Architecting Scalable Academic Virtual World Grids: A Case Utilizing OpenSimulator

Lesko, Charles J.; Hollingsworth, Yolanda

doi:10.4101/jvwr.v6i1.7043

Cited by 7 publications

(1 citation statement)

References 30 publications

(24 reference statements)

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“…Juxtaposing to the above, remarkably little research (Lesko & Hollingworth, 2013) was done not only for the investigation of the service level or interoperability issues of "open-ended" VWs, but also for the functionality and efficiency results that 3D visually-rich worlds can provide for the easier acquisition of knowledge in collaborative settings. In continuation, despite the interest that is a limited in amount of case studies (Berns, Gonzalez-Pablo, & Camacho, 2013;Dohi & Ishizuka, 2010;Weito, Hui & Mingyuan, 2011) with a small sample to explore innovative and alternative teaching methods or models by utilizing only some of the technological services that Open Sim provides.…”

Section: Introductionmentioning

confidence: 99%

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

Πέλλας

2013

International Journal of Virtual Communities and Social Networking

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From 2007 and now on, it is a common premise for scholars and educators to use multi-user virtual worlds (VWs) in order to enhance students' technological literacy with contemporary learning strategies. The corollary of interactivity and social formalization of modeling processes in an open source, server-based (standalone) virtual environment is a unique dimension that allows all users (students and instructor) to design a plethora learning activities in conjunction with the most contemporary pedagogical approaches. Accordingly to these provisions, this study focused on the implementation of a collaborative project-based course in computer science by taking advantage of the open source virtual world Open Simulator (Open Sim). The current case study seeks to present preliminary findings from collaborative experiences of an effort that thirty-five (35) postgraduate and undergraduate students participated with the hybrid instructional format in order to investigate the value of this effort for learning introductory programming lessons. This effort tries to articulate initial perceptions of students' assessments based on an inquiry-based collaborative learning (IB[C]L) script that they involved, and secondarily to demonstrate the multisensory-multimodal potential perspectives or educational implications that are being emerged from the exploitation of three-dimensional (3D) technologically-advanced environments.

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Section: Introductionmentioning

confidence: 99%

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

Πέλλας

2013

International Journal of Virtual Communities and Social Networking

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Faster dynamic spatial partitioning in OpenSimulator

Farooq

Glauert

2017

Virtual Reality

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Potential to use metaverse for future teaching and learning

Onu,

Pradhan,

Mbohwa

2023

Educ Inf Technol

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Metaverse, a virtual shared space integrating augmented reality and virtual reality technologies, is often hailed as the “Internet of the future” for its potential to revolutionize online communication, collaboration, learning, and work. However, despite its promising strategic and business applications, there is a dearth of empirical evidence for evaluating its educational value. This qualitative study examined the impact of Metaverse on teaching and learning by examining its advantages and challenges. The outcomes highlight Metaverse’s remarkable potential for personalized and adaptive learning thanks to its immersive and interactive capabilities. An analysis of the existing literature suggests that Metaverse can create engaging learning experiences in which students can explore tailored virtual environments and interact within them. Semi-structured in-depth interviews were conducted to confirm the perception of metaverse-based education among students, educators, and program administrators, who view it as an innovative and effective educational delivery method. Several barriers require attention to ensure the successful integration of Metaverse in education, such as network connectivity, reliability, standardization and certification, organizational readiness, and the specialized skills necessary to leverage Metaverse’s potential. This study offers a comprehensive understanding of Metaverse’s potential, limitations, and critical factors contributing to its education success. By providing immersive and interactive learning experiences tailored to individual student needs, Metaverse holds the power to revolutionize teaching and learning. However, addressing challenges related to interoperability and the need for more evidence on its efficacy requires further research and development efforts. The significance of this study hinges on the continued exploration of Metaverse to enhance educational experiences, offering a novel and innovative approach to teaching and learning.

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Architecting Scalable Academic Virtual World Grids: A Case Utilizing OpenSimulator

Cited by 7 publications

References 30 publications

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

Harnessing and Evaluating Open Sim for the Implementation of an Inquiry-Based Collaborative Learning (Ib[C]L) Script in Computer Science

Faster dynamic spatial partitioning in OpenSimulator

Potential to use metaverse for future teaching and learning

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