Cyber-Learning in Cyberworlds

Abstract

This paper discusses the problems of teaching computer graphics and shape modeling in large and distributed classes using visual cyberworlds-shared media rich information worlds built on the web. Cyberworlds allow for providing personal mentoring to the students with different cultural and educational backgrounds. Virtual Campus of Nanyang Technological University is such a cyberworld, which is being used for teaching computer graphics and shape modeling. A part of this cyberworld is the Virtual Shape Modeling Laboratory. It is used by the computer graphics students for designing geometric shapes defined with analytical formulas. Augmenting the existing ways of electronic education with cyberworlds appears to be useful which was proved by the final exam results and overall attitude of the students. ORGANIZATION BACKGROUND "Nanyang" in Chinese means "south seas"-a reference to the Southeast Asian region. Back in the 1940s and 50s, many Chinese from mainland China ventured south to seek their fortunes in new lands. Malaya-now Singapore and Malaysia-was then known as "Nanyang" to the Chinese. After World War II, it was decided to start a university in Singapore that would provide tertiary education in Chinese in the region. On 23 March 1953, 523 acres of land was donated to the new Nanyang University, which was known as "Nan Tah" in Chinese. The modern Nanyang Technological University (NTU) (http://www.ntu.edu.sg) originated from Nan Tah. It is a comprehensive University designed to meet the needs of Singapore and the region. The University offers undergraduate and graduate courses in different areas of Accountancy and Business; Art, Design and Media; BioEngineering; Biological Sciences;

Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research

“…In another example, students in Sourin et al. 's (2006) study had to complete several projects, two of which were the function‐based web visualisation and the interactive function‐based shape modelling.…”

“…Instead of relying on student self‐report data, Sourin et al. (2006) used students’ examination scores and student observations by the instructor.…”

Evaluating virtual experiential learning in engineering

“…The quality Q of a particular digital educational environment represents the relative distance to an ideal hypothetical value (1,1,1). To validate each system the relative importance of each factor for each dimension must be defined: (2) Being m the number of relevant criteria for that factor, prm the weight of criteria m and pcm the percentage of fulfillment of m. The global deviation of the system in relation to the ideal system will be calculated by the Euclidian distance:…”

“…Kolb proposed a cycle of actions (figure 1) where (1) concrete experience is followed by (2) observation and reflection on the experience, followed by (3) forming abstract concepts followed by (4) testing in new situations. This way experiential learning relates to active learning, which implies that the learner has the responsibility to conduct his/her own learning process and to action learning, where learners acquire knowledge through actual practice and reflecting on their actions.…”

“…The use of VR and AR systems for educational purposes has been a matter under investigation for the past few years for computer science, economics, politics, health, environment, education and tourism [2][3][4][5][6][7][8]. However it has not yet reached a state where these technologies are applied systematically in education.…”