A Framework for an Immersive Learning Environment with Telemetries and Simulation

Savaskan, N S Nuket; Eleanor, E; Michelle, M; Arya, Ali; Nicholas, Nick

doi:10.18848/1835-9795/cgp/v03i01/40263

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…A particular type of emerging VLE with the potential to facilitate HOTS development and assessment is the 3DVLE, i.e., three-dimensional graphical multi-user virtual environments specifically designed for educational purposes (Nowlan et al, 2011). 3DVLEs allow avatar-based interaction and navigation of virtual spaces that can simulate real ones or visualize novel spaces (Arya, 2012).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Higher Order Thinking Skills in Virtual Learning Environments

Nowlan¹

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This research addresses the assessment of Higher-Order Thinking Skills (HOTS), such as metacognition, reflection, and problem-solving, in Virtual Learning Environments (VLEs). We particularly focus on the use of process metrics, their combinations, and various analysis methods that allow VLE platforms to perform automated HOTS assessments. Traditional learning I like to thank Peggy Hartwick for being my research partner first and then becoming a dear friend. Her being with me on this journey made the path a lot easier, meaningful, and fun. I like to thank the School of Linguistics and Applied Language Studies (SLaLS), John Osborne, and Randall Gess. Thank you for believing in this research and supporting the proposed 3D Virtual Carleton initiative.Hossain Samar Qorbani, thank you for sharing your talent and creating a special app for us to use in our research. Very much appreciated! Maryam Abdinejad, it was indeed a pleasure collaborating with you on our research. Your professionalism and attention to detail was impressive.Thank you very much Lois Frankel for reading my thesis in advance and providing the most valuable feedback on how to improve and better word some of my thoughts and findings.My friend and project partner, Walter Krumshyn, thank you for lending me your technical support whenever I needed it.My proofreader Nina Dore, thank you for reading and rereading and providing feedback and suggestions. Writing a thesis in my second language was only possible with your ongoing support.Above all, I am extremely grateful to my supervisor, Ali Arya for his continuous support, wisdom, invaluable guidance, and patience during my PhD study. His immense knowledge on a wide range of areas and plentiful experience have encouraged me in all the time of my academic research, allowing me to continue my study. It is so rare to find a supervisor, who instills the authority and respect to force you to work hard when needed, but also offers kind words and understanding when you need them as well. I cannot thank him enough.John, Isinsu, Yasmin; all becomes meaningful when it is shared with you. Thank you for being in my life. Love you.Finally, I like to dedicate my thesis to my parents Ismet and Hikmet Savaskan for teaching me the value of hard work and the importance of knowledge creation. I will be forever missing them.

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Section: Introductionmentioning

confidence: 99%

Assessment of Higher Order Thinking Skills in Virtual Learning Environments

Nowlan¹

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A Platform for Analyzing Students’ Behavior in Virtual Spaces on Mozilla Hubs

Yano

2023

Communications in Computer and Information Science

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Improving interprofessional competence in undergraduate students using a novel blended learning approach

Riesen

Morley

Clendinneng

et al. 2012

Journal of Interprofessional Care

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Interprofessional simulation interventions, especially when face-to-face, involve considerable resources and require that all participants convene in a single location at a specific time. Scheduling multiple people across different programs is an important barrier to implementing interprofessional education interventions. This study explored a novel way to overcome the challenges associated with scheduling interprofessional learning experiences through the use of simulations in a virtual environment (Web.Alive™) where learners interact as avatars. In this study, 60 recent graduates from nursing, paramedic, police, and child and youth service programs participated in a 2-day workshop designed to improve interprofessional competencies through a blend of learning environments that included virtual face-to-face experiences, traditional face-to-face experiences and online experiences. Changes in learners' interprofessional competence were assessed through three outcomes: change in interprofessional attitudes pre- to post-workshop, self-perceived changes in interprofessional competence and observer ratings of performance across three clinical simulations. Results from the study indicate that from baseline to post-intervention, there was significant improvement in learners' interprofessional competence across all outcomes, and that the blended learning environment provided an acceptable way to develop these competencies.

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A Framework for an Immersive Learning Environment with Telemetries and Simulation

Cited by 3 publications

References 12 publications

Assessment of Higher Order Thinking Skills in Virtual Learning Environments

Assessment of Higher Order Thinking Skills in Virtual Learning Environments

A Platform for Analyzing Students’ Behavior in Virtual Spaces on Mozilla Hubs

Improving interprofessional competence in undergraduate students using a novel blended learning approach

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