Exploratory and Collaborative Learning Scenarios in Virtual World using Unity-based Technology

This paper focuses on learning tools developed for the integration in virtual learning worlds that enable instructors to create in-world scenarios more easily. The tools were implemented in consideration of several learning concepts on exploratory, collaborative and challenge-based approaches. It elaborates on the design and development of a virtual world project on two platforms, namely Unity and Open Wonderland which is based on an Egyptian learning world. Users explore the world to find, explore and discard information. Through the process of identification and elimination a story is formed. Users can share information and collaborate with other users in- world and the tasks are supported by tools embedded in the virtual world, such as Textchat, Itemboard and Chatbot. The virtual world in Unity has addressed some of the issues raised in Open Wonderland such as the graphics enhancements, level of interactivities and lessons learned from the first prototype

Exploring the Problems Experienced by Learners in a MOOC Implementing Active Learning Pedagogies

Although Massive Open Online Courses (MOOCs) have been reported as an effective educational tool offering numerous opportunities in online learning, the high dropout rates and the lack of learners' motivation are factors concerning researchers and instructors. The one-size-fits-all instructional approach that most courses follow, failing to address the individual needs of learners, has been seen as their weakest point. Recent efforts focus on the inclusion of active learning pedagogies in MOOCs to stimulate the interaction among the participants and to keep them engaged. However, taking into account that in these massive contexts the learners face several issues while trying to keep up with the course, the incorporation of active learning strategies may introduce additional problems to the learning process. This study explores the problems that learners experienced in a MOOC implementing collaboration and gamification strategies. As the results reveal, the introduction of collaborative learning activities can generate additional problems to learners and for that reason, a careful design and a proper scaffolding is needed in an early stage to overcome the problems that will occur. No significant problems were reported regarding the implementation of gamification elements

Ecosystem-based theoretical models for learning in environments of the 21st century

Members of our modern society are faced with fast and ever-changing political, social, economical, technological and environmental situations. Consequently, it is expected that members of the society keep pace with these variable situations, and be able to adapt their skills and expertise. Thus, modern ICT-based learning approaches are required and E-Learning 2.0 is a promising and interesting approach in this context. Although there is an increasing interest in the E-learning 2.0 topic, there is a lack of concrete and sufficient models. In this paper we explore how the notion of ecosystems and existing ecosystem-based models for learning are applicable for E-Learning 2.0 approaches

Exploratory and collaborative learning experience in immersive environments: Implementation and findings from an archaeological domain

© Springer International Publishing Switzerland 2016.This paper describes a multi-user learning environment in a virtual world setting. An exploratory and collaborative learning using an educational scavenger hunt metaphor form the basis for student learning and engagement in virtual world. The learning experience is based on the following elements: exploration – students explore the learning content on their own, and build a knowledge base. Cooperation and Collaboration – students cooperate and collaborate to uncover information, share findings, and gain knowledge and skills. Discussion and Reflection – students discuss and solve problems together, and exercise reflective learning. Based on this idea, three main contributions are provided in this paper: Firstly, a pedagogical model which combines immersive, online, and virtual collaboration with an exploratory teaching approach. Secondly, the learning tasks and interactions are incorporated by a flexible to use set of tools in the virtual world Open Wonderland. Finally, an experimentation study evaluating the virtual world in the learning domain Egyptology

Evaluating experiences in different virtual reality setups

This paper describes the evaluation of three different scenarios in the fully immersive room-based virtual environment DAVE (Definitely Affordable Virtual Environment) and a head-mounted display, the Oculus Rift. The evaluation focuses on comparing the two immersive environments and three different scenarios (observation, emotion in a roller coaster, and interaction) in regards to typical virtual-reality characteristics, such as immersion, engagement, but also on cybersickness and the overall experience. First results indicate the DAVE environment better supports scenarios, which require the user to directly interact with the environment. The roller coaster scenario creates stronger immersion and a higher nausea-level, while the interactive task is more engaging in terms of fun

Expectations of the Generation NeXt in Higher Education: Learning Engagement Approaches in Information Sciences Subjects

New learning tools, media and technologies, such as computer games, mobile devices, web services and social media, have improved the way learners learn and interact to acquire knowledge and skills. Recent generation of students entering universities known as Generation NeXT are digital natives who expect information to be available at any time and from anywhere. It is also well-known that this new generation of learners takes information in smaller portions and has shorter attention span. Educators are left to brace with the challenge of ensuring that they are able to use digital media and technologies when designing learning materials. In addition, educators must also work on capturing the attention of the new generation of learners. As such, educators are applying newer pedagogies to engage and motivate students with learning activities and interactions. This paper focuses specifically on learning engagement approaches in information sciences subjects. Three showcases from three universities in two countries with a variety of learning activities and engagements are illustrated. A generalized learning engagement model comprising of six active learning elements of (1) learning resources, (2) learning activities, (3) personalized learning, (4) active communication and collaboration, (5) feedback and reflection learning, and (6) student support is described. The results from the 3 cases showed that most of the active learning elements were addressed in the courses. The students found the learning activities within the courses were carefully orchestrated and thus gave them positive learning experiences