3D Virtual World Research Articles

Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.

3D Virtual World Retrieval Based on Ontology and Content

On the Web and on informatics systems, 3D virtual worlds used become big both in number and in size. Therefore, we propose in this paper a new method for retrieving 3D virtual worlds based on the semantics and the content. Firstly, we propose a new classified database of 3D virtual worlds given in VRML format. To achieve the semantic method, we construct an ontology that describes virtual worlds in various aspects including their contents (3D objects building a virtual world) and information about their contents (authors, file format, etc). This ontology is presented by OWL, the W3C recommended language. So as to extract desired 3D scenes from the proposed database we use the SPARQL query language. We propose finally a shape based method for searching desired virtual worlds by content in this database. This method is based on a new distance (metric) that define the similarity between virtual worlds. This method is evaluated using the recall vs. precision curves.

Virtual Heritage: Researching and Visualizing the Past in 3D

ABSTRACTThe approaches and technologies of virtual heritage provide archaeologists, researchers, and students with the ability to “see” and understand the past interactively and in 3D, just as the past happened. The results of various projects underscore the new insights into the past that inevitably result from virtual reality re-creations of ancient sites, buildings, and artifacts. Interactive 3D virtual worlds offer many advantages over traditional 2D-based media. By collecting, integrating, and visualizing field data digitally, in 3D, and in a single software toolkit, excavations can participate in the coming paradigm shift in archaeology. This change in how the discipline works is exemplified by REVEAL, a new software system that is already having an impact on dozens of excavations around the world.

Innovation in critical care nursing education: a reply

Innovation in critical care nursing education: a reply

What's in this issue?

What's in this issue?

Engaging students in blended and online collaborative courses at university level through Second Life: comparative perspectives and instructional affordances

Students' opinions about the degree of impact, status, and socio-cognitive viability with the utilization of the emerging three-dimensional (3D) computer-generated technologies may vary. Indisputably, 3D technology-enhanced environments have provided considerable benefits and affordances to the contemporary e-Education. In these circumstances, virtual worlds (VWs) like second life (SL) have generally intensified with an extensive perpetuation and penetration of innovative performances that encapsulated or enacted from the vast majority of higher education fields. At the same time, there is growing widespread recognition of reasons affecting the high or low degree of students' engagement in online and blended course delivery methods held in 3D VWs. Notwithstanding that most notable studies have disclosed SL functional capabilities from a plethora of pilot case studies, however, it is still lacking an experiential-based research approach to determine the degree of students' engagement in blended and online courses at university level through SL. The present comparative study explores students' engagement overall as a multidimensional construct consisting of emotional, behavioral, and cognitive factors. One hundred and thirty-five undergraduate and postgraduate students in almost identical blended and online instructional conditions held in SL took part in this project. Preliminary results have decoded students' satisfaction for both methods, despite the fact that the voluntary sample composed of different educational disciplines. The quantitative analysis showed that postgraduate students of the online course had more positive results and the degree of engagement significantly increased compared to those who enrolled with the blended course delivery method. The instructional affordances from the utilization of SL were the collaborative climate between users (instructor and students) who eliminated various intractable boundaries which were predominantly observed by several conventional methods. Specifically it was revealed that the online course delivery method engaged more students with the collaborative activities. Educational implications and recommendations for future research are also included.

The development of a virtual learning platform for teaching concurrent programming languages in the Secondary Education: The use of Open Sim and Scratch4OS

The present case study introduces the utilization of two well-known technologically advanced environments in a computer laboratory of a Greek High School and highlights the growing challenges and affordances that users (students and instructors) face after its utilization. In these circumstances it was created a mind-trap puzzle game in a virtual learning platform that emanated from the conjunction of the three-dimensional (3D) virtual world of Open Sim and the two-dimensional (2D) Scratch4OS visual programming environment. Nowadays VWs recognized as the most well-known candidate platforms for implementing users several collaborative scenarios in different disciplines of the Higher education; however a research about their effect in the Secondary education is still infrequent. The main purpose of this study is to utilize the above environments as a unique platform to learn students concurrent and visual programming commands. The paper tabulates not only with a summary of some problems and challenges that existed during the learning procedure, but also with some instructional implications that the increasing role of this platform can establish. Concluding remarks on students’ opinions and experiences briefly encoded some other interesting issues which also ascertained.

