Use of signaling to integrate desktop virtual reality and online learning management systems

Desktop virtual reality is an emerging educational technology that offers many potential benefits for learners in online learning contexts; however, a limited body of research is available that connects current multimedia learning techniques with these new forms of media. Because most formal online learning is delivered using learning management systems, it is important to consider how to best integrate the visually complex and highly concrete desktop virtual reality into more text-driven and abstract environments such as those found in learning managements systems. This review of literature examines recent signaling literature within the context of multimedia learning and hypermedia learning. Signaling is a technique that involves using cues to emphasize important information in materials (Mayer, 2009, pp. 108–117). The analysis concluded that the depth and breadth of signaling literature is severely lacking. While certain related bodies of literature can be used to inform signaling research in desktop virtual reality and online learning management systems, no studies were found that directly address these topics. This article makes several important contributions to the body of signaling literature. First, based on what is known through literature, this article is a first attempt at examining signaling as a technique for integrating desktop virtual reality with online learning management systems. Second, this analysis resolves an important gap in literature by differentiating between signaling and cueing. Third, this article provides a survey of recent signaling-related literature and identifies specific areas that inform future work with desktop virtual reality delivered using online learning management systems. Finally, a taxonomy for classifying multimedia and hypermedia is presented as a tool for more effectively describing interventions used in signaling research.     

A hypermedia authoring tool for augmented and virtual reality

Most existing hypermedia authoring systems are intended for use on desktop computers. These systems are typically designed for the creation of 2D documents and therefore employ 2D authoring mechanisms. In contrast, authoring systems for nontraditional multimedia/hypermedia experiences for 3D virtual or augmented worlds focus mainly on creating separate media objects and embedding them within the user's surroundings. As a result, linking these media objects to create 3D hypermedia is a tedious manual task. To address this issue, we present an authoring tool for creating and editing linked 3D hypermedia narratives that are interwoven with a wearable computer user's surrounding environment. Our system is designed for use by authors who are not programmers, and allows them to preview their results on a desktop workstation, as well as with an augmented or virtual reality system.     

The learner characteristics,features of desktop 3D virtual reality environments,and college chemistry instruction: A structural equation modeling analysis

We examined a model of the impact of a 3D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. The relationships between the 3D virtual reality features and the chemistry learning test as it relates to the selected perceptual (spatial orientation and usability) and psychological (self-efficacy and presence) variables were analyzed using the structural equation modeling approach. The results supported all the hypothesized relationships except one. Usability strongly mediated the relationship between 3D virtual reality features, spatial orientation, self-efficacy, and presence. Spatial orientation and self-efficacy had statistically significant, positive impact on the chemistry learning test. The results indicate that 3D virtual reality-based instruction is effective for enhancing students’ chemistry achievement. Overall, this study contributed a research model that can help increase the effectiveness of desktop virtual reality environments for enhancing spatial ability and science achievement. Moreover, this study provides insight to science educators, instructional designers, and multimedia developers who are interested in designing science-based instruction using instructional design principles.     

The Responsive Workbench [virtual work environment]

The Responsive Workbench concept was developed as an alternative to the multimedia and virtual reality systems of the past decade. It was recognized that almost nobody wants simulations of their working worlds in a desktop environment. Generally. users want to focus on their tasks rather than on operating the computer. The Responsive Workbench is a virtual working environment that locates virtual objects and control tools on a real “workbench”. The objects-computer-generated stereo images-are projected onto the surface of a workbench. This setting corresponds to the actual work situation in an architect's office, in surgery, and so forth. A human guide uses the virtual working environment while several collaborators watch events through stereo shutter glasses. The participants operate within a nonimmersive virtual environment. Depending on the application, the virtual workbench can integrate various input and output modules, such as motion, gesture, and voice recognition systems. This characterizes the general trend away from the classical human-machine interface. Several guides can work together in similar environments either locally or by using broadband communication networks. A responsive environment, consisting of powerful graphics workstations, tracking systems, cameras, projectors, and microphones, replaces the traditional multimedia desktop workstation     

A storyteller's guide to problem‐based learning for information systems management education

