Virtual immersive and 3D learning spaces: emerging technologies and trends
"This book helps push the conceptual and applied boundaries of virtual immersive learning, offer how virtual immersive spaces may be exploited for effective learning in terms of the technologies, pedagogical strategies, and directions"--Provided by publisher
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book helps push the conceptual and applied boundaries of virtual immersive learning, offer how virtual immersive spaces may be exploited for effective learning in terms of the technologies, pedagogical strategies, and directions"--Provided by publisher |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 390 S. Ill. 29 cm |
| ISBN: | 9781616928254 |
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| 650 | 4 | |a Education, Elementary / Computer network resources | |
| 650 | 4 | |a Education, Secondary / Computer network resources | |
| 650 | 4 | |a Fluid dynamics / Mathematical models | |
| 650 | 4 | |a Numerical calculations / Verification | |
| 650 | 4 | |a Computer managed instruction | |
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TABLE OF CONTENTS
PREFACE XVI
ACKNOWLEDGMENT XX
SECTION 1
VIRTUAL IMMERSIVE SPACES AND THEIR POPULARIZATION
CHAPTER 1 ASSESSING THE APPLICATION OF 3D COLLABORATIVE INTERFACES
WITHIN AN IMMERSIVE VIRTUAL UNIVERSITY 1
GAVIN MCARDLE, UNIVERSITY COLLEGE DUBLIN, IRELAND BIANCA SCHN,
UNIVERSITY COLLEGE DUBLIN, IRELAND MICHELA BERTOLOTTO, UNIVERSITY
COLLEGE DUBLIN, IRELAND
CHAPTER 2 VIRTUAL WORLDS: CORPORATE EARLY ADOPTERS PAVE THE WAY 25
CATHERINE M J LITHGOW, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA JUDI
L. DAVIDSON WOLF, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA ZANE L.
BERGE, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA
SECTION 2
IMMERSIVE LEARNING STRATEGIES
CHAPTER 3 PRACTICE WHAT YOLL PREACH: EXPERIENCES WITH TEACHING VIRTUAL
WORLD CONCEPTS IN A VIRUTAL WORLD 45
LAURA BENVENUTI, DUTCH OPEN UNIVERSITY, THE NETHERLANDS GERRIT C. VAN
DER VEER,DUTCH OPEN UNIVERSITY, THE NETHERLANDS
IMAGE 2
CHAPTER4
LEAMING ASSIGNMENTS IN VIRTUAL WORLDS: THEORETICAL SYSTEMATIZATION AND
DIDACTICAL REQUIREMENTS 54
TANJA ADAMUS, UNIVERSITY DUISBURG-ESSEN, GERMANY NADINE OJSTERSEK,
UNIVERSITY DUISBURG-ESSEN, GERMANY AXEL NATTLAND, UNIVERSITY
DUISBURG-ESSEN, GERMANY MICHAEL KERRES, UNIVERSITY DUISBERG-ESSEN,
GERMANY
CHAPTER 5 IMMERSIVE LANGUAGE LEAMING IN COLLABORATIVE VIRTUAL
ENVIRONMENTS: THE CURRENT STATUS AND POSSIBLE TRENDS 78
YA-CHUN SHIH, NATIONAL DONG HWA UNIVERSITY, TAIWAN
CHAPTER6 UNPACKING STRONG VS. WEAK PRESENCE IN SECOND LIFE ENACTIVE ROLE
PLAY 95
CAROLINE M L. HO, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE
SEETION 3
THE DESIGN OF 3D IMMERSIVE SPACES
CHAPTER 7 COLLABORATING TO LEAM: DESIGNING AND BUILDING 3D IMMERSIVE
VIRTUAL LEAMING ENVIRONMENTS FOR EXPLORING STEM CONCEPTS IN MIDDLE
SCHOOL 123
NITA J. MATZEN, APPALACHIAN STATE UNIVERSITY, USA WILLIAM EDWARD
ROBERTS, APPALACHIAN STATE UNIVERSITY, USA PENNY BARKER, ASHE COUNTY
SCHOOLS, USA JULIE MARKLIN, DAVIE COUNTY SCHOOLS, USA
CHAPTER 8 SCAFFOLDING DISCOVERY LEAMING IN 3D VIRTUAL ENVIRONMENTS:
CHALLENGES AND CONSIDERATIONS FOR INSTRUCTIONAL DESIGN 138
