3D Multiuser Virtual Environments and Environmental Education: The Virtual Island of the Mediterranean Monk Seal

Fokides, Emmanuel; Chachlaki, Foteini

doi:10.1007/s10758-019-09409-6

Cited by 21 publications

(32 citation statements)

References 57 publications

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“…On the contrary, Lamb et al ( 2018 ) concluded that 3D simulations and games are more effective in changing student outcomes and these results derive from perceived realism and consequential engagement. Fokides and Chachlaki ( 2020 ) came to the same conclusion investigating the effectiveness of a 3D multi-user VR environment for raising environmental awareness in children. 326 students aged 10–12-years old divided into three groups according to the taught material: (1) printed material, (2) web-based application, and (3) VR.…”

Section: Resultsmentioning

confidence: 79%

“…A nonspecific goal, as opposed to a specifically defined goal, enhances comprehension, but not memorization and affects reading strategies. Also, they concluded a beneficial influence of flow experience on both memorization and comprehension 13 Fokides and Chachlaki ( 2020 ) Research article * The study presented the results for a 3D multi-user VR for raising awareness of environmental issues. The target group was 326 students aged 10–12-years old divided into three groups according to taught material: (1) printed material, (2) web-based application, and (3) VR.…”

Section: Resultsmentioning

confidence: 99%

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Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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Virtual reality technologies (VRTs) are high-tech human–computer interfaces used to develop digital content and can be applied to multiple different areas, often offering innovative solutions to existing problems. A wide range of digital games is being also developed with VRTs and together with their components, the games' structural elements are appealing to children and engaging them more in virtual worlds. Our research interest is directed towards children's development and the effects of VRTs within gaming environments. Contemporary psychology studies perceive human development as a holistic and lifelong process with important interrelationships between physical, mental, social and emotional aspects. For the objectives and scope of this work, we examine children development across three domains: physical, cognitive and psychosocial. In this context, the authors review the literature on the impact of VRTs on children, in terms of software and hardware. Since research requires an wide-ranging approach, we study the evidence reported on the brain and neural structure, knowledge, behaviour, pedagogy, academic performance, and wellness. Our main concern is to outline the emerging ethical issues and worries of parents, educators, ophthalmologists, neurologists, psychologists, paediatricians and all relevant scientists, as well as the industry’s views and actions. The systematic review was performed on the databases Scopus, IEEE Xplore, PubMed, and Google Scholar from 2010 to 2020 and 85 studies were selected. The review concluded that findings remain contradictory especially for the psychosocial domain. Official recommendations from organizations and well-documented researches by academics on child well-being are reassuring if health and safety specifications and particularly the time limit are met. Research is still ongoing, constantly updated and consist of a priority for the scientific community given that technology evolves.

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Section: Resultsmentioning

confidence: 79%

Section: Resultsmentioning

confidence: 99%

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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“…Conventional means (i.e., printed material, project toolkits, comics, leaflets, and brochures) seem to be the most frequently used tools. ICT based tools (e.g., web sites and digital eco-games) are also widely available (Fokides & Chachlaki, 2019). Moreover, virtual reality (e.g., Ahn et al, 2016;Hsu et al, 2018;Metcalf et al, 2018) and augmented reality applications (e.g., Huang et al 2016;Lu & Lin, 2015) have also been reported.…”

Section: Environmental Educationmentioning

confidence: 99%

“…Through personal experiences, it is more likely that people will regard the negative effects of environmental problems as directly connected to them, develop positive behaviors, and become more actively involved in their solution (Akerlof et al, 2013;Zaalberg & Midden, 2010). Although the bulk of the EE resources is mostly conventional (e.g., printed material), a wide range of ICT based resources is becoming increasingly available, including, but not limited to, web sites, augmented, and virtual reality applications (e.g., Ahn et al, 2016;Fokides & Chachlaki, 2019;Hsu et al, 2018;Huang et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Fokides

Arvaniti

2020

JPR

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The study presents the results of a project in which 360 o videos were used for informing students about subjects related to environmental education. The target group was forty-four, nine-to ten-year-old students, who used three teaching tools, namely printed material, web pages, and 360o videos. The project lasted for twelve two-teaching-hour sessions (four for each tool), and data were collected by means of evaluation sheets and a questionnaire for recording their views and attitudes. It was found that the 360o videos yielded better learning outcomes compared to the other tools. The sense of presence was also greater in this tool. Then again, all tools were considered as equally motivating and effective. Moreover, the 360o videos were considered more enjoyable and easier to use only when compared to the printed material. Though the findings confirmed that 360 o videos can be effective in raising students' awareness of environmental problems, they also point to the need of finding innovative methods and teaching frameworks that would allow educators to fully exploit their educational potential.

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“…Although these negative points regarding simulator use are supported by evidence, simulators could boost the confidence in maritime organizations. Thus, we argue that simulators are powerful tools to reduce the risk of otherwise high-risk tasks and can provide business value to the industry as they do in other fields, such as driver training (Burnett et al 2017;Parkes and Reed 2017), flight training (Huddlestone and Harris 2017), nuclear power plant training (IAEA 2004), clinical training (Shahriari-Rad et al 2017), and various education programs, such as dental medicine (Sabalic and Schoener 2017), environmental studies (Fokides and Chachlaki 2020), and educational robotics (Ronsivalle et al 2019). Even in the aviation industry, simulator training is set up for continuously improving the awareness of pilots in safety critical scenarios (Roth and Jornet 2015).…”

Section: Related Workmentioning

confidence: 99%

Making Sense of Maritime Simulators Use: A Multiple Case Study in Norway

2020

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This paper reports a multiple case study of a training center collaboration with three offshore companies and a coastline authority. Through a qualitative inquiry, we utilized the actor-network theory to analyze the common understanding of simulator use in these organizations. The paper argues that the simulator itself is an actor that can integrate shared interests with other actors to establish an actor-network. Such an actor-network expands simulator use beyond purely training purposes. It advocates that the simulator is a medium between maritime academia and industry and aligns it with the same actor-network to facilitate the process of "meaning construction." Such a meaning construction process offers simulator-based training with a valuable definition of the learning outcomes. It helps clarifying who will gain the benefits from simulator use in the future, as well as when and on what basis. The paper also reflects on the benefits and limitations of utilizing a multiple case study in the maritime domain.

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3D Multiuser Virtual Environments and Environmental Education: The Virtual Island of the Mediterranean Monk Seal

Cited by 21 publications

References 57 publications

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education

Making Sense of Maritime Simulators Use: A Multiple Case Study in Norway

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