Learning and Building Together in an Immersive Virtual World

Abstract

This paper describes the design, evaluation, and lessons learned from a project involving the implementation of an immersive virtual environment for children called NICE (Narrative-based, Immersive, Constructionist/Collaborative Environments). The goal of the NICE project was to construct a testbed for the exploration of virtual reality as a learning medium within the context of the primary educational reform themes of the past three decades. With a focus on informal education and domains with social content, NICE embraces the constructivist approach to learning, collaboration, and narrative development, and is designed to utilize the strengths of virtual reality: a combination of immersion, telepresence, immediate visual feedback, and interactivity. Based on our experiences with a broad range of users, the paper discusses both the successes and limitations of NICE and concludes with recommendations for research directions in the application of immersive VR technologies to children's learning.

Realidad virtual como buena práctica para trabajo en equipo con estudiantes de ingeniería

“…Como ventajas relacionadas con la enseñanza están, entre otras: a) en un entorno virtual los materiales no se rompen o se gastan; b) se puede experimentar en forma segura; c) estar en localizaciones distantes o peligrosas; o ser parte del arte, música, teatro o literatura (Bricken, 1991). En este contexto, en 1999 Roussos et al (1999) señalaron la importancia de investigar la eficacia educacional de la VR en situaciones específicas de aprendizaje y expandir los dominios. Así mismo, se propone desarrollar nuevas expresiones de eficacia educacional, dado que en la VR se pueden utilizar métodos de instrucción diferentes a la instrucción directa tradicional, que proporcionen a los estudiantes la oportunidad de desarrollar nociones más aceptadas científicamente (Eylon y Linn, 1988;Smith et al, 1993).…”

Virtual Environments for Children and Teens

“…[17]. Roussos et al [18] point to evidence that immersion and presence can have a strong motivational impact on the users. As Mumtaz [19] argues, young people like computer applications, which often produce engagement and delight in learning.…”

Tele-Immersive Collaboration in the CAVE Research Network

“…The NICE (Narrative Immersive Constructionist / Collaborative Environments) project was a collaborative environment in the form of a virtual island for young children [Roussos et al, 1999]. In the center of this island the children could tend a virtual garden.…”