MARK J. W: LEE, CHARLES STURT UNIVERSITY, AUSTRALIA BARNEY DALGARNO,
CHARLES STURT UNIVERSITY, AUSTRALIA
CHAPTER 9 LEGAL AND ETHICAL ASPECTS OFTEACHING IN SELECTED SOCIAL
VIRTUAL WORLDS: A REVIEW OF THE LITERATURE 170
ROSEMARY S. TALAB, KANSAS STATE UNIVERSITY, USA HOPE R. BOTTERBUSCH,
KANSAS STATE UNIVERSITY, USA
IMAGE 3
CHAPTER 10
JAVAMOO VIRTUAL CELLS IN SCIENCE LEARNING 194
BRADLEY VENDER, NORTH DAKOTA STATE UNIVERSITY, USA OTTO BORCHERT, NORTH
DAKOTA STATE UNIVERSITY, USA BEN DISEHINGER, NORTH DAKOTA STATE
UNIVERSITY, USA GUY HOKANSON, NORTH DAKOTA STATE UNIVERSITY, USA
PHI/LIP E. MECLEAN, NORTH DAKOTA STATE UNIVERSITY, USA BRIAN M SLATOR,
NORTH DAKOTA STATE UNIVERSITY, USA
CHAPTER 11 CAPITALIZING ON IMMERSIVE PERSISTENCE AS AN EMERGENT DESIGN
CONCEPT (A POSITION PAPER) 212 SHALIN HAI-JEW, KANSAS STATE UNIVERSITY,
USA
SEETION 4
TECHNOLOGICAL ACCESSIBILITY FUNCTIONALITIES
CHAPTER 12 A COMPUTATIONAL MODEL OFNON- VISUAL SPATIAL LEAMING 226
KANUBHAI K. PATEL, AHMEDABAD UNIVERSITY, INDIA SANJAY KUMAR VIF, SVIT,
INDIA
CHAPTER 13 SIGNING AVATARS 249
NIEOLETTA ADAMO- VILLANI, PURDUE UNIVERSITY, USA KYLE HAYWARD, PURDUE
UNIVERSITY, USA
SEETION 5
RISKS IN THE IMMERSIVE LEARNING
CHAPTER 14 CROUCHING TANGENTS, HIDDEN DANGER: ASSESSING DEVELOPMENT OF
DANGEROUS MISCONCEPTIONS WITHIN SERIOUS GAMES FOR HEALTHCARE EDUCATION
269
MIGUEL A. GARCIA-RUIZ, UNIVERSITY OFCOLIMA, MEXIEO JAYSHIRO TASHIRO,
UNIVERSITY OF ONTARIO INSTITUTE OFTEEHNOLOGY, CANADA BILL KAPRALOS,
UNIVERSITY OF ONTARIO INSTITUTE OFTEEHNOLOGY, CANADA MIGUEL VARGAS
MARTIN, UNIVERSITY OFONTARIO INSTITUTE OFTEEHNOLOGY, CANADA
CHAPTER 15 MITIGATING NEGATIVE LEAMING IN IMMERSIVE SPACES AND
SIMULATIONS 307
SHALIN HAI-JEW, KANSAS STATE UNIVERSITY, USA
IMAGE 4
APPENDIX
UNINTENDED NEGATIVE LEAMING WITH AN INDUSTRIAL SIMULATION 330
ROGER W: MCHANEY, KANSAS STATE UNIVERSITY, USA
APPENDIX NEGATIVE LEAMING AND ITS MITIGATION IN ARMY SIMULATIONS 333
BRENT A. ANDERS, KANSAS STATE UNIVERSITY. USA
COMPILATION OF REFERENCES 336
ABOUT THE CONTRIBUTORS 374
INDEX 383
IMAGE 5
DETAILED TABLE OF CONTENTS
PREFACE XVI
ACKNOWLEDGMENT XX
SECTION 1
VIRTUAL IMMERSIVE SPACES AND THEIR POPULARIZATION
CHAPTER 1 ASSESSING THE APPLICATION OF 3D COLLABORATIVE INTERFACES
WITHIN AN IRNMERSIVE VIRTUAL UNIVERSITY 1
GAVIN MCARDLE, UNIVERSITY COLLEGE DUBLIN, IRELAND BIANCA SCHN,
UNIVERSITY COLLEGE DUBLIN, IRELAND MICHELA BERTOLOTTO, UNIVERSITY
COLLEGE DUBLIN, IRELAND
THIS CHAPTER DESCRIBES AN ONLINE ENVIRONMENT CALLED CLEV-R
(COLLABORATIVE LEAMING ENVIRONMENTS WITH VIRTUAL REALITY) WHICH FOSTERS
COLLABORATION AND SOCIAL INTERACTION VIA SPECIALISED TOOLS. THIS ARTICLE
DESCRIBES TWO STUDIES WHICH WERE CONDUCTED USING THE CLEV-R INTERFACE.
THE FIRST STUDY ASSESSES THE USABILITY OF THIS PARADIGM FOR E-LEAMING
WHILE THE SECOND DETERMINES WH ICH FACTORS INFLUENCE PERFOR-
MANCE IN THE VIRTUAL REALITY ENVIRONMENT IN ORDER TO ENSURE THAT SOME
STUDENTS ARE NOT UNFAIRLY ADVANTAGED BY THIS MEANS OF E-LEAMING. THE
STUDIES HAVE SHOWN THAT SEVERAL FACTORS, SUCH AS AGE AND EXPERIENCE IN
VIRTUAL REALITY GAMES INFLUENCE A USER S SUCCESS IN VIRTUAL REALITY
ENVIRONMENTS. FURTHERMORE, THE STUDY SHOWS THAT STUDENTS ENJOY AND
BENEFIT FROM THE OPPORTUNITY TO INTERACT WITH EACH OTHER.
