Virtual European School-VES

Bouras, Christos; Fotakis, Dimitris; Kapoulas, Vaggelis; Koubek, A.; Mayer, Heinz; Rehatschek, Herwig

doi:10.1109/mmcs.1999.778657

Cited by 10 publications

(4 citation statements)

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“…Educational settings are currently using VR in various ways: 1) feedback on student performance, 2) training systems, 3) experiential learning spaces, 4) virtual field trips and 5) rehabilitation spaces (McLellan, 2004). A number of VR environments have been employed within educational settings such as the Virtual European Schools project (Bouras, Fotakis, Kapoulas, Koubek, Mayher & Rehatscheck, 1999), Intelligent Distributed Virtual Training Environment (Bouras, Triantafillou & Tsiatsos, 2001), Educational Virtual Environments Project (Bouras, Giannaka & Tsiatsos, 2003), Quest Atlantis (Barab, Thomas, Dodge, Carteaux & Tuzun, 2005), Active Worlds Educational Universe (Corbit, 2002), Second Life (Andreas, Tsiatsos, Terzidou & Pomportsis, 2010), and C-VISIONS (San Chee & Meng Hooi, 2002).…”

Section: Virtual Reality As a Dominant Technology For Simulation Designmentioning

confidence: 99%

Learning in Simulations: Examining the Effectiveness of Information Literacy Instruction Using Middle School Students’ Portfolio Products

Newell¹

2010

EBLIP

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Objective –This study compared the effectiveness of simulation-based and didactic instructional approaches in improving students’ understanding of information literacy (IL) concepts and practices. Methods – The instructional approaches were implemented with two groups of middle school students (i.e., seventh and eighth grades) over a 4-week period. During the implementation period, all students were required to maintain a portfolio of their work. The portfolios were designed to capture students’ actions as they engaged in a common set of information-based problems. The contents of the portfolios were analyzed to examine the research questions that guided the study. Contingency tables demonstrated observed patterns of difference from week 1 to week 4. Chi-square analysis helped to determine whether a significant relationship existed between instructional approach and shifts in IL proficiency levels at the .05 level. Results – There was a significant relationship between the simulation-based approach and increases in students’ ability to 1) recognize the need for information, 2) formulate specific questions that would help in finding needed information, 3) identify a range of information sources for meeting needs, 4) explain successful strategies for accessing needed information, 5) judge the accuracy, relevance and completeness of sources and 6) analyze information from a variety of sources to determine its applicability to a specific problem. Four major distinctions are believed to have caused the students within the simulated instructional environment to experience more proficiency level shifts: situated practice, authenticity, community of practice and an expanded landscape of resources. Conclusion – The results of this study suggest that simulation-based instructional approaches have the potential to augment IL learning. The technology-based approaches may provide powerful learning environments (virtual worlds) that allow students to engage in the activities and practice of information specialists, instead of simply learning the facts associated with the discipline.

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Section: Virtual Reality As a Dominant Technology For Simulation Designmentioning

confidence: 99%

Learning in Simulations: Examining the Effectiveness of Information Literacy Instruction Using Middle School Students’ Portfolio Products

Newell¹

2010

EBLIP

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“…Other systems such as C-Visions (Chee & Hooi, 2002) and Virtual European Schools (VES) (Bouras et al, 1999) focus on teaching specific subjects. C-Visions is a VR environment that supports science education by providing interactive animations and experiments.…”

Section: Introductionmentioning

confidence: 99%

Assessing the application of three-dimensional collaborative technologies within an e-learning environment

McArdle

Bertolotto

2012

Interactive Learning Environments

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Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources. Courses that use solely traditional e-learning methods have high attrition rates, which are often attributed to boredom and lack of interaction with others. Indeed static text-based interfaces, where communication with others is often asynchronous, fail to stimulate students. In this article, we present a system which uses stimulating three-dimensional environments to present learning material to students, combined with multi-user and real-time technologies to permit interaction and collaboration between them. The article focuses on presenting results from a user study which indicate that these technologies can be used effectively to resolve several of the issues with existing e-learning systems. The results show that students enjoy interacting in the environment and appreciate the benefits the paradigm brings to e-learning.

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“…CEL always provides a friendly, immersive, 3-dimensional virtual environment and several real-time intercommunication ways for knowledge sharing and question discussion. Many CEL prototype systems have been developed, for example, INVITE [1] ， VES [2] , VRLEARNER [3] , and other systems. Some researchers have applied CEL in various fields such as bio-education [4] , medical training [5] , and geometric spatial training [6] .…”

Section: Introductionmentioning

confidence: 99%

Distance Geographic Learning Based on Collaborative Virtual Environment

Gong

Wang

et al. 2007

Computational Science – ICCS 2007

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Abstract.Although collaborative e-learning has been applied in many fields, it is rarely reported in geographic education. This paper describes one prototype of collaborative virtual geographic education environment (CVGEE). The prototype, developed using Java and Java 3D, provides one immersive 3-dimensional environment and many virtual teaching methods including virtual geographic environment, virtual geographic process. Teachers and learners can discuss with each other in a social way by combination virtualization and reality. Group learning and normal teacher-learner relationship can then be realized in CVGEE. An experiment was conducted to test the functions of the CVGEE prototype.

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Virtual European School-VES

Cited by 10 publications

References 0 publications

Learning in Simulations: Examining the Effectiveness of Information Literacy Instruction Using Middle School Students’ Portfolio Products

Learning in Simulations: Examining the Effectiveness of Information Literacy Instruction Using Middle School Students’ Portfolio Products

Assessing the application of three-dimensional collaborative technologies within an e-learning environment

Distance Geographic Learning Based on Collaborative Virtual Environment

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