Investigating Entertainment and Learning in a Multi-User 3D Virtual Environment

Blas, Nicoletta Di; Poggi, Caterina

doi:10.1007/978-0-387-09678-0_16

Cited by 4 publications

(4 citation statements)

References 9 publications

(13 reference statements)

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“…The above experiences are at the same time exciting and effective from an educational perspective (Di Blas, Poggi, 2008). Interacting with remote peers in a 3D environment, taking part together in a competition, etc.…”

Section: Educational Benefitsmentioning

confidence: 99%

“…For more details, the reader can find in the project"s website the final reports as well as all the raw data collected (www.learningateurope.net). We carefully evaluated the program"s impact by means of a complex apparatus of monitoring tools (Di Blas et al, 2008), including: (1) questionnaires to teachers before the experience and after each of the online sessions; (2) questionnaires to students before and after the experience; (3) surveys and semi-structured reporting by the online guides after each online sessions andweeklyabout the forums; (4) focus groups with a number of teachers at the end of each school year; (5) analysis of the students" artifacts (homework, forums" postings, chat…) and (6) videos shot in some selected classes. As we said above, traditional benefits (for example, related to increased knowledge of the subject matter) were reported and on the whole the overall educational impact was deemed high ( fig.…”

Section: Educational Benefitsmentioning

confidence: 99%

“…Last but not least, many teachers reported that the activity had rescued pupils with special needs, like not well integrated immigrants, disabled students etc. (Di Blas, Poggi, 2008).…”

Section: Educational Benefitsmentioning

confidence: 99%

See 2 more Smart Citations

INNOVATIVE TECHNOLOGIES AND EDUCATION - Two Successful Case-studies

Blas¹,

Puppa²,

Torrebruno³

2010

Proceedings of the 2nd International Conference on Computer Supported Education

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When "going digital" in the field of education one possible optiontypically adopted in higher and adult education-is, so to speak, to "enhance the real world" through technology. Course materials are provided in digital format, face-to-face interaction is replaced by forums or social spaces, exercises and activities are remotely performed and scored, etc. Another option is to create "innovative learning experiences", that without technology would not be possible nor conceivable. Innovative learning experiences are more difficult to conceive, and also riskier to introduce in an established learning environment: they are also more difficult to explain and to evaluate. Innovative learning experiences, however, have also a great potential: they can generate "excitement" (something new!) and non-traditional educational benefits (still alongside with the "traditional" ones), like increased media literacy, professional skills and attitudes and more. In this paper, we will present two real-life innovative learning experiences for schools: collaborative 3D environments (for high school students) and digital storytelling (for pupils of all school grades, including kindergarten). We will discuss how they were designed and deployed (involving more than 20,000 students, from 3 continents) and what educational benefits they brought about.

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Section: Educational Benefitsmentioning

confidence: 99%

Section: Educational Benefitsmentioning

confidence: 99%

See 1 more Smart Citation

INNOVATIVE TECHNOLOGIES AND EDUCATION - Two Successful Case-studies

Blas¹,

Puppa²,

Torrebruno³

2010

Proceedings of the 2nd International Conference on Computer Supported Education

View full text Add to dashboard Cite

show abstract

“…3DMUVLE built can be social media based [1] and collaborative [2]. Even 3DMUVLE provides entertainment so that learning becomes fun [3]. This learning still provides materials and learning strategies to all students regardless of knowledge level, interest, motivation, and goal [2] even though students have different characters (students' model).…”

Section: Introductionmentioning

confidence: 99%

Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLE

et al. 2018

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Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.

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Multi-User Virtual Environments for Learning: Experience and Technology Design

Blas

Bucciero

Mainetti

et al. 2012

IEEE Trans. Learning Technol.

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Multi-User Virtual Environments are often used to support learning in formal and informal educational contexts. A technology-based educational experience consists of several elements: content, syllabus, roles, sequence of activities,\ud assignments, assessment procedures, etc. that must be aligned with the affordances of the technologies to be used. The design\ud process, therefore, has to follow a dual track: the design of the educational experience as a whole and the design of the MUVE.\ud Each design process has some degree of independence, while, at the same time, the two design processes are also deeply\ud intertwined. The paper proposes a novel approach to design (both for the educational experience and the MUVE): a “biological\ud lifecycle” design, where evolution (for survival and fitness) is crucial, while anticipating all the requirements (creating an engineering blueprint) is very challenging. This paper is based upon a number of large-scale case studies, involving nearly 9,000 high-school students from 18 countries in Europe, Israel, and the USA. Substantial educational benefits were achieved by these learning experiences, at the center of which were MUVEs. It can’t be claimed that MUVEs were the only factors for generating these benefits, but for sure they were exceptionally important components

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Investigating Entertainment and Learning in a Multi-User 3D Virtual Environment

Cited by 4 publications

References 9 publications

INNOVATIVE TECHNOLOGIES AND EDUCATION - Two Successful Case-studies

INNOVATIVE TECHNOLOGIES AND EDUCATION - Two Successful Case-studies

Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLE

Multi-User Virtual Environments for Learning: Experience and Technology Design

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