Three Dimensional Virtual Laboratories and Simulations for Education

Abstract

This chapter provides a detailed study of the current literature surrounding instructional animation. After discussing definitions and classifications of these technologies, the chapter reviews how they can be differentiated from games. The chapter covers subtypes of instructional animation, including experiential, symbolic, and forms considered animation but lacking criteria of effective animation. The three types differ in some points. Important criteria must be considered before, during, and after designation when designing educationally effective software of these animations. If simulations are prepared according to evidence-based guidelines mentioned in the chapter, many benefits will be developed, including pedagogical, motivational, and daily life profits. However, disadvantages exist. Criticisms in literature will be mentioned on an evidence-based level.

Moral education teaching in colleges and universities based on the application of multimedia technology

“…This prediction is evaluated using the ratio of True positive (TP) and Negative values (TN) in comparison with CPM, LQM, and QPP methods are represented in the Figure 3. The Recall is measured as follows in the equation (1), It shows that The cognitive voting techniques which has been carried out in the bloom approach Cleary train the mind using word or punctuation along with occurrence and non occurrence analogy helps to improve the thinking level of students which has been carried out using multimedia technology.…”

“…Nowadays, Technology is a double edged sharp sword because in one side it may improve the implementation of moral studies and in other side it may obstruct the implementation. 1 The hindrance is due to lack of knowledge about the intelligent tools usage for teaching and experience in handling interactive sessions with the students. 2 This creates unhealthy mentality to the students and misleads them with undistinguished network culture.…”