Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Vosinakis, Spyros; Koutsabasis, Panayiotis

doi:10.1162/pres_a_00117

Cited by 20 publications

(7 citation statements)

References 50 publications

(54 reference statements)

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“…Finally, it allows for more active involvement in the learning process, where experienced students can design their own problem environments in the VW and learn through creative experimentation. These characteristics are valuable for applying instructional methods based on constructivism, like problem‐based learning (Vosinakis and Koutsabasis, ) or constructionism (Girvan et al ., ), which have already been used successfully in VWs.…”

Section: Discussionmentioning

confidence: 99%

Teaching and learning logic programming in virtual worlds using interactive microworld representations

Vosinakis¹,

Anastassakis²,

Koutsabasis³

2016

Brit J Educational Tech

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Logic Programming (LP) follows the declarative programming paradigm, which novice students often find hard to grasp. The limited availability of visual teaching aids for LP can lead to low motivation for learning. In this paper, we present a platform for teaching and learning Prolog in Virtual Worlds, which enables the visual interpretation and verification of program results in a straightforward fashion and requires students to adopt a collaborative problem‐solving approach. The results of the pilot application and student‐centered evaluation of the platform are encouraging regarding group learning performance and user experience. The paper contributes to current practice of teaching and learning LP by proposing a metaphor and a system that can empower the educational process with toy world examples visualized in a shared 3D environment.

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Section: Discussionmentioning

confidence: 99%

Teaching and learning logic programming in virtual worlds using interactive microworld representations

Vosinakis¹,

Anastassakis²,

Koutsabasis³

2016

Brit J Educational Tech

Self Cite

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“…As to the nature of the issues explored, we are applying and refining our approach in other courses and contexts that involve more VW tools, longer assessments, more student groups and different problems [33,34]. We are also working to address several of the issues identified, mainly those related to creating a more realistic context of the collaborative work situation: mainly with respect to remote collaboration work (i.e.…”

Section: Discussionmentioning

confidence: 99%

Course Lectures as Problem-Based Learning Interventions in Virtual Worlds

Vosinakis

Koutsabasis

Zaharias

2013

Transactions on Edutainment IX

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Abstract. Virtual Worlds (VWs) present considerable potential as future learning platforms, but further studies are required to assess their effectiveness in constructivist and collaborative learning situations. The paper investigates the suitability of VWs as a platform for hosting PBL (Problem-Based Learning) activities and explores their affordances in terms of collaboration support and learning effectiveness. We have designed an educational VW and developed a number of tools that support collaborative learning activities. Using this environment, we have conducted a PBL intervention that required from students to collaboratively design the user interface of a multimedia kiosk. We performed a thorough, formative, multi-method evaluation of the learning activity. The results reveal several encouraging findings about PBL and collaboration mediated by VWs, and lead to a series of recommendations.

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“…BL has been incorporated in PBL and project-based learning in subjects, such as electrical engineering [20], computer science [21], and design engineering [22]. Also, there are some examples of success using BL to enhance flexible learning in Hong Kong [23], [24].…”

Section: Introductionmentioning

confidence: 99%

Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course

et al. 2022

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While design project courses offer first-year students a practical introduction to engineering, a portion of class time is usually spent on lecturing foundational knowledge instead of practicing engineering design. This article presents a blended design-based learning (bDBL) approach that makes class time more efficient and explores the changes in students' design competencies and intrinsic motivations. Background: Current approaches to cornerstone courses face challenges, such as heavy faculty involvement and heterogeneity of design projects. bDBL draws on the self-directedness of blended learning and the open-ended nature of design-based learning which may be a worthwhile instructional approach for cornerstone courses. Intended Outcomes: bDBL was applied in a cornerstone course that intended to let students understand what engineers do and motivate them in the field. Students' design competencies and intrinsic motivations were examined through pre-and post-selfreported surveys. Focus group interviews were conducted to elicit students' views on bDBL. Application Design: Online self-paced learning modules were created to deliver knowledge-based content. Students transfer what they learned from the online modules through launch-level demos. Then, students spend most of the class time working on team design projects to learn through mistakes and receive first-hand feedback from peers and instructors. Findings: From Fall 2018 to Spring 2020, 201 first-year students experienced bDBL. Quantitative results demonstrated increases in students' design competencies and intrinsic motivations. Four themes representing both positive and negative views of bDBL were elicited. A conceptual framework that connects the theoretical foundation, design elements, examined effects, and students' perceptions, is proposed. Index Terms-Blended learning (BL), design-based learning (DBL), first-year engineering (FYE), multidisciplinary design.

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Problem-based Learning for Design and Engineering Activities in Virtual Worlds

Cited by 20 publications

References 50 publications

Teaching and learning logic programming in virtual worlds using interactive microworld representations

Teaching and learning logic programming in virtual worlds using interactive microworld representations

Course Lectures as Problem-Based Learning Interventions in Virtual Worlds

Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course

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