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Experiences of Collaborating and Learning through Collab3DWorld
Martha KAMVISIa , Styliani KLEANTHOUSa, and Louis NISIOTISb,1
aOpen University of Cyprus, Cyprus bSheffield Hallam University, UK
1 Presenter
Immersive Learning Research Network Conference13-14 July, 2015, Prague, CZ
Background
“Synchronous, persistent network of people, represented as avatars, facilitated by networked computers” [1: 1]
3D navigational spaces, meeting points Multimedia presentation techniques Synchronous interaction and communication between users and objects Advanced graphics Real time interaction between users and objects Immersion (the feeling of being there) Awareness and co-existence Socialization
Learning Enhancements
Traditional Distance Learning Environments: “Cold and Impersonal” “Insufficient for optimal learning” “Flat, asynchronous, with limited interaction and dynamism”
(Johnson et al., 2011)
Virtual Worlds Synchronous collaboration, communication, support and
feedback Immersion and co-presence the use of Avatar Interactivity and richer visual experiences Enhanced multimedia presentation tools/techniques
Research Questions
How the students of a conventional university perceive the: Lecturing experience? The collaborative work through a 3D virtual world? Written communication?
Collab3DWorld has been developed
Collab3DWorld Orientation Room
Reception area Information Register for attendance
Lecture Room
Collaborative Rooms
Deck Area
Collab3DWorld
Collab3DWorld
Method 22 HCI students (13 males, 9 females, aged 20-25)
Instructions and environment demonstration in physical classroom
Two sessions were conducted. Digital Paper Prototype Activity Virtual Lecture
Pre and Post experiment Survey Pre Experiment
Experience with 3D virtual worlds. Post Experiment (extracted from [8-10])
Collaborative activity Lecture experience in the 3D environment Communication Environment Evaluation Google Drawing Tool Evaluation
Digital Paper Prototype Activity
Students formed small groups (3-4 students)
Booked a 90 minute slot in a collaborative room
The rooms were equipped with Google Drawing tool
Students developed a digital paper prototype (Part of the overall assessment)
Chat log was recorded
Virtual Lecture 90 minutes lecture
Replaced the conventional lecture session. User modelling, adaptation, personalization.
Took place synchronously through the lecture room.
Students were remotely located.
Results and Discussion K&S Normality test was passed
Lecture experience (M=3.7, SD=0.7) The lecture exercises could be successfully carried out. Comfortable, easy to follow and participate. Relaxing, engaging and less intimidating. Positive attitude towards the adoption of this technology.
Collaboration (M=4.1, SD=0.7) Very satisfactory and the activity as pleasant and interesting. Important to conduct activities any time of the day.
Previous experience with VW does not influences how students perceived collaboration (r=.12, p=.61) and lecturing (r=.173, p=.44)
Communication has been positively evaluated (M=4, SD=0.9)
Environment design (M=4.1, SD=0.7) and Google Drawings tool (M=3.7, SD=1.3) are positively evaluated.
Instruments reliability was tested and confirmed.
Limitations and Future Work Limitations
Environment Limitations Resource hungry SL autoupdates Learning curve
Study Limitations Small sample Short experimental sessions
Future Work Longer evaluation experiments Investigation of learning efficiency Additional tools evaluation
Conclusions Reporting an initial experience of how students perceive
collaboration and learning through 3D environments.
VWs are very promising in supporting collaborative online activities.
Efficacy to support synchronous distance learning activities.
Effective communication and collaboration.
Can enrich and make learning more interesting and engaging.
Seems appropriate to assist in-class learning and teaching.
References[1] M. Bell, Toward a Definition of “Virtual Worlds”, Journal of Virtual Worlds Research. 1(1), (2008).
[2] S. De Freitas, G. Rebolledo-Mendez, F. Liarokapis, G. Magoulas, A. Poulovassilis, Learning as Immersive Experiences: Using the Four Dimensional Framework for Designing and Evaluating Immersive Learning Experiences in a Virtual World, British Journal of Educational Technology. 41(1),2010), 69-85.
[3] P. Cronin, An Exploratory Case Study in the Use of Multi-User Virtual Environments to Support and Enhance a Community of Practice, Master of Science in Technology & Learning, University of Dublin, (2011).
[4] P. Kallonis, D. Sampson. Implementing a 3d Virtual Classroom Simulation for Teachers’ Continuing Professional Development. in Proceedings of the 18th International Conference on Computers in Education. 2010. Putrajaya, Malaysia.
[5] I. Duncan, A. Miller, S. Jiang, A Taxonomy of Virtual Worlds Usage in Education, British Journal of Educational Technology. 43(6), (2012), 949-964.
[6] D. Antonacci, N. Modaress, Envisioning the Educational Possibilities of User-Created Virtual Worlds, Association for the Advancement of Computing In Education Journal. 16(2), (2008), 115-126.
[7] A. De Lucia, R. Francese, I. Passero, G. Tortora, Development and Evaluation of a Virtual Campus on Second Life: The Case of Seconddmi, Computers & Education. 52(1), (2009), 220-233.
[8]. Vrellis, N.M. Papachristos, J. Bellou, N. Avouris, T.A. Mikropoulos. Designing a Collaborative Learning Activity in Second Life-an Exploratory Study in Physics. in The 10th International Conference on Advanced Learning Technologies. (2010). IEEE.
[9] T. Zarraonandia, R. Francese, I. Passero, I. Aedo, G. Tortora, P. Diaz. Seminars in Second Life: Teacher and Student Views. in The 17th International Conference on Distributed Multimedia Systems 2011.
[10] Y. Wang, J. Braman, Extending the Classroom through Second Life, Journal of Information Systems Education. 20(2), (2009), 235.
Thank You!
Project Website: http://collab3dworld.com/
Contact: Martha KAMVISI
[email protected] Styliani KLEANTHOUS
[email protected] Louis NISIOTIS
