3 d multiuser_virtual_environments 2
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This document discusses 3D multiuser virtual environments (MUVEs) for educational purposes. It defines MUVEs as networked virtual reality spaces where users interact through avatars in 3D simulated spaces. MUVEs have features like avatars for user representation and interaction, shared virtual spaces for collaboration, and interactions between users and virtual objects. The document outlines pedagogical approaches used in MUVEs like constructivism, active learning, and collaborative learning. It also discusses opportunities and challenges of using MUVEs for education, and questions for future research around student engagement, motivation, and designing learning tasks in virtual environments.
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technologies lack the immersion necessary for learning 21st-century skills. Virtual reality and
augmented reality (i.e., mixed realities) can be more effective for training and learning than traditional
flat-screen media.
THE FUTURE OF WORK AND THE
OPPORTUNITY OF MIXED REALITIES TO
IMPROVE PERFORMANCE
Robots, automation, and artificial intelligence are rapidly
changing the face of the American workforce. As more
and more jobs are filled by machines, experts agree that
the education marketplace will need to change to keep up
with the growing and widespread need for worker retrain-
ing (Pew Research Center Internet & Technology, 2017).
While there are benefits to the social and experiential
learning experiences that can be offered in a face-to-face
setting, distance learning is often an affordable and flexible
way to provide that training.
Unfortunately, most eLearning and webinar platforms
only offer participants a passive experience (e.g., watch-
ing videos, listening to a lecture). With corporate edu-
cation, including employee orientation, onboarding, and
skill building, passive learning is the norm, consisting
largely of sitting down and consuming pre-packaged con-
tent in bulk that’s presented formally by an educator
(Hinchcliffe, 2017). Such offerings do not help develop the
vital skills needed in today’s increasingly global and dis-
tributed economy, such as teaming, communication, lead-
ership, and cultural intelligence. They also do not immerse
learners into the context of the learning and provide the
ability for learners to practice in a safe environment. As
a result, many learners develop feelings of isolation, dis-
connectedness, and frustration, often associated with poor
retention rates and low return on investment (Willging &
Johnson, 2009).
Mixed-reality technologies (i.e., virtual reality and aug-
mented reality) provide solutions to these problems by
allowing people to come together in an active simulated
environment that allows them to see and interact with fel-
low participants and the simulated environment, regard-
less of geographic location. Such technologies have the po-
tential to dramatically transform education, training, and
human performance. The aim of this article is to provide
an overview of mixed realities (MR), to discuss theories as-
sociated with how the technologies can provide value for
performance, and to provide specific examples of effective
early-use cases.
Introduction to Mixed Realities
Well told, any story can be immersive. From spoken word
to literature, film, and television, imagination work.
Occupying Virtual Space
This document discusses the relationship between physical and virtual academic spaces. It makes three key points:
1. Academic campuses have become highly virtualized, with student status and learning achieved through digital systems and online interactions. However, virtual spaces cannot replace the value of in-person interactions.
2. Virtual spaces are designed environments that shape the meanings and uses that are possible within them. They also leave some students feeling exposed or vulnerable.
3. While the body seems excluded from virtual spaces, bodies are still present through digital traces, avatars, and the real-world labor that powers virtual systems. Virtual spaces both enable and challenge expressions of identity.
Virtual Worlds From Three Supporting Areas Of Research
This document discusses virtual worlds from three areas of research: defining virtual worlds, approaches to virtual learning, and aspects of the virtual learning experience. It first defines virtual worlds as having evolved from text-based systems to fully interactive 3D spaces. It then examines Richard Bartle's widely accepted definition of virtual worlds as having five core attributes: rules that enable changes, player representation, interaction, sensory feedback and persistence. Finally, it looks at fundamental aspects of the modern virtual learning experience.
Teaching In The Virtual World
The document discusses trends in online and virtual education. It notes that online enrollment is growing rapidly in K-12 and higher education. Various technologies used in online learning are mentioned, including learning management systems, video conferencing, videos, blogs, wikis, virtual worlds, and mobile learning. Research shows that online learning can be as effective as face-to-face learning when certain factors are implemented, such as learning time, curriculum, pedagogy, and opportunities for collaboration. The document advocates giving learners control over their interactions with media and opportunities for reflection.
Virtual Learning Environments
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
Immersive Learning Environments
This presentation attempts to place virtual worlds and immersive games within the larger metaverse, provide a look at the planning and pedagogy behind their use and then provides examples of pedagogy in action in virtual worlds. Let me know if you think it succeeded. If you plan to embed or use this at a presentation, please let me know in the comments.
Learning in 3D Virtual Worlds
1) Three-dimensional virtual worlds have potential for creating innovative learning environments and some universities are using platforms like Second Life for educational purposes.
2) However, educational usage of 3D virtual worlds in Turkey is currently inadequate, with few practical educational applications despite growing academic interest.
3) For 3D virtual worlds to be more widely used for education in Turkey, educational applications need to be developed and implemented based on recommendations from academic research.
Alps alt c_2010
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
Making the right MUVE
First of a two part workshop on MUVEs in education given at the Open Classroom Conference, Stockholm, October 2007. Further details available at http://warburton.typepad .com
Technology enhanced teaching learning assessment and development
Moscow E-Learn Expo Presentation -
Technology Enhanced Teaching, Learning, Assessment and Development
“The Future is all in the Past”
Conole Prie Conference
This document discusses how technology is changing research and learning. It notes that technologies like mobile devices, social networking, and cloud computing are becoming more ubiquitous. Researchers are now able to work from anywhere, collaborate globally, and make their work more openly accessible online. Learning is also becoming more personalized through individual learning environments across multiple devices. New models are needed to combine these technology affordances with good pedagogical approaches while addressing digital divides.
Developing a Pre-Sea Curriculum for the Digital Generation of Marine Engineers
Developing a Pre-Sea Curriculum for the Digital Generation of Marine EngineersWAVELINK MARITIME INSTITUTE PTE LTD
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.Virtual Learning Environments
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
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3 d multiuser_virtual_environments 2
- 1. Learning in 3D Multiuse Virtual Environments by Tammy M. Stratton
- 2. Definitions "A virtual world is on online, persistent, interactive envir accessible by many users simultaneously," (Dass, Dabbag Clark, 2011, p.482) "3D MUVEs can be defined as a networked desktop virtu reality in which users move and interact in simulated 3-D spaces," (Omale, Hung, & Luetkehans, et al., 2011, p. 96
- 3. Characteristics Virtual worlds may appear in different forms yet they p number of recurrent features that include: Avatar to engage user or participant - Visual represent user but also a psychological immersion (Dalgarno & Le sense of presence & awareness communicate & collaborate a shared space allowing multiple users to participate simultaneously interactions between users and objects in 3D environm (Warburton, 2009)
- 4. purposes Role-playing worlds - (e.g., EverQuest, World of Warcraft) Social worlds - (e.g., Second Life, Active Worlds) Working worlds - (e.g., Project Wonderland) Training worlds - (e.g., OLIVE) Mirror worlds - (e.g., Google Earth)
- 5. Pedagogical Approaches with MUVEs Rooted in Constructivism Active Learning Experiential Learning Collaborative Learning Problem-based Learning
- 6. 3D MUVEs & Education Study found Second Life most popular educational 3D MUVE Originally developed for gaming, entertainment, and recreation. (Pfeil et al., 2009) Real time visual experience Rich interactions Authentic content and cultu Identity play Immersion
- 8. Potential Learing Obstacles Technology operation Appropriate instructional interactions Viable course work Activities and assessments relative to the nature of a virtual environment while satisfying program and state objectives and standards. Knowledge and confidence required of learners Selecting appropriate communication channels Copyright issues Teachers correctly identifying and tracking the learners’ progress and assessing learning performance.
- 9. Future Research Concerns Will learners trust in their VLE experiences enough to modify existing conceptions? Does the fidelity and sense of presence within a 3-D VLE lead to improved engagement and intrinsic motivation? How important are the various aspects of the VLE in respect to visual realism and sense of presence? How can learning tasks meant for the VLE be designed to meet specific, desired educational outcomes?
- 10. Future Research Concerns continued What changes are required to accepted design principles, if any, for instruction meant for the VLE? What characteristics of learning tasks in the VLE will translate into higher intrinsic motivation?
- 11. Summary Today’s rapid technological advances affords educational institutions once unimagined opportunities to capture, motivate, engage and teach the learners who have matured with technology as an everyday aspect. While brick and mortar educational institutions must compete with other institutions, both local and global, to enroll learners in challenging financial times, VLEs emerge as encouraging counterpoints to budget restraints, low student populations, and time and location constraints. Technology and demand for online opportunities continues to advance, regardless, so researchers must plan now to study the future.
- 12. Resources and References Kopec. B. (2012). Off pace. Promos volume 9. Freeplaynjj, ASCAP. Retrieved from http:// |live.freeplaymusic.com/#downloads| Sliderocket Dalgarno, B., & Lee, M. J.W. (2010). What are the learning affordances of 3-d virtual || |environments? British Journal of Educational Technology, 4(1), 10-32.| Dass, S., Dabbagh, N., & Clark, K. (2011). Using virtual worlds. The Quarterly Review || |of Distance Learning, 12(2), 95-111.| Martin, P. (2012). Free clip art. Retrieved from http://directories.phillipmartin.info/home_a2z.htm Omale, N., Hung, W.C., Luetkehans, L., & Cooke-Plagwitz, J. (2009). Learning in 3-d multiuser virtual || |environments: Exploring the use of unique 3-d attributes for online problem-based| || |learning. British Journal of Educational Technology, 40(3), 481-495.|