Learning generalization in virtual environments: a revision of the theoretical principles from a cognitive perspective

Virtual environments have proven useful (have shown their utility) for process of the optimization academic learning. Equally, it is proved that in these virtual reality environments, the apprentice uses learned processes at physical reality. This Generalization Learning Process is explained by the cognitive learning theories. The goal of this work is to review these theories, articulating them in an ordered and organised way. Thus an overview of the learning processes in real and virtual environments is provided, and how these learning are widespread in one environment or another, and the theoretical reasons that support this fact. As conclusion it set out that this learning transfer is due to the presence of common contextual elements in both environments. This phenomenon is possible thanks to the existence of a symbolic language

Learning generalization in virtual environments: a revision of the theoretical principles from a cognitive perspective

Virtual environments have proven useful (have shown their utility) for process of the optimization academic learning. Equally, it is proved that in these virtual reality environments, the apprentice uses learned processes at physical reality. This Generalization Learning Process is explained by the cognitive learning theories. The goal of this work is to review these theories, articulating them in an ordered and organised way. Thus an overview of the learning processes in real and virtual environments is provided, and how these learning are widespread in one environment or another, and the theoretical reasons that support this fact. As conclusion it set out that this learning transfer is due to the presence of common contextual elements in both environments. This phenomenon is possible thanks to the existence of a symbolic language

Virtual Environments for Collaborative Innovation and Learning

Retalis, S., & Sloep, P. B. (2011). Virtual Environments for Collaborative Innovation and Learning. Journal of Universal Computer Science (J.UCS), 17(12), 1634-1637.Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning

Intelligent Pedagogical Agents in Immersive Virtual Learning Environments: A Review

The concept of Intelligent Pedagogical Agents (IPA) has been an important research topic for a long time. IPA is supported by multi-agent systems research derived from AI. IPA provides personalized instruction, increase learner motivation, and act pedagogically on behalf or with the learner. On the other hand, virtual environments add value to the education process by giving new educational possibilities and computational-richness support. Combining both IPA and Virtual environments can make a promising approach for effective computer-aided learning. This paper provides a review on IPA and related topics focusing on a general overview of the topic, gives a detailed review in the application domain of virtual learning environments, and outlines a proposal for a flexible conceptual approach for the flexible application in different learning settings

MOOCs of inclusive technology in teacher education for vocational education

Technology is a strong ally the transformation and adaptation of new knowledge, through the use of technology environments as virtual learning environments and virtual reality environments can be made more dynamic learning. This work is part of the training of teachers who work in vocational courses so that they can work with people with disabilities and insert them into the labor market, adapting their job according to your needs. For this we used technological resources that assist in training and make this more dynamic training, adapting to Massive Open Online Course (MOOCs). The technological environment developed as well as the selected learning objects were made available to participants. Questionnaires regarding usability and functionality were performed, allowing to generate an overview of the training provided to these teachers

Test question import into a virtual learning environment

Проведено огляд методів та засобів перенесення навчальних матеріалів у віртуальні навчальні середовища. Запропоновано автоматизований процес імпортування тестових запитань у віртуальне навчальне середовище та синтаксис вхідного файлу цього процесу. Розроблено відповідне програмне забезпечення. Особливу увагу приділено безпеці при використанні запропонованого рішення.An overview of methods and means for learning content transfer into virtual learning environments is presented. An automated process for test question import into a virtual learning environment and syntax of the process’s input file are suggested. Relevant software is developed. The security of utilization of the proposed solution is specifically considered

Distance learning of foreign languages

doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

Learning in a Mixed Reality System in the Context of ‚Industrie 4.0‘

This contribution in the field of innovative approaches to training and education in technical subjects focuses on the potential of modern teaching and learning environments. The contribution is based on a theoretical introduction to Mixed Reality Systems and virtual teaching and learning systems, and as such provides an overview of current research regarding modern learning environments. In particular, it takes a close look at motivational effects in the context of web-based learning structures, human-object interactions, gamification and immersion. The article discusses both technical, user-relevant and pedagogical aspects as well as suggestions for further research in the context of Ausbildung 4.0.Keywords: Industry 4.0, Vocational Training 4.0, Mixed Reality System, virtual learning AcknowledgementThe author would like to thank the ChinaScholarshipCouncil(CSC) for the financial support (No. 201406030091)

The Emerging Landscape of Virtual Environments

This paper aims to give an overview of key research on the emerging landscape of virtual environments by identifying selected contributions to the field. Focusing on learning potential and issues, this study describes and discusses how virtual environments change educational practices. Papers selected from the journal Læring og Medier, in conjunction with the publication’s 10th anniversary, form the basis of an overview of how Second Life has contributed to knowledge in a Danish educational context. Second Life’s potential for immersion, presence and embodiment are illustrated by the results of one case from Aalborg University. Finally, this paper predicts how virtual environments might change learning practices in the future