8,667 research outputs found

    3D learning spaces and activities fostering users’ learning, acceptance, and creativity

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    © 2019, Springer Science+Business Media, LLC, part of Springer Nature. As an instructional material, 3D instructions afford people to learn procedural-manipulative tasks. Observing and emulating motions presented in 3D animations is important in learning contexts. This study examined the effects of visual cueing in an effort to identify the optimal way to present information in a 3D virtual environment. While previous studies have found that animations are more effective than static images for learning procedural-manipulative tasks, the transient nature of dynamic visualizations might create an unnecessary cognitive load on learners. To compensate strategically for the lack of permanency, this study suggests combining dynamic and static visualizations into one medium by adding transparent static images (visual cueing) to an animation. A between-subjects experiment was conducted to examine the effects of visual cueing on cognitive load and learning outcomes. The study found that the hybrid of dynamic and static visualizations was beneficial for reducing cognitive load, although it did not improve learning outcomes. The results suggest a design strategy for improving the effectiveness of 3D instructional animations. The findings are broadly applicable to numerous learning contexts, such as virtual reality storytelling, augmented reality games, and diverse gamification services

    Fostering Creativity via Technoself Enhanced Learning with Emerging Technologies

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    Creative and collaborative learning has profound implications for all parts of the system we have built up in our societies — not only the education systems but also the social, economic and cultural systems. Technology Enhanced Learning (TEL) research has increasingly focused on emerging technologies, Extended Reality (XR) to improve learner’s engagement in enriched multimodal learning environments. This paper recommends technoself pedagogy and investigates XR for creative learning as a frontier in TEL. In partnership with cultural sectors, we introduce the agile working process in the collaboration with the Alexandra Park and Palace Charitable Trust (AP) and report the project development of two pilot apps based on the proposed methodology. As a result, students as co-creators were engaged in pilot collaborative projects to work on the digital solutions that promote unforgettable stories. The prototypes exploited the latest development of Virtual Reality (VR), Augmented Reality (AR), and game and mobile technology. The pilot pedagogical practice focuses on providing a vibrant collaborative learning environment which fosters innovation and creativity, informed by practice, inspired by TEL research across disciplines. The collaborative learning practices also support cultural sectors to inspire their visitors and to help curators think beyond their current boundaries, providing a new, mixed media and technological approach to raise cultural awareness to wider audiences

    Creating Test Questions for 3D Collaborative Virtual Worlds: the WorldOfQuestions Authoring Environment

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    In this paper we introduce, describe and evaluate WorldOfQuestions, an authoring environment for the creation and delivery of tests in 3D Collaborative Virtual Worlds. This environment is composed of an extended, customized version of the Open Wonderland platform and a form-based editor. Its aim is to make the most of 3D world features, such as immersion and interactivity, when implementing multiple choice, ordering and essay questions enriched with multimedia elements and 3D objects. A group of teaching professionals was asked to work with the environment, in order to evaluate its usefulness and ease of use. A Technology Acceptance Model (TAM) based framework was used for this evaluation. According to the educators interviewed, the most important aspects to consider regarding the behavioral intention to use the tool were the academic subject being taught, the student profiles, the environment learning curve and the time requirements.This research has been partially supported by the Spanish national projects Learn3 (grant TIN2008-05163/TSI) and EEE (grant TIN2011-28308-C03-01) and the Madrid regional project eMadrid (grant S2009/TIC-1650).publicad

    A Virtual Platform for Improving Coordination and Promoting Cooperation on Traffic Safety

