Integration scenarios of virtual worlds in learning management systems using the MULTIS approach

Morgado, Leonel; Paredes, Hugo; Fonseca, Benjamim; Martins, Paulo; Almeida, A.P Passos de; Vilela, Alice; Pires, Bruno; Cardoso, Márcio; Peixinho, Filipe; Santos, Arnaldo

doi:10.1007/s00779-017-1063-8

Cited by 4 publications

(1 citation statement)

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“…These aspects have been the subject of some efforts, such as the SLOODLE project (Kemp & Livingstone, 2006), which enables access to the Moodle learning management system (LMS) from within Second Life or OpenSimulator, or the MULTIS architecture (Morgado et al, 2017), which puts forward a method for LMS interoperability with serious games and virtual worlds. Silva et al (2014) propose defining multi-character choreographies in a platform-independent way so that can be reused in different environments and Maderer et al (2013) propose adjusting immersive tasks automatically according to a learner's knowledge or skill level, but these are still early contributions.…”

Section: Challenge Category 1: Making the Technology Available To Edumentioning

confidence: 99%

Research priorities in immersive learning technology: the perspectives of the iLRN community

et al. 2019

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This paper presents the perspectives of the Immersive Learning Research Network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously-validated questionnaire, we surveyed this community of 622 researchers and practitioners during the Summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.

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Section: Challenge Category 1: Making the Technology Available To Edumentioning

confidence: 99%

Research priorities in immersive learning technology: the perspectives of the iLRN community

et al. 2019

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Identifying Immersive Environments’ most relevant Research Topics: an Instrument to query Researchers and Practitioners

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Mamede

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Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Integration scenarios of virtual worlds in learning management systems using the MULTIS approach

Cited by 4 publications

References 9 publications

Research priorities in immersive learning technology: the perspectives of the iLRN community

Research priorities in immersive learning technology: the perspectives of the iLRN community

Identifying Immersive Environments’ most relevant Research Topics: an Instrument to query Researchers and Practitioners

Virtual Worlds for Learning in Metaverse: A Narrative Review

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