Preliminary Study On The Characteristics Of Virtual Environments For Reaching New Heights In Education

Abstract

In researching virtual environments for educational purposes, it has been found that there are no set characteristic guidelines to develop educational material using virtual environments. Recognizing this fact, this paper is an attempt at listing and defining key characteristics for virtual environments for education. The approach that was used to identify these characteristics was a combination of literature reviews and experimental exploration of virtual reality over the Internet. The results from this project identify and document four key categories, namely interaction, navigation, fidelity, and components of education. Each of these key categories is further divided into sub-categories that provide the needed guidelines to develop educational materials using virtual environments. It is the intent and desired impact of this paper to establish criteria for virtual environments for education, which will enrich collaboration and knowledge of this technological resource for educational facilities. This is important because with the everincreasing technological advancements available in most universities, virtual environments could help education to reach new heights

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“…Sulbaran and Marcum (2004) have determined characteristics that contribute to effective VR implementation based on previous studies in educational research and experimentation in virtual worlds (Johnson, Moher, Ohlsson, & Gillingham, 1999). Johnson et al’s (1999) groundbreaking work posits that effective VR implementation must include four criteria: The learning goal must be important, hard, enhanced by the use of VR, and based on contemporary learning practices (Johnson et al, 1999).…”

“…Johnson et al’s (1999) groundbreaking work posits that effective VR implementation must include four criteria: The learning goal must be important, hard, enhanced by the use of VR, and based on contemporary learning practices (Johnson et al, 1999). Sulbaran and Marcum’s (2004) model builds on Johnson et al’s (1999) model and recognizes that the simulation must include the following characteristics: an effective educational component, interaction, navigation, and fidelity. The current project is evaluated based on Sulbaran and Marcum’s (2004) criteria to assess the validity of the course design and effectiveness of the virtual facilities created for the project.…”

“…Sulbaran and Marcum’s (2004) model builds on Johnson et al’s (1999) model and recognizes that the simulation must include the following characteristics: an effective educational component, interaction, navigation, and fidelity. The current project is evaluated based on Sulbaran and Marcum’s (2004) criteria to assess the validity of the course design and effectiveness of the virtual facilities created for the project.…”

“…The educational component included in Sulbaran and Marcum’s (2004) work entails that learning goals that are challenging, important, significantly enhanced by the introduction of virtual worlds, grounded in contemporary educational practices, and include an element of collaboration are implemented. Collaboration is essential to creating real-life virtual scenarios typical of the student’s future professional field (Calongne, 2008).…”

“…Interaction is defined as the students’ ability to actively select and manipulate objects in the environment for use in the prescribed learning activity (Sulbaran & Marcum, 2004). Two things are necessary for interaction in a virtual environment: an object target and feedback that the target has been selected.…”