Designing social videogames for educational uses

In this paper we analyze the main areas of research into educational videogames and in the evolution of the technologies and design methodologies that are making these interactive systems increasingly natural, immersive and social. We present the design and development of a prototype for a collaborative educational videogame based on a Massively Multiplayer Online Role-Playing Game (MMORPG) engine for use in various educational contexts in (a) university education and (b) secondary education.     

Research and development of web-based virtual online classroom

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.     

Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments

This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning.     

Development and evaluation of a virtual campus on Second Life: The case of SecondDMI

Video games and new communication metaphors are quickly changing today’s young people habits. Considering the actual e-learning scenarios, embedded in a fully technological enabled environment it is crucial to take advantage of this kind of capabilities to let learning process gain best results.     

Intercultural Talent Management Model: Virtual communities to promote collaborative learning in indigenous contexts. Teachers’ and students’ perceptions

The strong connection between technologies and globalization has made the phenomenon of interculturality increase at a global level. The aim was to determine the perception of teachers and students in the use of a Model of Talent Management for interculturality. A virtual learning environment (VLE) was used to link teachers and students of 5 schools in disadvantaged context of Chile through collaborative learning. The research is interpretive and positivist based on qualitative method approach, with quantitative contributions. Results show that talents of the students contribute to the formation of cultural identity that gives uniqueness to the human group to which they belong and the perception of teachers is that the phenomena of acculturation, enculturation and transculturation processes occur in learning linked to the management of the talents of students in intercultural contexts. With respect to the proposed model, trends indicate that it is possible to diagnose and promote talent through collaborative learning and intercultural dialogue. As for technology, it could be argued that it has reshaped relations between different cultures.     

FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy

Virtual interactive student-oriented learning environment (VISOLE) is a game-based constructivist pedagogical approach that encompasses the creation of an online interactive world modeled upon a set of interdisciplinary domains, in which students participate as “citizens” to take part cooperatively and competitively in shaping the development of the virtual world as a means to construct their knowledge and skills. FARMTASIA is the first online game designed using the VISOLE philosophy, encompassing the subject areas of biology, government, economics, technology, production system and natural environment. The “virtual world” deployed is a farming system covering the domains of cultivation, horticulture and pasturage, situated in a competitive economy governed by good public policies. The design and implementation of FARMTASIA pursue three vital principles. The first one is to make the game as realistic as possible so that students can learn in a near-real life environment; the second one is to inject motivational elements so that students can sustain to learn and acquire various knowledge and skills with the game; and the third one is to make easy for teachers to conduct various VISOLE facilitation tasks. According to our exploratory educational study, we show evidentially that positive perceptions and an advancement of subject-specific and interdisciplinary knowledge appeared among the students who participated in VISOLE learning with FARMTASIA.     

基于网格的CSCL资源共享平台的研究

资源共享一直是协作学习研究的一个热点.本文针对当前协作学习系统在资源共享及管理方面存在的问题,运用网格计算技术搭建一个平台,实现资源的有效共享及统一管理,消除资源孤岛,优化资源调度.提出了系统的结构模型,讨论了其访问模型,并实现了网格管理器的四种网格服务.     

Full immersive virtual environment CAVE in chemistry education

By comparing two-dimensional (2D) chemical animations designed for computer’s desktop with three-dimensional (3D) chemical animations designed for the full immersive virtual reality environment CAVE^TM we studied how virtual reality environments could raise student’s interest and motivation for learning. By using the 3ds max^TM, we can visualize the chemical phenomena easily and quickly without knowing any special computer language and export the application to files which are compatible with the CAVE^TM (Object or OpenGL files). After the participation in 3D animations at the CAVE^TM students comprehended the molecules’ structure and their changes during a chemical reaction better than during the 2D animations on the computer’s desktop, as the limitations of human vision had been overcome. Furthermore, the students were enthusiastic, as they had the feeling that they were inside the chemical reactions and they were facing the 3D molecules as if they were real objects front of them.     