CHAPTER 2 VIRTUAL WORLDS: CORPORATE EARLY ADOPTERS PAVE THE WAY 25
CATHERINE M J. LITHGOW, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA
JUDI L. DAVIDSON WOLF, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA ZANE
L. BERGE, UNIVERSITY 0/ MARYLAND BALTIMORE COUNTY, USA
MULTI-USER VIRTUAL ENVIRONMENTS (MUVES), THE MOST POPULAR OF WHICH IS
SECOND LIFE*, HAVE GREAT POTENTIAL TO PROVIDE ENGAGING, INTERACTIVE
CONTENT TO TODAY S STUDENTS USING BOTH SYNCHRONOUS AND ASYN-
IMAGE 6
CHRONOUS DELIVERY. EDUCATORS, AS WEH AS SEVERAL FORWARD-THINKING
CORPORATIONS AND MILITARY ORGANIZA-
TIONS, HAVE PROVEN TO BE EARLY ADOPTERS OF MUVES AS A TRAINING DELIVERY
MEDIUM, PAVING THE WAY TO BEGIN EVALUATING THE MEDIUM FOR USE IN
PROFESSIONAL DEVELOPMENT. THE USE OF MUVES FOR EDUCATION WILL DEFINITELY
GROW. CORPORATIONS CONSIDERING VENTURING INTO THIS ARENA WOULD DO WEH TO
CONSIDER THE LESSONS LEARNED BY THE EARLY ADOPTERS, PAYING PARTICULAR
ATTENTION TO THE BARRIERS THAT NEED TO BE OVER-
COME FOR SUCCESSFUL IMPLEMENTATION.
SEETION 2
IMMERSIVE LEARNING STRATEGIES
CHAPTER3 PRACTICE WHAT YOU PREACH: EXPERIENCES WITH TEACHING VIRTUAL
WORLD CONCEPTS IN A VIRUTAL WORLD 45
LAURA BENVENUTI, DUTEH OPEN UNIVERSITY, THE NETHERLANDS GERRIT C. VAN
DER VEER,DUTEH OPEN UNIVERSITY, THE NETHERLANDS
THIS CHAPTER ADDRESSES THE APPLICATION OF A VIRTUAL WORLD AS A TEACHING
AND LEARNING ENVIRONMENT FOR A COURSE ON VIRTUAL WORLDS. TOO OFTEN, NEW
TECHNOLOGIES ARE DISCUSSED WITHOUT BEING APPLIED. THE AUTHORS DISCUSS AN
EXAMPLE OF HOW THIS INNOVATIVE TECHNOLOGIES CAN BE TACKLED. THEY SHOW
THAT APPLICATION OF INNOVATIVE TOOLS IS USEFUL TO AH PARTIES: STUDENTS,
LECTURERS AND RESEARCHERS, EVEN IF IT RAISES NEW PROB-
LEMS FROM WHICH AH CAN LEAM.
CHAPTER 4 LEARNING ASSIGNMENTS IN VIRTUAL WORLDS: THEORETICAL
SYSTEMATIZATION AND DIDACTICAL REQUIREMENTS 54
TANJA ADAMUS, UNIVERSITY DUISBURG-ESSEN, GERMANY NADINE OJSTERSEK,
UNIVERSITY DUISBURG-ESSEN, GERMANY AXEL NATTLAND, UNIVERSITY
DUISBURG-ESSEN, GERMANY MICHAEL KERRES, UNIVERSITY DUISBERG-ESSEN,
GERMANY
THE CHAPTER DESCRIBES DIFFERENT POSSIBILITIES FOR THE DESIGN OF LEARNING
ASSIGNMENTS IN VIRTUAL WORLDS WITH A SPECIAL EMPHASIS ON SECOND LIFE*.
FOR THIS PURPOSE, IT RELATES TO DIDACTICAL REQUIREMENTS TO OBTAIN
CRITERIA FOR CONSTRUCTING LEAMING ASSIGNMENTS FOR DIFFERENT CONTEXTS AND
CONDITIONS. A DIFFERENCE HAS TO BE MADE BETWEEN DISTINCT FORMS OF SIMPLE
AND COMPLEX LEAMING ASSIGNMENTS, WHICH HAVE TO BE
SOLVED IN THE VIRTUAL WORLDS, BUT SERVE FOR THE ATTAINMENT OF LEAMING
OBJECTIVES EITHER FROM THE REAL OR THE VIRTUAL WORLD. FURTHERMORE, IT IS
POSSIBLE TO REACH LEAMING OBJECTIVES CONCEMING THE VIRTUAL WORLD BY
MEANS OF THE REAL WORLD. IT BECOMES OBVIOUS, THAT THE BOUNDS BETWEEN
VIRTUAL WORLDS AND THE REAL WORLD ARE BLURRING. THE DECISION, WHETHER
LEARNING ASSIGNMENTS SHOULD BE EDITED IN VIRTUAL WORLDS, DEPENDS ON TO
WHAT EXTENT AN ADDITIONAL BENEFIT COMPARED WITH OTHER (TECHNICAL)
SOLUTIONS, CAN EMERGE IN
THESE CONTEXTS. FOR THESE PURPOSES A DOSER CONSIDERATION OF VIRTUAL
WORLDS SPECIFIC FEATURES BECOMES RELEVANT.
