Psychological factors in virtual classroom situations: A pilot study for a model of learning through technological devices

Multimedia Communication Systems (MMCS) are particularly promising for the realization of advanced virtual classroom situations, in which people spatially distributed can communicate in real time using text, voice, sound, still and moving pictures. They could provide the opportunity to improve flexibility of learning and cooperation in the learning team. On the other hand, there is evidence that the availability of MMCS in a distance learning situation does not ensure their use and adoption by the users. