Exploiting 3D virtual environments


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A research activity between two universities in order to exploit virtual environments. The purpose was to conduct a role-playing game inside OpenSim.

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Exploiting 3D virtual environments

  1. 1. Agathi Deligiannakou Yevgen Revtyuk Anastasia Papavasileiou Lilya Kolesnyk Eleni Polymeraki Christina Volioti Apostolos Mavridis Thrasyvoulos TsiatsosDepartment of Informatics Faculty of Management
  2. 2. 1) Introduction2) About EICL Project3) Scenario of the Educational Activity4) Design of the Virtual Place for Supporting Role Playing Games5) Evaluation6) Conclusions 2
  3. 3.  GBL: Excellent tool for  facilitating situated learning  promoting active learning Transfer of an educational activity from the traditional classroom to a virtual world Collaboration between two universities of different disciplines and from different countries in the context of EICL 3
  4. 4. 2 main goals Virtual & international collaboration  among postgraduate students from AUTH and IFNTUOG  for implementing the game-based scenario in the virtual educational place  With the use of an open source platform (OpenSim) Conducting of the game-based collaborative learning activity  undergraduate students of IFNTUOG  “Investment Management” subject  IFNTUOG provided the scenario  AUTH created the virtual environment to support it 4
  5. 5. Hypotheses to be assessed1. If the virtual world and the representations of the objects were understandable2. If the students prefer to conduct this activity through the virtual or traditional classroom3. If OpenSim is suitable for  collaborative distance learning  role-playing scenario 5
  6. 6. International binomial between a Greek and an Ukrainian university to support: International co-operation of teachers & students… in order to improve the learning process… by using e-tools in pilot courses 6
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  8. 8. Timeline of the steps and the collaboration 2 weeks 3 weeks 1 week 1 week 1 week 1 weekCommunication andcollaboration between AUTHteam and IFNTUOG assistant(via e-mail or skype)First familiarization session ofIFNTUOG tutor (face-face)Creation of the virtual world byAUTH teamSecond familiarization session(of IFNTUOG assistant)Third familiarization (ofIFNTUOG undergraduatestudents)Improvement of the Virtualplace by AUTH teamOnline Role Playing SimulationEvaluation,Statistics &Conclusions 8
  9. 9. IFNTUOG students participated as: Roles try themselves as a part of one of the investments process negotiating sides  calculate payback term & cost of the project, analyze their decisions in conditions of limited time 9
  10. 10. 1. Tutor’s familiarization2. Assistant’s familiarization  Guide her in the virtual world & show functionalities  Comments & improvements3. Undergraduate student’s familiarization  Navigation & use of objects AUTH team  made corrections & took recommendations  Sent a pre-test questionnaire 10
  11. 11. Outside the Virtual WorldProcess lasting 20’ Start-uppers received the detailed description of their project  calculated its cost  prepared their presentation Investors got the description of the Start-upper’s project  different in some details  each had his own amount of money  decide with the whole Committee whether to invest or not Moderator was the teacher’s assistant from IFNTUOG 11
  12. 12. Inside the Virtual World Passing through the Role Assignment Room to choose outfit depending on the role Technical Supporters uploaded the presentations In the Conference Room  each start-upper met the Credit Committee and tried to persuade them to invest – 5’  Investors asked questions & made a decision – 5’  Moderator was observing, announced which side has been more benefited, made a short discussion with the audience – 5’ 12
  13. 13.  OpenSim is an open source platform for hosting virtual worlds based on client-server architecture Welcome area Conference Room Role Assignment Room 13
  14. 14. Role Assignment Clothing Boxes Room ChairsSimulation Board Conference Room Clock Discussion 14
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  20. 20. Method of evaluation cycles [1 cycle] Pre-analysis phase  Questionnaire about user’s profile Usability phase  Expert’s evaluation  Student’s familiarization Learning phase  12 students answered 64 questions about the virtual world and its objects 20
  21. 21.  H1: If the virtual world and the representations of the objects were understandable  Student’s experience in the conference room was satisfactory  Most of them agreed that the objects reminded them a real world conference room  All students changed slides easily  92% understood where they should sit down, depending on their roles  75% understood the usability of timer ○ Only the 42% said it was helpful 21
  22. 22.  H2: If the students prefer to conduct this activity through the virtual or traditional classroom  85% would be interested to attend lectures through OpenSim  92% found the virtual collaboration more interesting 22
  23. 23.  H3: If OpenSim is suitable for collaborative distance learning & for role-playing scenario  77% would like to participate in more virtual collaborative activities  Students described the process efficient and suitable for collaboration  The majority said they would use OpenSim in the future  42% thought it was easier to collaborate through OpenSim 23
  24. 24. Experience evaluation after interview Communication was fast & efficient –technology definitely helped Collaboration was fruitful Different terminology, culture & language did not cause any difficulties Pleased with the outcome For computer specialists:  Co-existence of Computer Science with another subject is interesting  ICT is a science that can facilitate all others For investment managers:  Students were interested in using OpenSim into real situations 24
  25. 25.  Integration of Sloodle in OpenSim’s environment  Users will be able to transfer digital learning material from Moodle to OpenSim Calculator  Users will be able to make calculations inside the virtual world using a virtual calculator 25
  26. 26. papavasa@csd.auth.gr