IMAGE 7
CHAPTER 5
IMMERSIVE LANGUAGE LEAMING IN COLLABORATIVE VIRTUAL ENVIRONMENTS: THE
CURRENT STATUS AND POSSIBLE TRENDS 78
YA-CHUN SHIH, NATIONA/ DONG HWA UNIVERSITY, TAIWAN
THIS CHAPTER EXPLORES THE ROLE OF COLLABORATIVE VIRTUAL ENVIRONMENTS
(CVE) IN THE LANGUAGE LEAMING IMMERSION EXPERIENCE. DESPITE THE LACK OF
STRONG EMPIRICAL EVIDENCE, CVE-ASSISTED LANGUAGE LEARNING HAS BECOME AN
INTERESTING POINT IN RECENT RESEARCH ON TECHNOLOGY-SUPPORTED LANGUAGE
LEAMING. THE CURRENT WORK REVIEWS SPECIFIC ISSUES IN THE CONTEXT OF CVE
ASSISTED LANGUAGE LEAMING: (A) CURRENT RESEARCH,
THEORY AND PRACTICE; (B) VIRTUAL REALITY ASSISTED LANGUAGE LEAMING; AND
(C) THE LINK BETWEEN CVES AND WEB 2.0.
CHAPTER 6 UNPACKING STRONG VS. WEAK PRESENCE IN SECOND LIFE ENACTIVE
ROLE PLAY 95
CAROLINE M L. HO, NANYANG TECHN%GICA/ UNIVERSITY, SINGAPORE
THIS CHAPTER FOCUSES ON INVESTIGATING PARTICIPANTS PRESENCE IN SECOND
LIFE* AMONG STUDENTS IN ENACTIVE ROLE PLAY. THE INTEREST IN THE STUDY IS
ON THE NATURE OF PARTICIPANT INTERACTION AND THE CONSTRUCTION OF
DISCOURSE MOVES WHICH REFLECT THE NATURE AND EXTENT OFTHEIR PRESENCE
(IDENTIFIED AS STRONG OR WEAK ) IN THE VIRTUAL WORLD. THE CHAPTER
EXAMINES THE KEY CONCEPT OF PRESENCE AND ITS ASSOCIATION WITH RELATED
CONCEPTS OF ENGAGEMENT AND IDENTITY AGAINST THE SOCIOCULTURAL APPROACH
TO LEAMING AND FUNCTIONALLINGUISTIC THEORY WHICH PROVIDE THE THEORETICAL
UNDERPINNINGS AND FRAME THE RESEARCH FOCUS OF THIS STUDY.
A REVIEW OF RELATED STUDIES IN THE FIELD FOLLOWS AFTER WHICH BACKGROUND
INFORMATION ON THE CONTEXT OF THE STUDY IS PROVIDED. THE METHOD OF
ANALYSIS IS EXPLAINED AFTER WHICH AN ANALYSIS AND A DISCUSSION OF
FINDINGS ARE PRESENTED. THE CHAPTER CLOSES WITH HIGHLIGHTING THE
PERTINENT PEDAGOGICAL IMPLICATIONS OF VIRTUAL ENACTIVE ROLE PLAY IN 3D
IMMERSIVE SPACES FOR LEAMING.
SECTION 3
THE DESIGN OF 3D IMMERSIVE SPACES
CHAPTER 7 COLLABORATING TO LEAM: DESIGNING AND BUILDING 3D IMMERSIVE
VIRTUAL LEAMING ENVIRONMENTS FOR EXPLORING STEM CONCEPTS IN MIDDLE
SCHOOL 123
NITA J. MATZEN, APPA/ACHIAN STATE UNIVERSITY, USA WILLIAM EDWARD
ROHERTS, APPA/ACHIAN STATE UNIVERSITY, USA PENNY BARKER, ASHE COUNTY
SCHOO/S, USA JULIE MARKLIN, DAVIE COUNTY SCHOO/S, USA
STEM AND ICT INSTRUCTIONAL WORLDS: THE 3D EXPERIENCE (STEM-ICT 3D) IS
FUNDED BY THE NATIONAL SCIENCE FOUNDATION ITEST PROGRARN. THE PROJECT
PROPOSES TO TRANSLATE THE SUCCESS OF EARLIER PROJECTS AND REACHES TOWARD
A MODEL OF IMPLEMENTING THE USE OF 3D VIRTUAL IMMERSIVE ENVIRONMENTS
THAT CAN BE REPLICATED WITH OTHER MIDDLE SCHOOLS OVER TIME. STEM-ICT 3D
IS INTENDED TO INSPIRE MIDDLE SCHOOL STUDENTS TO PURSUE STUDIES AND
CAREERS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM),
IMAGE 8
AS WELL AS PREPARE STUDENTS WITH THE SKILLS NECESSARY TO SUCCEED IN STEM
EDUCATION AND CAREERS. THIS
CHAPTER PRESENTS AN APPLIED CASE STUDY THAT DESCRIBES THE DESIGN OF THE
PROJECT, EXAMINES THE FIRST PHASES OF IMPLEMENTATION, AND EXPLORES THE
USE OF STUDENTS AS TECHNICAL EXPERTS COLLABORATING WITH TEACHERS, THE
PEDAGOGICAL EXPERTS, TO BUILD 3D VIRTUAL WORLDS FOR MIDDLE SCHOOL
INSTRUCTION.