More than a decade ago, evidence‐based recommendations emerged regarding what students of information systems (IS) management education should learn and how should they learn it. Although these recommendations for how IS management should be taught remain valid, they need to be updated to account for recent advances in technologies that enable multimedia learning. Promoters of such technologies promise enhanced cognitive and behavioural outcomes, but this promise remains unreached, reflecting the underdeveloped multimedia‐enabled learning literature. To help attain this promise and rejuvenate the literature of multimedia learning, we offer a roadmap for new areas of research that would inform the design and use of a novel form of multimedia materials: narrative animated videos (NAVs). NAVs represent a form of self‐determined learning that features immersive, story‐based content. We argue that their use will intrinsically motivate users to process the materials to completion, thereby enhancing cognitive and behavioural outcomes, and thus catalysing the effectiveness of the team‐based learning and self‐regulated learning modes for problem‐based learning (PBL) delivery of IS management education. This compelling roadmap corresponds to meaningful IS research because it centres on a topic that the IS literature has long examined—the role of user motivation—and because its theoretical contributions invite specific paths of research for informing the design of the PBL delivery of IS management education within an information systems artefact.     

中国多媒体技术研究：2006

该文是中国多媒体技术研究与应用的年度文献综述之九。该文从刊登在2006年9种核心刊物上的2 956篇论文中,选取了607篇多媒体技术相关的文章进行了分类、统计。考虑到多媒体技术发展所呈现出来的新特点,今年的分类方案相对以往年份有较大改动,以更好展现中国多媒体技术发展的现状和有助于准确预测其未来发展趋势。同时,通过对比前4年的统计结果可以看到,编码、数字水印、虚拟现实、超媒体、QoS、CSCW、P2P、多模态接口、普适计算环境、地理信息系统、数字地球和医学应用等这些热点技术持续受到高度的重视,另外,还统计比较分析了一些热点技术的发展过程和发展趋势。希望该文不仅能给从事多媒体技术研究与应用的人员提供系统的文献索引,也能为技术规划和管理人员提供参考。     

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest–posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance of high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VR-based learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.     

Interactivity in multimedia learning: An integrated model

What does interactivity entail? What factors need to be taken into account in the design of interactive systems? Although interactivity is a widely used term accorded great prominence in discussions of multimedia learning, even a preliminary look at the literature suggests that how interactivity is defined, and what benefits it may offer, are not at all clear. The goal of this article is therefore to clarify the concept of interactivity. We present a unifying model that includes the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction.     

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

This study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed.     

Supporting accessible hypermedia in web-based educational systems: defining an accessibility application profile for learning resources

The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.     

Group Decision Making on Urban Planning Using Desktop Multimedia Conferencing

Recent developments on multimedia systems and networking technology show that using desktop multimedia conferencing for group decision making on wide area networks such as the Internet is possible. In this paper we review the design, hardware and software requirements and organizational issues in a desktop multimedia conferencing system. We draw on our experiences from multiple multimedia conferences on the Internet and in particular we focus on a case study on urban planning using desktop multimedia conferencing on the Internet. Further we discuss implications for further research on desktop multimedia conferencing.     

An Open Model for Hypermedia and Its Application to Geographical Information Systems

This paper describes the design and implementation of a multimedia information management environment that is based on an open model for hypermedia. The model, known as Microcosm, is currently implemented in Microsoft Windows and supports many different media types. The open nature of the model and the separation of the links from the data, allows links to be applied across any application running under Windows or the OS/2 version 2 desktop, thus creating a truly integrated environment. One example, which is, discussed in the paper, is the integration of a hypermedia database with a geographical information system. The paper also discusses the application of novel interfaces to dynamic media within a hypermedia system, including the use of moving icons (micons).     

中国多媒体技术研究：2007

该文是中国多媒体技术研究与应用的年度文献综述之十。该文从发表在2007年9种国内核心刊物上的3034篇论文中,选取了516篇与多媒体技术相关的文章进行了分类、统计,以展现2007年中国多媒体技术发展的现状。今年的分类标准做了一些调整,据此选取的论文能更集中地反映出多媒体技术研究的概貌。通过与前4年的统计结果进行对比可以看出,数字水印、虚拟现实、多媒体数据检索、多播、流媒体、交互模式与接口、生物特征身份识别等是2007年论文反映出的研究热点,同时,多媒体应用日趋多样化,并和社会生活的结合程度越来越紧密。该文还对5年来中国多媒体技术文献统计结果进行了比较,从中可清楚地看到多媒体技术,特别是一些热点技术的发展过程和发展趋势。希望该文不仅能给从事多媒体技术研究与应用的人员提供系统的文献索引,也能为技术规划和管理人员提供参考。     

