Efficient learning using a virtual learning environment in a university class

This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected. Control variables such as demographical data, attitude towards the learning subject, computer literacy, motivation, learning effort and available infrastructure were captured by means of a self-report. As a learning outcome, the grade in the final exam was included. For the VLE-users, the mean performance in the VLE was taken as a predictor for success in the final exam. Two different groups of VLE-users were observed and classified into ’light and ’heavy’ users. The results showed that among those students who had spent two or more hours per week for pre- and post processing of the lectures, ‘heavy’ VLE-users performed better than non-users in the final exam. Additionally, the ‘heavy’ users’ performance in the VLE was the best predictor for the grade in the final exam. We discuss the results in the context of self-regulated learning competence.     

Learning how to learn using a virtual learning environment for philosophy

Many students find theoretical subjects hard and challenging. Although they may pass modules in the subject, they often fail to attain a deeper, conceptual understanding. coMentor , a virtual learning environment on the WWW was developed to support such conceptual subjects by providing facilities for debate, discussion, groupwork, resource sharing and vicarious learning. The system was evaluated with undergraduates taking a philosophy module. Although there was no unequivocal evidence of gains in final assessment in those using the system, there was evidence of other forms of learning. Students learned from seeing each other's work, from having to 'write' down their ideas and share them with others and they adopted learning styles that were beneficial to learning a theoretical subject matter. Using a Learning Styles Inventory Scale, those using coMentor showed higher levels of deep learning and significantly higher levels of strategic learning than those who used the system little.     

基于网格的分布式虚拟环境仿真海量数据管理

分析了分布式虚拟环境仿真的特点,提出了基于网格的分布式虚拟环境仿真的海量数据管理框架.该框架结构采用分层结构,自底向上依次为网格节点、高性能通信系统、数据存储与处理系统和计算系统.给出了一个基于上述体系结构的原型系统.对该原型系统的仿真结果表明,该海量数据管理体系结构设计符合虚拟环境仿真实时性、稳定性和高可靠性的要求.     

Building a virtual environment for endoscopic sinus surgery simulation

Advanced display technologies have made the virtual exploration of relatively complex models feasible in many applications. Unfortunately, only a few human interfaces allow natural interaction with the environment. Moreover, in surgical applications, such realistic interaction requires real-time rendering of volumetric data—placing an overwhelming performance burden on the system. We report on our advances towards developing a virtual reality system that provides intuitive interaction with complex volume data by employing real-time realistic volume rendering and convincing forece feedback (haptic) sensations. We describe our methods for real-time volume rendering, model deformation, interaction, and the haptic devices, and demonstrate the utilization of this system in the real-world application of Endoscopic Sinus Surgery (ESS) simulation.     

Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions

Empathy is an essential part of normal social function that people with autism spectrum conditions (ASCs) lack. This study uses the intervention of enhancing empathy via 3D animated scenarios of empathy in a virtual learning environment to help those deficient in empathy. Specifically, this study explores the understanding of empathy, perspective-taking and the performance of understanding of empathy via a collaborative virtual learning environment (CVLE) - empathy system. The study, which used CVLE - 3D empathy systems and three participants diagnosed with ASCs, conducted multiple baseline research for evidence of improved understanding of empathy via system usage. This experimental study lasted 5 months and the experimental results indicate that using the CVLE 3D empathy system had significant and positive effects on participant use of empathy, both within the CVLE 3D empathy system and in terms of maintaining learning in understanding empathy.     

基于网格的分布式虚拟环境仿真

针对传统分布式虚拟环境仿真的不足,将网格计算技术引入到分布式虚拟环境仿真中。提出了基于网格的分布式虚拟环境仿真分层体系结构。该体系结构自底向上依次为网格节点、高性能通信系统、数据存储系统、计算系统、资源管理系统、仿真应用系统,并通过网格门户提供统一的仿真应用系统入口。建立了一个基于该体系结构的原型系统并进行了仿真测试。仿真结果表明所提出的体系结构设计满足虚拟环境仿真实时性、稳定性和可靠性的要求。     

Comprehensive modelling and simulation of cylindrical nanoparticles manipulation by using a virtual reality environment

With the expansion of nanotechnology, robots based on atomic force microscope (AFM) have been widely used as effective tools for displacing nanoparticles and constructing nanostructures. One of the most limiting factors in AFM-based manipulation procedures is the inability of simultaneously observing the controlled pushing and displacing of nanoparticles while performing the operation. To deal with this limitation, a virtual reality environment has been used in this paper for observing the manipulation operation. In the simulations performed in this paper, first, the images acquired by the atomic force microscope have been processed and the positions and dimensions of nanoparticles have been determined. Then, by dynamically modelling the transfer of nanoparticles and simulating the critical force-time diagrams, a controlled displacement of nanoparticles has been accomplished. The simulations have been further developed for the use of rectangular, V-shape and dagger-shape cantilevers. The established virtual reality environment has made it possible to simulate the manipulation of biological particles in a liquid medium.     

