From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Agile in Wonderland: Implementing a Virtual World Workshop Activity

For immersive 3D environments to be useful for specialist teaching, their programming facilities must be powerful enough to enable educators to create flexible learning tools. In this paper we describe the creation of a virtual environment designed to be used to host a workshop activity based on agile software development. Following an initial assessment of some available virtual world tools, the Java-based ‘Project Wonderland’ was used to create a proof of concept for running the workshop. We discuss the features that were implemented and a number of significant issues encountered during the process. In the light of our experiences, we assess the utility of Project Wonderland as a tool for creating an immersive workshop activity and describe the future work that would be needed to enable a robust and useable environment to be developed

Investigating Social Presence and Communication with Embodied Avatars in Room-Scale Virtual Reality

Submission includes video.Room-scale virtual reality (VR) holds great potential as a medium for communication and collaboration in remote and same-time, same-place settings. Related work has established that movement realism can create a strong sense of social presence, even in the absence of photorealism. Here, we explore the noteworthy attributes of communicative interaction using embodied minimal avatars in room-scale VR in the same-time, same-place setting. Our system is the first in the research community to enable this kind of interaction, as far as we are aware. We carried out an experiment in which pairs of users performed two activities in contrasting variants: VR vs. face-to-face (F2F), and 2D vs. 3D. Objective and subjective measures were used to compare these, including motion analysis, electrodermal activity, questionnaires, retrospective think-aloud protocol, and interviews. On the whole, participants communicated effectively in VR to complete their tasks, and reported a strong sense of social presence. The system's high fidelity capture and display of movement seems to have been a key factor in supporting this. Our results confirm some expected shortcomings of VR compared to F2F, but also some non-obvious advantages. The limited anthropomorphic properties of the avatars presented some difficulties, but the impact of these varied widely between the activities. In the 2D vs. 3D comparison, the basic affordance of freehand drawing in 3D was new to most participants, resulting in novel observations and open questions. We also present methodological observations across all conditions concerning the measures that did and did not reveal differences between conditions, including unanticipated properties of the think-aloud protocol applied to VR

Mixed Reality for supporting Remote-Meetings

Nowadays meetings are no longer physically tied to one place. Especially in knowledge work, telephone calls or Skype conferences have long since complemented classic face-to-face meetings. Various research discourses, especially computer-supported group work, have been investigating for almost three decades how distributed group work can be supported in its various forms using IT. With the increasing performance of technologies focusing on Augmented Reality (AR) and Virtual Reality (VR), new possibilities have been added that offer a high potential for supporting distributed meetings. With this prototype, we present an approach that combines AR and VR to implement a communication system with various collaboration options for the appropriate support of distributed meetings. Our prototype focuses on scenarios in which two or more people are in the same room and one or more people are absent physically, but both parties can still cooperate remotely at the same time

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

Virtual worlds for student engagement

In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students