CHAPTER 8 SCAFFOLDING DISCOVERY LEARNING IN 3D VIRTUAL ENVIRONMENTS:
CHALLENGES AND CONSIDERATIONS FOR INSTRUCTIONAL DESIGN 138
MARK J. W: LEE. CHAR/ES STURT UNIVERSITY. AUSTRALIA BARNEY DALGARNO.
CHARLES STURT UNIVERSITY. AUSTRALIA
THIS CHAPTER EXAMINES THE IMPORTANCE OF AND POSSIBILITIES FOR PROVIDING
LEARNER SUPPORT AND SCAFFOLDING IN 3D VIRTUALLEAMING ENVIRONMENTS
DESIGNED TO PROMOTE AND ENCOURAGE LEARNER EXPLORATION AND DISCOVERY. THE
CHAPTER BEGINS WITH AN OVERVIEW OF THE NEED FOR SCAFFOLDING IN DISCOVERY
LEARNING, BEFORE DISCUSSING SCAFFOLDING IN TECHNOLOGY-MEDIATED LEAMING
ENVIRONMENTS. A FRAMEWORK IS PRESENTED FOR
UNDERSTANDING THE TYPES OF SCAFFOLDING THAT CAN BE PROVIDED IN SUCH
ENVIRONMENTS. USING A CASE STUDY BASED ON THE DESIGN OF A 3D VIRTUAL
CHEMISTRY LABORATORY, EXAMPLES ILLUSTRATING THE WAY EACH CATEGORY OF
SCAFFOLDING WITHIN THE FRAMEWORK COULD BE PROVIDED WITHIN A 3D VIRTUAL
ENVIRONMENT ARE PRESENTED.
THE CHAPTER CONCLUDES WITH COVERAGE OF THE KEY CONSIDERATIONS IN
DESIGNING SCAFFOLDED 3D VIRTUAL ENVIRONMENTS, AS WELL AS SOME OFTHE
IMPORTANT ISSUES IN ADAPTING THE CONCEPTS OFSCAFFOLDING FROM FACETO-FACE
TO TECHNOLOGY-MEDIATED ENVIRONMENTS.
CHAPTER 9 LEGAL AND ETHICAL ASPECTS OFTEACHING IN SELECTED SOCIAL
VIRTUAL WORLDS: A REVIEW OF
THE LITERATURE 170
ROSEMARY S. TALAB. KANSAS STATE UNIVERSITY. USA HOPE R. BOTTERBUSCH.
KANSAS STATE UNIVERSITY. USA
TOPICS DISCUSSED IN THIS CHAPTER INCLUDE GENERATIONS Y AND Z AND THEIR
ACCEPTANCE OF VIRTUAL REALITY, THE INCREASE IN THE NUMBER OF VIRTUAL
WORLDS, GAMING VIRTUAL WORLDS, AND THE SOCIAL VIRTUAL WORLDS FOR
EDUCATORS SELECTED FOR INCLUSION IN THIS DISCUSSION. OPEN-SOURCE VIRTUAL
WORLD PLATFORM PORTABILITY ISSUES ARE DISCUSSED IN CONNECTION WITH THE
ACQUISITION, DEVELOPMENT, AND CONTROL OF VIRTUAL PROPERTY. THE LINE
BETWEEN PLAY SPACES AND REALLIFE IS DISCUSSED IN TERMS OF THE
APPLICATION OF THE MAGIC CIRCLE TEST
TO TEACHING IN VIRTUAL WORLDS WITH A REAL-MONEY BASED VIRTUAL CURRENCY
SYSTEM, AS WEH AS HOW FACULTY CAN REDUCE STUDENT LEGAL AND ETHICAL
PROBLEMS. VIRTUAL WORLD LAW IS EXAMINED IN LIGHT OF THE TERMS OF SERVICE
(TOS) AND END-USER LICENSE AGREEMENTS (EULAS ), THE CONCEPT OF VIRTUAL
PROPERTY, COMMUNITY STANDARDS/BEHAVIORAL GUIDELINES, SAFETY/PRIVACY
STATEMENTS, INTELLECTUAL PROPERTY AND COPYRIGHT. ETHICAL
ASPECTS OF TEACHING IN VIRTUAL WORLDS INCLUDE ADEFINITION AND ANALYSIS
OF GRIEFING/ABUSE, HARASSMENT, FALSE IDENTITY, AND WAYS THAT EACH WORLD
HANDLES THESE PROBLEMS. RESEARCH FINDINGS AND LEGAL AND ETHICAL TEACHING
GUIDELINES ARE PRESENTED FOR THOSE TEACHING COURSES USING VIRTUAL
WORLDS, WITH SPECIAL CONSIDERATIONS FOR TEACHING IN SECOND LIFE*. THESE
TOPICS ARE FOR INFORMATIONAL PURPOSES, ONLY. INSTRUCTORS
SHOULD SEEK COMPETENT LEGAL COUNSEL.