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    ABSTRACTSuccessful management of traffic safety requires effective community participation in the process of traffic awareness, planning and management along with the executive bodies concerned with traffic planning and management. Just as important to reinforcing a shared vision among people and management bodies is the idea of people participation in decision-making. There is a strong need for cooperation among traffic users, planners and managers. Traffic users play a significant role in running the traffic and have been vocal about management issues. Users should be encouraged to be as involved and active as possible in all decisions that affect their traffic safety. Community Corporations go further and encourage participation by forming user organizations. Encouraging user participation also requires training for oversight and conflict resolution, in order to work through unresolved problems. It is also as important that users should try out their ideas in an open exchange, see how the ideas fare; and hopefully, the best ones will survive and users learn through each other. Therefore, there is a great need to provide users, traffic planners and managers with a platform that fosters such activities and allows traffic users to discuss, report and document their views, events, experiences related to their traffic safety, i.e. report on faults, cracks, breakdown, damages, etc. Making a good use of such data can substantially assist in improving the operation and management of traffic safety. Virtual environments can provide traffic users, planners and managers with an atmosphere to participate in a computer generated world. Virtual environments run on multiple processes in which information are shared among processes. Traffic users, planners and managers will be able to visualize and navigate the virtual traffic modeled in distributed virtual environments. Traffic management is essential to achieve better reliability and availability of traffic safety. It is important to minimize the obstacles that will impact the successful achievement of traffic safety. This paper proposes a virtual platform for encouraging users' participation in traffic safety in terms of awareness, operation and management developed and to be implemented in an interactive 3D virtual environment. This virtual environment promotes multiple participants and can be remotely accessed synchronously by different users within 3D object-oriented virtual models while they are aware of the presence of others and communicate with them. This virtual environment encourages users, planners and managers to participate in fostering the sense of community partnership and shared responsibility, while traffic managers will benefit from the users' views

    LookBook: pioneering Inclusive beauty with artificial intelligence and machine learning algorithms

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    Technology's imperfections and biases inherited from historical norms are crucial to acknowledge. Rapid perpetuation and amplification of these biases necessitate transparency and proactive measures to mitigate their impact. The online visual culture reinforces Eurocentric beauty ideals through prioritized algorithms and augmented reality filters, distorting reality and perpetuating unrealistic standards of beauty. Narrow beauty standards in technology pose a significant challenge to overcome. Algorithms personalize content, creating "filter bubbles" that reinforce these ideals and limit exposure to diverse representations of beauty. This cycle compels individuals to conform, hindering the embrace of their unique features and alternative definitions of beauty. LookBook counters prevalent narrow beauty standards in technology. It promotes inclusivity and representation through self-expression, community engagement, and diverse visibility. LookBook comprises three core sections: Dash, Books, and Community. In Dash, users curate their experience through personalization algorithms. Books allow users to collect curated content for inspiration and creativity, while Community fosters connections with like-minded individuals. Through LookBook, users create a reality aligned with their unique vision. They control consumed content, nurturing individualism through preferences and creativity. This personalization empowers individuals to break free from narrow beauty standards and embrace their distinctiveness. LookBook stands out with its algorithmic training and data representation. It offers transparency on how personalization algorithms operate and ensures a balanced and diverse representation of physicalities and ethnicities. By addressing biases and embracing a wide range of identities, LookBook sparks a conversation for a technology landscape that amplifies all voices, fostering an environment celebrating diversity and prioritizing inclusivity

    Makerspace-the future of public libraries

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    Public libraries have always been regarded as the center of knowledge and information, but today the same public libraries have been challenged by the rise of mobile technology and digitization. Public libraries are facing a design shift in their focus from storing books to an active public space of learning which involves more engaging and reading. This thesis addresses the need for citizens to manifest the knowledge, skills, and attitudes required to take part in a complex and increasingly digitized world of personal and societal prosperity. Digital competence significantly involves communication, collaboration, content creation, and problem-solving. The definition of digital skill underscores confident, productive, creative and critical use of digital technologies for diverse purposes in various social contexts and with multiple tools (Ala-Mutka, 2011). Presently, there is a lack of knowledge, on creating learning opportunities for digital literacies that are inclusive for diverse learners with different capabilities and interests, which can accommodate different personal situations, objectives and combine, for example, formal and everyday learning practices (Erstad et al., 2016). This research aims at understanding makerspaces and public library makerspaces, including the people and practices involved in these spaces. Makerspaces align with the fact that public libraries meet the needs and interests of their local communities. This research employs site visits, case studies, and analysis to examine the journal articles and blog posts published from 2008 to 2015 that focus on makerspaces and public libraries. The first part of the research highlights the literature concerning the history of making through Maker concept, Maker Movement. The methodology reviews the mission of providing access to digital resources in public library makerspaces in order to meet the needs of diverse communities. The analysis highlights some of the benefits and issues that emerge through the new trend of making and makerspaces in the field of Public Libraries. The researcher provides a review of library makerspaces both in India and North America, which are supported by several case studies. This thesis reimagines a public library, by evaluating a design that engages and responds to the local community it supports

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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