1,868 research outputs found

    Virtual worlds: a new environment for constructionist learning

    Get PDF
    Virtual worlds have the potential to provide a new environment in which to engage learners in constructionist activities. However, they were not designed for education and have features and affordances which are not found in traditional constructionist environments. These may limit the pedagogy in action and/or provide new opportunities with which to transform constructionist pedagogy in practice, but to date there has been no research on these issues. To address this, we explore constructionism in action in the virtual world Second Life. This is the first study to examine the theoretical alignment of pedagogy and technology in practice. An exploratory case study of a purpose-built constructionist learning experience was conducted. The experience was designed based on the theoretical alignment of pedagogy and technology and implemented with 24 postgraduate students over four weeks. Open non-directive interviews, chat logs, constructed artefacts, learners’ written reflections and observations were collected and analysed using the constant comparative approach. The findings provide insights into how learners engage in meaningful artefact construction, highlight the role of avatars and draw attention to the importance of the designed space. New opportunities for distributed constructionism are identified. We conclude that virtual worlds are effective environments for constructionist learning

    Extending the Classroom through Second Life

    Get PDF
    Second Life is a three-dimensional (3D) electronic environment where members can socialize, hold virtual meetings, or conduct economic transactions. Utilizing virtual environments like Second Life is believed to provide educators with a new medium for teaching and information dissemination that bypasses the normal boundaries associated with traditional online and face-to-face interactions. This unique platform not only provides educators with traditional online teaching conventions but also allows for simulated social interactions, which are essential to student-teacher relations in the classroom. This paper presents a series of field trials and focuses on one recent case study of the integration of Second Life into an introductory computer course. The benefits, lessons learned and effective practices of integrating the technology are provided. The case study findings are supplemented with results from student surveys. The study found that the integration of Second Life activities improved students’ learning experience. Furthermore, students participated in the Second Life activities in the case study showed higher learning motivation and better performance. Limitations of this study and future research directions are also provided

    Visual communication in urban planning and urban design

    Get PDF
    This report documents the current status of visual communication in urban design and planning. Visual communication is examined through discussion of standalone and network media, specifically concentrating on visualisation on the World Wide Web(WWW).Firstly, we examine the use of Solid and Geometric Modelling for visualising urban planning and urban design. This report documents and compares examples of the use of Virtual Reality Modelling Language (VRML) and proprietary WWW based Virtual Reality modelling software. Examples include the modelling of Bath and Glasgow using both VRML 1.0 and 2.0. A review is carried out on the use of Virtual Worldsand their role in visualising urban form within multi-user environments. The use of Virtual Worlds is developed into a case study of the possibilities and limitations of Virtual Internet Design Arenas (ViDAs), an initiative undertaken at the Centre for Advanced Spatial Analysis, University College London. The use of Virtual Worlds and their development towards ViDAs is seen as one of the most important developments in visual communication for urban planning and urban design since the development plan.Secondly, photorealistic media in the process of communicating plans is examined.The process of creating photorealistic media is documented, examples of the Virtual Streetscape and Wired Whitehall Virtual Urban Interface System are provided. The conclusion is drawn that although the use of photo-realistic media on the WWW provides a way to visually communicate planning information, its use is limited. The merging of photorealistic media and solid geometric modelling is reviewed in the creation of Augmented Reality. Augmented Reality is seen to provide an important step forward in the ability to quickly and easily visualise urban planning and urban design information.Thirdly, the role of visual communication of planning data through GIS is examined interms of desktop, three dimensional and Internet based GIS systems. The evolution to Internet GIS is seen as a critical component in the development of virtual cities which will allow urban planners and urban designers to visualise and model the complexity of the built environment in networked virtual reality.Finally a viewpoint is put forward of the Virtual City, linking Internet GIS with photorealistic multi-user Virtual Worlds. At present there are constraints on how far virtual cities can be developed, but a view is provided on how these networked virtual worlds are developing to aid visual communication in urban planning and urban design

    Connecting Students by Integrating the 3D Virtual and Real Worlds: We Need 3D Open Source Spaces to Keep Socialization, Communication and Collaboration Alive

    Get PDF
    Picture a world where imagination is the only limit; a world that stimulates students to learn, communicate, play and grow. The emergence of 3D Virtual Worlds has made this a virtual reality. Until recently this virtual experience has been separated from the real world by the limitations of software (proprietary systems), and constraints of hardware and networks (stationary consoles and network connections). Such separation limits the pedagogical utility that 3D Spaces can offer students. This article peeks around the corner of innovation by exploring a number of emergent open source developments that integrate the 3D Virtual and Real Worlds into a seamless reality, one that enhances pedagogical opportunities by integrating the practical and vocational actuality of the real world with the technical and imaginable possibilities of the Virtual Worlds. These possibilities are explored with reference to recent developments, pedagogical theory, and case studies in various open source 3D Virtual Worlds

    A Structured Approach for Designing Collaboration Experiences for Virtual Worlds

    Get PDF
    While 3D virtual worlds are more frequently being used as interactive environments for collaboration, there is still no structured approach developed specifically for the combined design of 3D virtual environments and the collaborative activities in them. We argue that formalizing both the structural elements of virtual worlds and aspects of collaborative work or collaborative learning helps to develop fruitful collaborative work and learning experiences. As such, we present the avatar-based collaboration framework (ABC framework). Based on semiotics theory, the framework puts the collaborating groups into the center of the design and emphasizes the use of distinct features of 3D virtual worlds for use in collaborative learning environments and activities. In developing the framework, we have drawn from best practices in instructional design and game design, research in HCI, and findings and observations from our own empirical research that investigates collaboration patterns in virtual worlds. Along with the framework, we present a case study of its first application for a global collaborative learning project. This paper particularly addresses virtual world designers, educators, meeting facilitators, and other practitioners by thoroughly describing the process of creating rich collaboration and collaborative learning experiences for virtual worlds with the ABC framework

    ALT-C 2010 - Conference Proceedings

    Get PDF

    Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

    Get PDF
    Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

    VORTEX ENTERPRISE: DECENTRALIZED VIRTUAL REALITY BLOCKCHAIN-BASED PLATFORM

    Get PDF
    Virtual Reality (VR) has been used in industries since the 1960s. However, the recent development of hardware and software has made it possible for VR technologies to become widely adopted by the mass market with the highest level of immersion and affordable price. However, building platforms for VR technologies will require many active users and their engagement in project development. Those activities will include platform activities, content creation, social media marketing, processing power, and storage. For that purpose, we introduce VoRtex enterprise high-level software architecture and decentralized blockchain solution. Introduced VoRtex enterprise high-level software architecture will be used to develop blockchain-based virtual world (VW) platform with VR support. The goal of the VW platform is to support the development of education, certification and massive open online courses (MOOC). A blockchain component inside the VW platform will be used for engaging users in project development through collaboration and content sharing. Active users that promote platform content will get rewards for contributions using cryptocurrency. Also, we will showcase this feature on the VoRtex platform prototype where the user earns cryptocurrencies for activity inside the VW. In the end, we will evaluate the proposed solutio

    System upgrade: realising the vision for UK education

    Get PDF
    A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education
    corecore