Quadruped virtual robot simulation in a virtual environment obeying physical laws

In the development of a robot, the validation of that robot with the use of real machinery takes a considerable amount of time and money. In particular, it is difficult to validate a robot’s behavior in an unsafe place. The developers also have to pay attention to virtual debugging. Using a program validated in VR space makes the verification of a real machine’s behavior more efficient. In this research, we make a virtual robot walk on a road autonomously by using a program where the virtual robot tracks a line in a virtual environment.     

Real-time fluid simulation in a dynamic virtual environment

Simulating physically realistic complex fluid behaviors in a distributed interactive simulation (DIS) presents a challenging problem for computer graphics researchers. The authors consider how solving the 2D Navier-Stokes equations via a computational fluid dynamics method lets us map surfaces into 3D and achieves realistic real-time fluid surface behaviours     

虚拟人环境感知的仿真方法研究

针对目标驱动的追击问题,将视线升维为柱体的视线筒,提出了一种虚拟人环境感知的筒视线方法.根据虚拟人所处的环境和行进速度,以变频方式、周期性地向目标发射筒视线,根据该筒视线与环境中障碍物的各碰撞点的信息和预先设置的行动推理知识库,确定虚拟人的追逐行动;为不完全可知的、动态虚拟环境中的目标追击问题提供了一种新的解决方案.该方案抛开了基于传统视野范围的拟人方式,以通过性的感知为中心,形成虚拟世界的互动性感知标准,建立虚拟人自身的感知功能,取得了更加逼真的仿真效果.原型系统验证了该方法的可行性和有效性.     

虚拟环境下并联坐标测量机几何建模与运动仿真

与普通直角型坐标测量机相比，并联坐标测量机具有结构简单、测量精度高、测头位姿灵活等一系列优点。但因该坐标测量机的驱动参量与测头输出位姿之间的非线性对应关系，致使其实体样机的设计工作变得十分复杂。该文以3-RPS型三自由度并联机构坐标测量机为研究对象。在虚拟环境下对其进行了三维实体造型和运动过程仿真，从而为新型坐标测量机实体样机的开发奠定了理论基础。     

Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to be easily established with a minimal amount of equipments that includes a personal computer, a webcam, and a projector. The learning activities comprise six stages, holding specific tasks and learning objectives. Each stage is designed with a distinct device. These devices, including a conical cap, a pistol, a searchlight, a magnet, and a spray paint can, are designed to improve the accuracy of detection as well as to increase student enjoyment during the learning process. Furthermore, the system consists of five functional modules, such as providing an interface for teachers to incorporate appropriate learning materials according to their specific teaching requirements. An empirical study is conducted to examine the effects of the use of the PILE system by comparing two different types of English learning methods with 60 second-grade students from two classes at an elementary school in Taiwan. Four different tests are used to assess the different aspects of the system: an English learning achievement test, a questionnaire assessing students’ learning motivation, a Short Feedback Questionnaire (SFQ), and a teacher interview. The results of students’ English learning achievement tests show that there was a significant difference between the pretest and the posttest in the experimental group, as well as between the two groups in the delayed test. These results demonstrate that the system had a significantly beneficial effect on students’ long-term learning. The results from the questionnaires on students’ learning motivation and the SFQ reveal that the system enhanced the students’ learning motivation. The results gained from the teacher’s interview illustrate that the teacher believed this system was beneficial in assisting English learning. All findings collectively demonstrate that the proposed PILE system effectively assist English learning in a classroom environment.     

Generating a learning stance through perspective-taking in a virtual environment

Emerging media technologies such as virtual environments present a unique opportunity to examine the effects of perspective-taking on processes of human learning. In these environments it is possible for learners to immerse themselves in a unique visual perspective—such as that of a competent actor—and experience the ways they allocate their attention as they perform critical tasks in a domain. This study investigates whether the opportunity to experience a first-person perspective of actions in a virtual world simulation benefits learning compared to a third-person, disembodied perspective of those same events. Measures of performance within the simulation and post-assessment activities including a diagramming task indicate significant advantages for participants who received the first-person perspective. These participants had a better memory for the important tasks and task-related elements of the simulation; they committed fewer errors and exhibited less help-seeking behavior than participants with a third-person perspective. Results are described in terms of a virtual environment’s ability to generate a learning stance through person-centered perspective-taking, and potential implications for the design of instructional computer technologies are discussed.     