一个虚拟教室的协同感知技术

协同感知技术近来成为CSCW和CSCL的一个新的研究领域,它足一个先进的人机接口技术。该文介绍了一个在虚拟教室中实现的协同感知代理的框架结构以及这个协同感知代理的工作过程,在该协同感知过程中实现了对感知信息的灵活过滤,提高了协同感知的效率。     

The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy

The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers’ teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or collaborative teaching practice group as a part of a teaching methods and educational technology course. Both groups completed practice teaching sessions twice in Second Life and an instrument adopted for measuring of pre-service teachers’ teaching efficacy beliefs was administered after each of three stages. The researcher collected data from both groups before the first practice teaching, after the first practice teaching session, and after the second session. Results from a Repeated Measure ANOVA indicated that the practice sessions influenced changes in participants’ personal teaching efficacy but not teaching outcome expectancy. In addition, the results indicated significant difference between groups on their personal teaching efficacy after the second practice session, but not on teaching outcome expectancy. The difference between the two groups is attributed to the different methods in preparing for the practice session, practicing the teaching, and the reflection methods posed to each group of participants. This research suggests that pre-service teachers can gain valuable teaching practice in Second Life, and furthermore that collaborative practice teaching is more effective way than individual approaches to practicing teaching.     

The foundations of a theory-aware authoring tool for CSCL design

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.     

Design of educational multiplayer videogames: A vision from collaborative learning

Videogames and their specific devices can be used to improve learning process since they are very attractive for children. In this way, pupils increase their cognitive skills, the time dedicated to learn, their motivation for learning, their concentration and their attention while they are working/playing. The subject of “learning by play” is behind the introduction of recreational educational techniques in the classroom. If we also consider the increasing presence of new technologies in society in general and in classrooms in particular, we encounter a new way of teaching/learning. Moreover, several studies in the area of computer supported collaborative learning (CSCL) have proved that learning in a group environment (both actively and interactively) is much more productive for pupils than traditional education.Our main objective is to reduce the complexity of introducing the collaborative learning techniques into development of educational videogames. So, in this paper we analyze the use of videogames as a particular case of new technologies in the classroom and we present a set of design guidelines to enable us to incorporate the features of collaborative learning in the videogame development process. We also explore how these guidelines affect the videogame architecture and how they can be applied when designing a videogame. As a practical example of using our proposal we have designed an educational videogame with group activities which aim is to learn the vowels.     

基于虚拟桌面技术的高校多媒体教室的设计

分析现行多媒体教室管理中存在的投入大、管理难、冗余性差等亟待解决的问题,文章研究基于虚拟桌面技术的多媒体教室的设计方案,从服务器规划、应用池规划、存储层设计等方面做了深入的阐述。     

基于协作实验模式的虚拟实验系统研究

随着在线教育的迅速发展,虚拟实验的概念应运而生,并逐步从理论研究走向实际应用。与此同时计算机支持的协作学习理论也取得了很大的发展。本文首先分析虚拟实验系统的发展概况、协作实验模式的特点,之后探讨协作学习模式在虚拟实验系统中的研究,并提出基于协作实验模式的虚拟实验系统的主要设计模块,探讨基于协作实验模式的虚拟实验系统的关键技术,给出笔者对基于协作实验模式的虚拟实验系统开发工具的选择,最后进行了总结和展望。     

分布式虚拟环境综述

1 引言虚拟环境是指用户借助各种直观的输入输出设备,沉浸于计算机生成的真实的或虚幻的三维世界中,漫游其中或与其中的对象交互,从而获得如同在真实物理世界中的体验。虚拟环境也称为虚拟现实、虚拟世界、灵境等,其基本特征可概括为:沉浸(Immersion)、交互(Interaction)和构想(Imagination)。它强调     

A framework for virtual organization creation in a breeding environment

Effectiveness in the process of creating virtual organizations (VO) is an important pre-condition for having a truly dynamic VOs, in response to collaboration opportunities in fast changing market contexts. A realistic approach to materialize agility in VO creation is defined under the assumption of a VO Breeding Environment (VBE), that guarantees the preparedness of its members to quickly get engaged in collaboration processes. After a survey of past approaches and a characterization of the VBE concept, a discussion of the process and suggested functionalities towards a VO creation framework are presented in this context. Finally a list of supporting tools is described and future research challenges are pointed out.