Blended learning in health education: three case studies.

Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.

City Ads: Embedding Virtual Worlds and Augmented Reality in Everyday Educational Practice

The use of immersive environments such as 3D virtual worlds (3DVWs) and augmented reality (AR) in education has been profusely explored during the last decades, showing significant evidence of its benefits for learning. However, the attempts to integrate immersive environments in everyday educational practice are hampered by the difficulties that these environments pose to teachers willing to set them up within the already demanding ecology of technological resources present in the classroom. GLUEPS-AR is a system aimed to help teachers deploy and enact learning designs that make use of web technologies (Virtual Learning Environments and Web 2.0 tools), as well as immersive environments such as virtual globes (e.g. Google Earth) used as 3DVW, and general-purpose mobile AR apps. This paper presents the evaluation of the support provided by GLUEPS-AR for teachers that want to appropriate immersive environments in their everyday practice with an affordable orchestration effort. The evaluation followed an interpretive research perspective, and it was carried out in the context of an authentic learning situation about advertising, conducted at a university undergraduate course for pre-service teachers. The results of the evaluation showed that GLUEPS-AR effectively supported the teacher in seamlessly embedding 3DVWs and AR in her practice.

Implementation of a Multi-Agent in a Virtual Maze

This paper presents a Multiagent System (SMA) that controls the morphological status of the graphical user in a 3D virtual world where interaction takes place between the user and the system. The agents of this system can sense the 3D virtual world and represent the result of the deliberation of the SMA in the virtual world.

Can Presence Improve Collaboration in 3D Virtual Worlds?

Three dimensional (3D) virtual worlds are regarded as possessing strong capabilities to support collaboration between people. The physical characteristics of the virtual environment are pointed out as responsible for that capability because they create immersive environments that we are familiar with, and are able to involve users in such a way that the feeling of being in the world is frequently reported. Presence, the perception of the virtual as if it were real, may be helpful in realizing how an easier to understand environment can improve collaboration. In this paper, based on a literature review, we look into the relationship between presence and collaboration, and the importance of presence to the understanding of collaboration in 3D virtual worlds.

Analysis of 3D Virtual Worlds as Connected Knowledge Networks

The purpose of this study was to analyze 3D virtual worlds in terms of Connective Learning approaches with the direction of educational technology experts' opinions. Questionnaire with two sections and 6 items was used as data collection instrument. Within the context of the purpose of the study 30 participants who have 3D virtual world experience from different countries consulted through a questionnaire developed by the researcher. On this basis, features of 3D virtual worlds analyzed in terms of connected knowledge networks with the help of participant opinions. To the results of this study, the participants who have 3D virtual worlds experience strongly support that 3D virtual worlds and capabilities of these environments cover diversity, autonomy, interactivity, and openness features of connected knowledge networks. Also the participants who see themselves sufficient about technology usage more agree with 3D virtual worlds as connected knowledge network than who see themselves insufficient about technology usage. Some important suggestions presented as result of the research.

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is proposed.

Applying media synchronicity theory to distance learning in virtual worlds: a design science approach

The use of 3D virtual world platforms in learning is growing in popularity. While there are many learning affordances for such environments, including the possibility of doing things impossible in reality, there are some noted drawbacks. In particular the way they can be used for distance learning deserves consideration. In this paper, we focus on the issue of synchronicity and on how it limits the flexibility that distance learning affords. We use e-learning theory and media synchronicity theory to propose an explanatory design theory for distance learning using 3D virtual world to address the problem of synchronicity.