IMAGE 9
CHAPTER 10
JAVAMOO VIRTUAL CELLS IN SCIENCE LEARNING 194
BRADLEY VENDER, NORTH DAKOTA STATE UNIVERSITY, USA OUO BORCHERT, NORTH
DAKOTA STATE UNIVERSITY, USA BEN DISCHINGER, NORTH DAKOTA STATE
UNIVERSITY, USA GUY HOKANSON, NORTH DAKOTA STATE UNIVERSITY, USA PHILLIP
E. MCCLEAN, NORTH DAKOTA STATE UNIVERSITY, USA
BRIAN M SLATOR, NORTH DAKOTA STATE UNIVERSITY, USA
ONE OF THE WORLD WIDE WEB INSTRUCTIONAL COMMITTEE (WWWIC) AT NORTH
DAKOTA STATE UNIVERSITY S (NDSU) LONG RUNNING PROJECTS IS THE VIRTUAL
CELL, A DESKTOP IMMERSIVE VIRTUAL ENVIRONMENT DEVELOPED FOR BIOLOGY
EDUCATION. THE FOCUS OFTHE CONTENT IN THE VIRTUAL CELL IS CELLULAR
BIOLOGY, AND THE UNDERLYING FOCUS OF THE CONTENT MODULES IS THE
SCIENTIFIC METHOD AND ANALYTICAL REASONING. HOWEVER, THE TECHNICAL
CHALLENGES ENCOUNTERED DURING THE COURSE OF THE PROJECT INCLUDE
DESIGNING DEPLOYABLE SERVER ARCHITECTURES, DESIGNING ROBUST SIMULATIONS,
AND DEVELOPING HIGH QUALITY ANIMATIONS WITHOUT LOSING INTERACTIVITY.
CHAPTER 11 CAPITALIZING ON IMMERSIVE PERSISTENCE AS AN EMERGENT DESIGN
CONCEPT (A POSITION PAPER) 212 SHALIN HAI-JEW, KANSAS STATE UNIVERSITY,
USA
IN THEIR EVOLUTION, VIRTUAL WORLDS HAVE BECOME MORE PERSISTENT. THEIR
THREE-DIMENSIONAL (3D) OBJECTS ARE MORE EASILY PORTED AND INTEROPERABLE
BETWEEN 3D REPOSITORIES AND MAY EVENTUALLY BE PORTABLE BETWEEN SYNTHETIC
WORLD SYSTEMS. IF TREND-LINES CONTINUE, THESE SYNTHETIC SPACES WILL
BECOME MORE INTEGRATED INTO THE FABRIC OF VIRTUAL LEARNING AND RESEARCH,
COMMUNITY-BUILDING, SOCIALIZING, AND DIGITAL
INFORMATION ARCHIVAL. THEIR CONTINUITY-IN-TIME ADDS FRESH CAPABILITIES
FOR LEARNING (HUMAN ACTUALIZATION, LONG-TERM VIRTUAL COLLABORATIONS),
DIGITAL RESOURCE PROTECTION (DIGITAL ARTIFACT PRESERVATION, LONG-TERM
AND EVOLVING SIMULATIONS, VIRTUAL ECOLOGIES), HUMAN RELATIONSHIP
MANAGEMENT (CUSTOMER RELATIONSHIP MANAGEMENT AND BRANDING, DIGITAL
GOVERNANCE), AND INFORMATION EXCHANGE AND MANAGEMENT (INTERNATIONAL
EXCHANGES, AND IMMERSIVE LONG-TERM 3D LIBRARIES AND KNOWLEDGE
STRUCTURES). HOWEVER, THIS
IMMERSIVE PERSISTENCE MUST BE BALANCED AGAINST THE NEEDS OFTEMPORALITY,
TRANSIENCE, AND FORGETTING.
SEETION 4
TECHNOLOGICAL ACCESSIBILITY FUNCTIONALITIES
CHAPTER 12 A COMPUTATIONAL MODEL OFNON- VISUAL SPATIAL LEARNING 226
KANUBHAI K. PATEL, AHMEDABAD UNIVERSITY, INDIA SAN}AY KUMAR VI},SVIT,
INDIA
A COMPUTATIONAL MODEL OF NON-VISUAL SPATIAL LEARNING THROUGH VIRTUAL
LEARNING ENVIRONMENT (VLE) IS PRESENTED IN THIS CHAPTER. THE INSPIRATION
HAS COME FROM LANDMARK-ROUTE-SURVEY (LRS) THEORY, THE MOST ACCEPTED
THEORY OF SPATIALLEARNING. AN ATTEMPT HAS BEEN MADE TO COMBINE THE
FINDINGS AND METHODS FROM SEVERAL DISCIPLINES INCLUDING COGNITIVE
PSYCHOLOGY, BEHAVIORAL SCIENCE AND COMPUTER SCIENCE
IMAGE 10
(SPECIFICALLY VIRTUAL REALITY (VR) TECHNOLOGY). THE STUDY OF INFLUENCING
FACTORS ON SPATIALLEAMING AND
THE POTENTIAL OF USING COGNITIVE MAPS IN THE MODELING OF SPATIALLEAMING
ARE DESCRIBED. MOTIVATION TO USE VLE AND ITS CHARACTERISTICS ARE ALSO
DESCRIBED BRIEFLY. DIFFERENT TYPES OF LOCOMOTION INTERFACE TO VLE WITH
THEIR CONSTRAINTS AND BENEFITS ARE DISCUSSED BRIEFLY. THE AUTHORS
BELIEVE THAT BY INCORPORATING PERSPECTIVES FROM COGNITIVE AND
EXPERIMENTAL PSYCHOLOGY TO COMPUTER SCIENCE, THIS CHAPTER WILL APPEAL
TO A WIDE RANGE OF AUDIENCE - PARTICULARLY COMPUTER ENGINEERS CONCEMED
WITH ASSISTIVE TECHNOLOGIES; PROFESSIONALS INTERESTED IN VIRTUAL
ENVIRONMENTS, INCLUDING COMPUTER ENGINEERS, ARCHITECT, CITY-PLANNER,
CARTOGRAPHER, HIGH-TECH ARTISTS, AND MOBILITY TRAINER; AND PSYCHOLOGISTS
INVOLVED IN THE STUDY OF SPATIAL COGNITION, COGNITIVE BEHAVIOR, AND
HUMAN-COMPUTER INTERFACES.
