second steps would incorporate lessons learned in the first steps. The author observes that the first pilot revealed the key role played by social literacies in shaping a successful MUVE experience. More than technical virtuosity, the dialog between teacher and student turned out to be vital to the successful use of an MUVE.

Collaborative virtual gaming worlds in higher education

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multiplayer online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context.Keywords: virtual environments; game-based learning; constructivist learning environmentsDOI: 10.1080/09687760802526756