Pilot Study: Breaking the Virtual Boundary and Forging Communities of Practice through Virtual Worlds

D Virtual worlds are crossing and bridging boundaries between the virtual and the real, as well as creating dynamic communities across and between researchers, artists and filmmakers, among others. This paper is the result of a pilot study that points to three strands of investigation that have now been planned to be carried out over the coming two years. The first strand where preliminary questionnaire data were collected shows how positive perceptions can be formed of a physical institution after having experienced it in a virtual sense. The second strand, in which international focus groups were used, seems to indicate how communities of practice have developed within and between artists and film makers using 3D virtual worlds instead of through conventional approaches. The third strand, in which an international focus group was also used, also seems to indicate how a community of practice has developed and further shows how the use of 3D virtual technologies have allowed educators and researchers in educational institutions to increase the breadth, depth, diversity and frequency of their research collaborations as compared to periods prior to them using 3D virtual technologies. More in-depth empirical studies on all of this will follow.

Increasing Immersiveness into a 3D Virtual World: Motion-tracking and Natural Navigation in vAcademia

In this paper, we present a project aiming at integrating immersive virtual reality technologies into a three-dimensional virtual world. We use an educational platform vAcademia as a test bed for the project, and focus on improving the learning process and, subsequently – the outcomes. We aim at increasing the immersiveness of 3D virtual world experience by applying motion tracking for controlling the avatar and two technologies for natural navigation: immersive projection and head-mounted display. In addition, we propose the major types of learning scenarios for the use of the designed systems.

The psychological functions of avatars and alt(s): A qualitative study

Prior research has shown that approximately 50% of active participants in the 3D virtual world of Second Life have one or more secondary avatars or “alts” in addition to their primary avatar. Thus, these individuals are operating a “multiple or poly-identity system” composed of a physical self, a primary avatar, and one or more alts. However, little is known about the functions these virtual identities serve for the virtual-world user. The current study involved qualitative analysis of semistructured interviews with Second Life participants (N=24) who had a primary avatar and at least one alt. Interviews were coded to examine the functions that primary avatars and alts served. Eight functions—seven suggested by previous research on virtual world identity and one that emerged from analyses—were reflected in a large majority of the transcribed interviews and are described in the article. The current findings add to our understanding of how multifaceted identity systems operate, as more individuals augment their physical self with a set of virtual identities.

Elderly Healthcare Monitoring Using an Avatar-Based 3D Virtual Environment

Homecare systems for elderly people are becoming increasingly important due to both economic reasons as well as patients’ preferences. Sensor-based surveillance technologies are an expected future trend, but research so far has devoted little attention to the User Interface (UI) design of such systems and the user-centric design approach. In this paper, we explore the possibilities of an avatar-based 3D visualization system, which exploits wearable sensors and human activity simulations. We present a technical prototype and the evaluation of alternative concept designs for UIs based on a 3D virtual world. The evaluation was conducted with homecare providers through focus groups and an online survey. Our results show firstly that systems taking advantage of 3D virtual world visualization techniques have potential especially due to the privacy preserving and simplified information presentation style, and secondly that simple representations and glancability should be emphasized in the design. The identified key use cases highlight that avatar-based 3D presentations can be helpful if they provide an overview as well as details on demand.

SciEthics Interactive: science and ethics learning in a virtual environment

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied.

Second Life: the Potential of 3D Virtual Worlds in Travel and Tourism Industry

The immersive nature of 3D virtual worlds presents significant opportunities for tourism businesses as an optimal marketing platform to provide travel information and interact with potential tourists as well as a useful management tool to develop brand awareness and gain competitive advantage in the global market. Several travel and tourism organizations have used Second Life as a collaborative and commercial tool for communicating with travelers as well as tourism enterprises (e.g., Tourism Ireland; Philippines Department of Tourism; STA travel agents; Starwood Hotels; Crowne Plaza). Given the growth and potential of technologies within the tourism industry and particularly the rising interest in virtual worlds such as Second Life, this study focuses on the extent to which the virtual world of Second Life has been used in tourism industry. Specifically, this study describes what types of spaces tourism businesses are creating or simulating and the types of tourism activities being conducted in the 3D virtual environment. An overview of the definition of virtual worlds and information about the virtual world of Second Life is provided. The potentials of Second Life in the context of tourism marketing and tourism management are discussed, and the article concludes with potential future research related to the use of 3D virtual worlds.