CHAPTER 13 SIGNING AVATARS 249
NIEOLETTA ADAMO- VILLANI, PURDUE UNIVERSITY, USA KYLE HAYWARD, PURDUE
UNIVERSITY, USA
THE CHAPTER FOCUSES ON SIGNING AVATARS AND THEIR POTENTIAL TO IMPROVE
DEAF EDUCATION. IN SECTIONS I AND 2, THE AUTHORS GIVE AN OVERVIEW OF
WHAT SIGNING AVATARS ARE AND THE BENEFITS OF USING ANIMATED CHARACTERS
FOR DEAF EDUCATION. IN SECTION 3, THEY EXPLAIN HOW SIGNING AVATARS ARE
CREATED. IN PARTICULAR, IN SUBSECTION 3.1, THEY DESCRIBE DIFFERENT TYPES
OF 3D MODELS AND SKELETAL DEFORMATION SYSTEMS, AND
IN SUBSECTION 3.2, THEY DISCUSS A VARIETY OFMETHODS USED TO ANIMATE
MANUAL AND NON-MANUAL SIGNS. IN SECTION 4, THE AUTHORS REPORT THE
STATE-OF-THE-ART IN SIGNING AVATARS RESEARCH AND DEVELOPMENT, AND THEY
DISCUSS EXISTING LIMITATIONS AND FUTURE TRENDS. SECTION 5 INCLUDES A
CASE STUDY ON THE PRODUCTION OF THE SIGNING AVATARS FOR SMILETM AND
MATHSIGNER*. CONCLUSIVE REMARKS ARE PRESENTED IN SECTION 6.
SEETION 5
RISKS IN THE IMMERSIVE LEARNING
CHAPTER 14 CROUCHING TANGENTS, HIDDEN DANGER: ASSESSING DEVELOPMENT OF
DANGEROUS MISCONCEPTIONS WITHIN SERIOUS GAMES FOR HEALTHCARE EDUCATION
269
MIGUEL A. GARCIA-RUIZ, UNIVERSITY OF COLIMA, MEXICO JAYSHIRO TASHIRO,
UNIVERSITY OFONTARIO INSTITUTE OFTEEHNOLOGY, CANADA BILL KAPRALOS,
UNIVERSITY OFONTARIO INSTITUTE OFTEEHNOLOGY, CANADA MIGUEL VARGAS
MARTIN, UNIVERSITY OF ONTARIO INSTITUTE OF TEEHNOLOGY, CANADA
IN THIS CHAPTER, THE AUTHORS EXAMINE DIFFERENT TYPES OF SERIOUS GAMES
FOR HEALTHCARE EDUCATION AND POSE SOME HARD QUESTIONS ABOUT WHAT IS AND
IS NOT KNOWN KNOW ABOUT THEIR EFFECTIVENESS. AS PART OF THEIR ANALYSIS,
THEY EXPLORE GENERAL ASPECTS OF THE USE OF EDUCATIONAL SIMULATIONS AS
TEACHING-IEAMINGASSESSMENT TOOLS, BUT TRY TO TEASE OUT HOW TO STUDY THE
POTENTIAL SUCH TOOLS MIGHT HAVE FOR LEADING STU-
DENTS TOWARD DEVELOPING MISCONCEPTIONS. BEING POWERFUL INSTRUMENTS WITH
THE POTENTIAL OF ENHANCING HEALTHCARE EDUCATION IN EXTRAORDINARY WAYS,
SERIOUS GAMES AND SIMULATIONS HAVE THE POSSIBILITY OF IMPROVING
STUDENTS LEAMING AND SKILLS OUTCOMES. THEIR CONTRIBUTION IS AN OVERVIEW
OF CURRENT EDUCATION TECHNOLOGIES RELATED TO SERIOUS GAMES AND
SIMULATIONS WITH A PERSPECTIVE OF POTENTIAL DEVELOPMENT OF
IMAGE 11
MISCONCEPTIONS IN THE HEALTHCARE EDUCATION COMMUNITY, WITH A SPECIAL
FOCUS ON MILLENNIAL STUDENTS. IN
ADDITION, THEY PROVIDE INSIGHT ON EVIDENCE-BASED LEAMING AND GIVE A
PERSPECTIVE OF FUTURE TRENDS
CHAPTER IS MITIGATING NEGATIVE LEAMING IN IMMERSIVE SPACES AND
SIMULATIONS 307
SHALIN HAI-JEW, KANSAS STATE UNIVERSITY, USA
THE GROWING POPULARIZATION IN THE USE OF IMMERSIVE VIRTUAL SPACES AND
SIMULATIONS HAS ENHANCED THE ABILITY TO MODEL VARIOUS SCENARIOS,
DECISION-MAKING CONTEXTS, AND EXPERIENTIAL LEAMING FOR A VARIETY OF
FIELDS. WITH THESE SUBLIMINAL SEMI-EXPERIENTIAL AFFORDANCES HAVE ALSO
COME SOME CHALLENGES.
