115,351 research outputs found
Collaborative virtual gaming worlds in higher education
There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multiâuser virtual environments (MUVEs) and massively multiâplayer online roleâplaying games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context
Peripatetic electronic teachers in higher education
This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a âPeripatetic Electronic Teacherâ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PETâworlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PETâworld paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed ShortâTerm British Telecom Research Fellowship, based at the BT Adastral Park
Visualising mixed reality simulation for multiple users
Cowling, MA ORCiD: 0000-0003-1444-1563Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach
Towards virtual communities on the Web: Actors and audience
We report about ongoing research in a virtual
reality environment where visitors can interact with
agents that help them to obtain information, to perform
certain transactions and to collaborate with them in order
to get some tasks done. Our environment models a
theatre in our hometown. We discuss attempts to let this
environment evolve into a theatre community where we
do not only have goal-directed visitors, but also visitors
that that are not sure whether they want to buy or just
want information or visitors who just want to look
around. It is shown that we need a multi-user and multiagent
environment to realize our goals. Since our environment
models a theatre it is also interesting to investigate
the roles of performers and audience in this environment.
For that reason we discuss capabilities and personalities of agents. Some notes on the historical development of networked communities are included
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 multiâuser 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 MultiâUser Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle â a system which integrates the popular 3D virtual world of Second Life with the openâsource 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
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
In this paper we describe the use of a high-level augmented reality
(AR) interface for the construction of collaborative educational applications
that can be used in practice to enhance current teaching
methods. A combination of multimedia information including spatial
three-dimensional models, images, textual information, video,
animations and sound, can be superimposed in a student-friendly
manner into the learning environment. In several case studies different
learning scenarios have been carefully designed based on
human-computer interaction principles so that meaningful virtual
information is presented in an interactive and compelling way. Collaboration
between the participants is achieved through use of a
tangible AR interface that uses marker cards as well as an immersive
AR environment which is based on software user interfaces
(UIs) and hardware devices. The interactive AR interface has been
piloted in the classroom at two UK universities in departments of
Informatics and Information Science
Agent mediation and management of virtual communities: a redefinition of the traditional community concept
The paper explores the evolution of the concept of community in the light of computer mediated immersive virtual environments. The traditional concept of community has become strained in its attempts to capture the evolving virtual community. We believe the concept of the virtual community is of paramount importance and examine the extent to which this is being redefined to cater for it. We examine the management and mediation of such an environment and specifically the social process associated with the cohabited users. We advocate the use of multi-agent systems in delivering this functionalit
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