The 3D UPB mixed reality campus: Challenges of mixing the real and the virtual

Moldoveanu, Alin; Grădinaru, Alexandru; Ferche, Oana-Maria; Ştefan, Livia

doi:10.1109/icstcc.2014.6982472

Cited by 8 publications

(4 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Creating and disseminating information, seamlessly merging the virtual and physical worlds; Using AI and feedback systems to enhance human-machine interactions Moldoveanu et al [39] Open 3D platform, consisting in a collection of customized 3D world Providing 3D visual interface, which provides not only remote access to administrative and education services but also provides their feeling with new interaction and communication Kwanya et al [40] Online shared space created by convergence Providing an architecture that enables interoperable multimedia and multi-mode communication…”

Section: Second Life As An Examplementioning

confidence: 99%

A Metaverse: Taxonomy, Components, Applications, and Open Challenges

2022

View full text Add to dashboard Cite

Unlike previous studies on the Metaverse based on Second Life, the current Metaverse is based on the social value of Generation Z that online and offline selves are not different. With the technological development of deep learning-based high-precision recognition models and natural generation models, Metaverse is being strengthened with various factors, from mobile-based always-on access to connectivity with reality using virtual currency. The integration of enhanced social activities and neural-net methods requires a new definition of Metaverse suitable for the present, different from the previous Metaverse. This paper divides the concepts and essential techniques necessary for realizing the Metaverse into three components (i.e., hardware, software, and contents) and three approaches (i.e., user interaction, implementation, and application) rather than marketing or hardware approach to conduct a comprehensive analysis. Furthermore, we describe essential methods based on three components and techniques to Metaverse's representative Ready Player One, Roblox, and Facebook research in the domain of films, games, and studies. Finally, we summarize the limitations and directions for implementing the immersive Metaverse as social influences, constraints, and open challenges.

show abstract

Section: Second Life As An Examplementioning

confidence: 99%

A Metaverse: Taxonomy, Components, Applications, and Open Challenges

2022

View full text Add to dashboard Cite

show abstract

“…En la actualidad, varios campus universitarios están llevando a cabo las clases y la formación en entornos virtuales 3D (Moldoveanu et al, 2014). Más de cien universidades en los Estados Unidos y en otros países poseen o alquilan tierra virtual en Second Life, por ejemplo, el campus virtual de la Universidad de Princeton acoge actuaciones musicales, el campus de la Universidad de Carolina del Norte alberga una clínica virtual, la Universidad de Kentucky posee una biblioteca (Baker et al, 2009), la Escuela de Derecho de Harvard ha creado tribunales simulados (Campbell, 2009), La Universidad Tecnológica de Nanyang en Singapur cuenta con un campus virtual en donde se les ayuda a los estudiantes extranjeros a adaptarse al campus real (Hew y Cheung, 2010).…”

Section: Introductionunclassified

Diseño de una Guía Didáctica basada en la Integración de Mundos Virtuales al Entorno Educativo de la Universidad de Cundinamarca

Martínez

2017

Form. Univ.

View full text Add to dashboard Cite

ResumenEn este artículo se propone el diseño de una guía didáctica basada en la integración de mundos virtuales al entorno educativo de la Universidad de Cundinamarca Sede Fusagasugá con el propósito de fomentar la colaboración entre docentes y alumnos. Para ello se emplearon cuatro etapas metodológicas: i) definir el perfil de usuario; ii) realizar un acercamiento a los mundos virtuales mediante una presentación; iii) aplicar un cuestionario exploratorio; y iv) identificar los parámetros de diseño. Como resultado se produjo la guía didáctica caracterizada y fundamentada en la colaboración y la creatividad. La aplicación y valoración de la guía por parte de los usuarios permitió detectar que el nivel de facilidad de uso y utilidad es satisfactorio. Se concluye que la guía promueve el aprendizaje colaborativo y se convierte en modelo para la integración de otras herramientas colaborativas al entorno de la educación superior. Palabras clave: guía didáctica; mundos virtuales; entorno educativo; colaboración entre docentes y alumnos; aprendizaje colaborativo Design of a Pedagogical Guide based on the Integration of Virtual Worlds into the Educational Environment of the University of Cundinamarca AbstractThis article describes the design of a pedagogical guide based on the integration of virtual worlds into the educational environment of the University of Cundinamarca Fusagasugá branch, in order to promote collaboration between teachers and students. Four methodological steps were employed to achieve this: i) defining the user's profile; ii) making an approach for the teachers to virtual worlds through a presentation; iii) applying an exploratory survey; and iv) identifying the design parameters. This resulted in a pedagogical guide characterized and based on collaboration and creativity. Implementation and evaluation of this guide by the users allowed detecting that the level of easiness and usefulness is satisfactory. It is concluded that the guide promotes collaborative learning and becomes a model for the integration of other collaborative tools into higher education environments.

show abstract

“…E-learning consumers search for effective learning experiences: personalized according to their profile, adapted to their needs [1], anchored to meaningful social context [2] and communities of practice [3] and highly immersive [4]. E-learning providers aim at offering "better and faster learning" [5], aligned to well-established competencies standards, while e-learning producers built frameworks for full turnkey learning management systems (LMS), such as Moodle [6], Sakai [7], Blackboard Learning System [8], 3DUPB [4], but also components to enhance core activities of learning process.…”

Section: Introductionmentioning

confidence: 99%

“…E-learning providers aim at offering "better and faster learning" [5], aligned to well-established competencies standards, while e-learning producers built frameworks for full turnkey learning management systems (LMS), such as Moodle [6], Sakai [7], Blackboard Learning System [8], 3DUPB [4], but also components to enhance core activities of learning process. In this category, formative assessment takes a special place, as its integration in LMS "has the potential to offer an appropriate structure for sustained meaningful interactions among learners and the teacher, and foster development of effective learning communities to facilitate meaningful learning" [9].…”

Section: Introductionmentioning

confidence: 99%

Semantic Formative E-Assessment for Project Management Professionals

Dascălu

Bodea

Marin

2015

2015 4th Eastern European Regional Conference on the Engineering of Computer Based Systems

View full text Add to dashboard Cite

The paper presents the module for formative eassessment in a complex learning management system. The module implements the automatic evaluation of answers to open questions and provides feedback related to further reading or joining suitable expert communities. The evaluation of the questions is accomplished using diverse ontology-related technologies and open-source tools, such as GATE, WordNet, Text2Onto, OpenNLP, Jena API, Alignment API, Protégé. A use-case scenario is offered for trainees willing to obtain a project management professional certification. The challenges of integration and optimal exploitation of such a module into a learning management system are underlined, stressing the fact that the mapping between concepts which have to be evaluated through assessment and professional competences standards has not currently a straightforward solution. Thus, we could say the system-based solution we envisioned is both technology-driven and need-driven: based on combining recent semantic technologies, it satisfies the experts' urge to provide competency-based learning aligned to well-established standards which reflect the market requirements and the trainees' need of having an intelligent tool helping them to prepare for open-questions based exams, which are currently less supported by IT. Keywords-formative e-assessment; open-questions based exams; ontology alignment; learning management systemI.

show abstract

The 3D UPB mixed reality campus: Challenges of mixing the real and the virtual

Cited by 8 publications

References 4 publications

A Metaverse: Taxonomy, Components, Applications, and Open Challenges

A Metaverse: Taxonomy, Components, Applications, and Open Challenges

Diseño de una Guía Didáctica basada en la Integración de Mundos Virtuales al Entorno Educativo de la Universidad de Cundinamarca

Semantic Formative E-Assessment for Project Management Professionals

Contact Info

Product

Resources

About