FOREMOST IS THE CHALLENGE OF DESIGNING VIRTUAL EXPERIENTIALLEAMING THAT
DOES NOT RESULT IN NEGATIVE LEAMING. NEGATIVE LEAMING INVOLVES
UNINTENDED MESSAGES WHICH LEAD TO LEAMERS WITH ILLOGICAL OR INACCURATE
PERCEPTIONS ABOUT REALITY. NEGATIVE LEAMING MAY BE SUBTLE; IT MAY EXIST
AT AN UNCONSCIOUS OR SUBCONSCIOUS LEVEL; IT MAY BE BIASING EVEN WITHOUT
LEAMER AWARENESS. THIS CHAPTER ADDRESSES SOME
OF THE RISKS OF NEGATIVE LEAMING IN IMMERSIVE SPACES AND SIMULATIONS AND
PROPOSES SOME PEDAGOGICAL DESIGN, FACILITATION, AND LEAMER EMPOWERMENT
STRATEGIES TO ADDRESS NEGATIVE LEAMING-TO INCREASE CONFIDENCE AND
ASSURANCE IN THE IMMERSIONS.
APPENDIX UNINTENDED NEGATIVE LEAMING WITH AN INDUSTRIAL SIMULATION 330
ROGER W: MCHANEY, KANSAS STATE UNIVERSITY, USA
APPENDIX NEGATIVE LEAMING AND ITS MITIGATION IN ARMY SIMULATIONS 333
BRENT A. ANDERS, KANSAS STATE UNIVERSITY, USA
COMPILATION OF REFERENCES 336
ABOUT THE CONTRIBUTORS 374
INDEX 383
|
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| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV036781053 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:47:57Z |
| institution | BVB |
| isbn | 9781616928254 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020697700 |
| oclc_num | 705974983 |
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| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | XX, 390 S. Ill. 29 cm |
| publishDate | 2011 |
| publishDateSearch | 2011 |
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| publisher | Information Science Reference |
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| spelling | Virtual immersive and 3D learning spaces emerging technologies and trends [ed. by] Shalin Hai-Jew Hershey [u.a.] Information Science Reference 2011 XX, 390 S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index "This book helps push the conceptual and applied boundaries of virtual immersive learning, offer how virtual immersive spaces may be exploited for effective learning in terms of the technologies, pedagogical strategies, and directions"--Provided by publisher Education, Elementary / Computer network resources Education, Secondary / Computer network resources Fluid dynamics / Mathematical models Numerical calculations / Verification Computer managed instruction Mathematisches Modell Unterricht (DE-588)4062005-0 gnd rswk-swf Neue Medien (DE-588)4196910-8 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Unterricht (DE-588)4062005-0 s Neue Medien (DE-588)4196910-8 s DE-604 Hai-Jew, Shalin 1965- Sonstige (DE-588)1147524378 oth Erscheint auch als Online-Ausgabe 978-1-61692-827-8 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697700&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Virtual immersive and 3D learning spaces emerging technologies and trends Education, Elementary / Computer network resources Education, Secondary / Computer network resources Fluid dynamics / Mathematical models Numerical calculations / Verification Computer managed instruction Mathematisches Modell Unterricht (DE-588)4062005-0 gnd Neue Medien (DE-588)4196910-8 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4196910-8 (DE-588)4143413-4 |
| title | Virtual immersive and 3D learning spaces emerging technologies and trends |
| title_auth | Virtual immersive and 3D learning spaces emerging technologies and trends |
| title_exact_search | Virtual immersive and 3D learning spaces emerging technologies and trends |
| title_full | Virtual immersive and 3D learning spaces emerging technologies and trends [ed. by] Shalin Hai-Jew |
| title_fullStr | Virtual immersive and 3D learning spaces emerging technologies and trends [ed. by] Shalin Hai-Jew |
| title_full_unstemmed | Virtual immersive and 3D learning spaces emerging technologies and trends [ed. by] Shalin Hai-Jew |
| title_short | Virtual immersive and 3D learning spaces |
| title_sort | virtual immersive and 3d learning spaces emerging technologies and trends |
| title_sub | emerging technologies and trends |
| topic | Education, Elementary / Computer network resources Education, Secondary / Computer network resources Fluid dynamics / Mathematical models Numerical calculations / Verification Computer managed instruction Mathematisches Modell Unterricht (DE-588)4062005-0 gnd Neue Medien (DE-588)4196910-8 gnd |
| topic_facet | Education, Elementary / Computer network resources Education, Secondary / Computer network resources Fluid dynamics / Mathematical models Numerical calculations / Verification Computer managed instruction Mathematisches Modell Unterricht Neue Medien Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697700&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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