How students and instructors using a virtual learning environment perceive the fit between technology and task

Abstract   Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task–technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task–technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.     

Deep Q-network-based multi-criteria decision-making framework for virtual simulation environment

Neural Computing and Applications - Deep learning improves the realistic expression of virtual simulations specifically to solve multi-criteria decision-making problems, which are generally rely on...     

The acceptance and use of a virtual learning environment in China

The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and Usage of Technology (UTAUT), we build a conceptual model to explain the differences between individual students in the level of acceptance and use of a VLE. This model extends TAM2 and includes subjective norm, personal innovativeness in the domain of information technology, and computer anxiety. Data were collected from 45 Chinese participants in an Executive MBA program. After performing satisfactory reliability and validity checks, the structural model was tested with the use of PLS. Results indicate that perceived usefulness has a direct effect on VLE use. Perceived ease of use and subjective norm have only indirect effects via perceived usefulness. Both personal innovativeness and computer anxiety have direct effects on perceived ease of use only. Implications are that program managers in education should not only concern themselves with basic system design but also explicitly address individual differences between VLE users.     

Personalization in an interactive learning environment through a virtual character

Traditional hypermedia applications present the same content and provide identical navigational support to all users. Adaptive Hypermedia Systems (AHS) make it possible to construct personalized presentations to each user, according to preferences and needs identified. We present in this paper an alternative approach to educational AHS where a virtual character personalizes the interaction with the user through the use of a particular recommender system. The character has natural language communication abilities; it can learn students’ profiles and use this knowledge to recommend appropriate contents and activities. Through its interaction with the user, the character is able to collect and organize information about students in order to identify appropriate suggestions of contents. The recommender system employs a knowledge representation scheme that is easy to understand and to modify, enabling teachers/tutors to explore the types of recommendations being made and to appreciate why they are made. An experiment with computer science students was carried out in order to validate the approach proposed. The results of the experiment showed that the presentation of personalized links through a virtual character had a positive impact in the users’ perception of the system as a learning tool. The combination of the virtual character with a recommender system proved to be a good alternative for the delivery of personalized contents without making constant changes in the main user interface. This approach provides mechanisms to guide users through paths of study followed by students with similar profiles, without violating the human–computer interaction principle of perceived stability.     

Supporting scientific discovery learning in a simulation environment

Abstract Until recent times, most studies on supporting simulation-based scientific discovery learning adopted the ad hoc strategies-oriented approach. This paper makes a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS) . The experiment was conducted with 78 students (aged from 12 to 13 years) to examine the effects of the IS and ES using a 2x2 between-subjects design. The main results were: significant effects were observed for IS on the post-test of intuitive understanding, flexible application and knowledge integration; no main effect was demonstrated for ES, and there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis showed that the successful learners had designed more well-controlled experiments than the failing ones. Learning support in a simulation environment should be directed toward the three perspectives to invite meaningful, systematic and reflective discovery learning.     

Predicting real-world ergonomic measurements by simulation in a virtual environment

Virtual reality techniques have been increasingly used for ergonomic applications. However, it is always important to know whether the results obtained in a virtual environment (VE) are representative of a real environment (RE) ones. This paper presents our preliminary experimental results on the relationship between ergonomic measurements in VE and RE for some typical “drilling” tasks. The same tasks were carried out by thirty male manufacturing factory workers in both VE and RE. Five evaluation indices - three objective (elbow angle, maximum force capacity reduction, and task completion time) and two subjective (BPD - Body Part Discomfort and RPE - Rated Perceived Exertion) - were used to evaluate the similarities between VE and RE for the selected “drilling” tasks. Four of these indices (all except elbow angle) were significantly higher (p < 0.05) in VE than in RE, which indicates that subjects experienced more discomfort and grew fatigued more quickly in VE. However, linear correlations (Pearson’s rho: 0.635-0.807) between VE and RE were found for two of the five indices (BPD and maximum force capacity reduction).

Relevance to industry

Using digital mock-ups and virtual reality simulations, industrial work activities can be evaluated to identify potential ergonomic problems during an early design stage, which reduces design time and costs, increases quality and improves customer satisfaction. A validated linear relationship can provide a reference for work design in virtual reality.