中国多媒体技术研究：2008

本文是中国多媒体技术研究与应用的年度文献综述之十一。该文从2008年9种核心刊物的2 918篇中选取382篇多媒体技术相关的文章进行了分类、统计,以展现出2008年中国多媒体技术发展的现状。今年仍然沿用去年的分类标准。通过与前4年统计结果的对比可以看出,编码标准、数字水印、虚拟现实、多媒体数据检索、多播、流媒体、交互模式与接口、生物特征身份识别等是2008年论文反映出的研究热点,同时,多媒体应用日趋多样化,与社会生活的结合程度越来越紧密。该文还对近2年的中国多媒体技术文献统计结果做了比较,从中可看到多媒体技术,特别是一些热点技术的发展趋势。该文不仅能给从事多媒体技术研究与应用的人员提供系统的文献索引,也能为技术规划和管理人员提供参考。     

Virtual reality for collaborative e-learning

In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved popular, they are often single-user learning environments which provide little in the way of interaction or stimulation for the student. As the concept of lifelong learning now becomes a reality and thus more and more people are partaking in online courses, researchers are constantly exploring innovative techniques to motivate online students and enhance the e-learning experience. This article presents our research in this area and the resulting development of CLEV-R, a Collaborative Learning Environment with Virtual Reality. This web-based system uses Virtual Reality (VR) and multimedia and provides communication tools to support collaboration among students. In this article, we describe the features of CLEV-R, its adaptation for mobile devices and present the findings from an initial evaluation.     

基于虚拟桌面的自主学习系统研究

为了提高自主学习质量,文章针对云计算和自主学习的特点设计基于虚拟桌面的自主学习系统。基于虚拟桌面的自主学习模式通过即时反馈功能,提出学习建议和操作示范,在交互学习环境中,不断提供并优化技能学习支持服务,较好的解决了学习过程中时间不连续性及环境变化的影响,较好的满足了学生的需求,并有效提高了学生的专业技能。     

可移动的虚拟桌面:无线云终端

无线云终端的手段之一可以使手机用户获取运行在机房服务器的手机虚机的桌面。由于手机品牌繁多,这一手段促进了移动终端的中央管理。介绍此技术的方法,包括手机虚机的基础平台和管理软件。测试结果显示:大批量的用户可以经过3G无线传输使用Android和WinMobile的桌面。在未来,移动终端还有潜力同时获取虚拟桌面、视频,以及传输物联网应用的传感信息,并使用机房里小巧的手机虚机及物理服务器的能力。     

Adaptive interaction in a 3D product structure browsing system for maintenance training

The traditional maintenance training method with a physical model of the product is costly and inconvenient. Computer‐aided instruction (CAI) technology along with multimedia can provide much help in the training but provides limited interaction between the user and the system. In this article, a 3D model‐based product structure browsing system for maintenance training, CAMT, is developed for complex products adopting desktop virtual reality technology. To improve training performance, the interaction between the trainee and the CAMT system is enhanced by adaptive change of the zoom level, mouse sensitivity, and rotation origin. Details about the implementation of adaptive interaction are discussed. Experiments were conducted to test the effectiveness of this adaptive interaction. Seventy participants were arranged randomly into two groups assigned to perform product structure learning tasks using software with or without adaptive interaction functions. Statistical analysis showed that there were significant differences between the groups in task time, operation convenience, and learning satisfaction. Most participants preferred to use the system with adaptive interaction. It may be concluded that using adaptive interaction with maintenance training systems can significantly improve the usability of the systems and the efficiency of interactive learning. Although adaptive interaction has obvious advantages, our experiment also suggested that it is not a good idea to provide only the adaptive interaction mode. It is better to set adaptive interaction as the default mode but also to provide the possibility for a user to switch to a mode without adaptive interaction because a static view scope is also helpful to learn the 3D structure of a complex product. © 2007 Wiley Periodicals, Inc.     

Adaptive Hypermedia Techniques for 3D Educational Virtual Environments

Based on a well-known adaptive hypermedia framework, the proposed system creates a 3D educational virtual environment that selects and personalizes interactive learning content for users. In EVEs, users not only see concepts visualized, but they can perform tasks in a suitable fictional world or a real-world reproduction. Moreover, compared to 2D multimedia, using interactive 3D graphics lets developers create representations of subjects or phenomena that are more informative and make it possible for users to analyze a single subject from different viewpoints. In EVEs, adaptivity can play an important role in increasing both learning-process effectiveness and interface usability.     

虚拟现实技术在多媒体课件开发中的应用

从越来越多的教师运用多媒体课件进行教学的现状出发,讨论在教学中引入虚拟现实技术的意义和应用方面。利用虚拟现实技术的交互性、沉浸性和想象性特点,将会对多媒体课件的开发起重要作用。