3 d multiuser_virtual_environments 2

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Information about 3 d multiuser_virtual_environments 2

Published on March 3, 2014

Author: Coophud23

Source: slideshare.net

Learning in 3D Multiuse Virtual Environments by Tammy M. Stratton

Definitions "A virtual world is on online, persistent, interactive envir accessible by many users simultaneously," (Dass, Dabbag Clark, 2011, p.482) "3D MUVEs can be defined as a networked desktop virtu reality in which users move and interact in simulated 3-D spaces," (Omale, Hung, & Luetkehans, et al., 2011, p. 96

Characteristics Virtual worlds may appear in different forms yet they p number of recurrent features that include: Avatar to engage user or participant - Visual represent user but also a psychological immersion (Dalgarno & Le sense of presence & awareness communicate & collaborate a shared space allowing multiple users to participate simultaneously interactions between users and objects in 3D environm (Warburton, 2009)

purposes Role-playing worlds - (e.g., EverQuest, World of Warcraft) Social worlds - (e.g., Second Life, Active Worlds) Working worlds - (e.g., Project Wonderland) Training worlds - (e.g., OLIVE) Mirror worlds - (e.g., Google Earth)

Pedagogical Approaches with MUVEs Rooted in Constructivism Active Learning Experiential Learning Collaborative Learning Problem-based Learning

3D MUVEs & Education Study found Second Life most popular educational 3D MUVE Originally developed for gaming, entertainment, and recreation. (Pfeil et al., 2009) Real time visual experience Rich interactions Authentic content and cultu Identity play Immersion

Potential Learing Obstacles Technology operation Appropriate instructional interactions Viable course work Activities and assessments relative to the nature of a virtual environment while satisfying program and state objectives and standards. Knowledge and confidence required of learners Selecting appropriate communication channels Copyright issues Teachers correctly identifying and tracking the learners’ progress and assessing learning performance.

Future Research Concerns Will learners trust in their VLE experiences enough to modify existing conceptions? Does the fidelity and sense of presence within a 3-D VLE lead to improved engagement and intrinsic motivation? How important are the various aspects of the VLE in respect to visual realism and sense of presence? How can learning tasks meant for the VLE be designed to meet specific, desired educational outcomes?

Future Research Concerns continued What changes are required to accepted design principles, if any, for instruction meant for the VLE? What characteristics of learning tasks in the VLE will translate into higher intrinsic motivation?

Summary Today’s rapid technological advances affords educational institutions once unimagined opportunities to capture, motivate, engage and teach the learners who have matured with technology as an everyday aspect. While brick and mortar educational institutions must compete with other institutions, both local and global, to enroll learners in challenging financial times, VLEs emerge as encouraging counterpoints to budget restraints, low student populations, and time and location constraints. Technology and demand for online opportunities continues to advance, regardless, so researchers must plan now to study the future.

Resources and References Kopec. B. (2012). Off pace. Promos volume 9. Freeplaynjj, ASCAP. Retrieved from http:// |live.freeplaymusic.com/#downloads| Sliderocket Dalgarno, B., & Lee, M. J.W. (2010). What are the learning affordances of 3-d virtual || |environments? British Journal of Educational Technology, 4(1), 10-32.| Dass, S., Dabbagh, N., & Clark, K. (2011). Using virtual worlds. The Quarterly Review || |of Distance Learning, 12(2), 95-111.| Martin, P. (2012). Free clip art. Retrieved from http://directories.phillipmartin.info/home_a2z.htm Omale, N., Hung, W.C., Luetkehans, L., & Cooke-Plagwitz, J. (2009). Learning in 3-d multiuser virtual || |environments: Exploring the use of unique 3-d attributes for online problem-based| || |learning. British Journal of Educational Technology, 40(3), 481-495.|

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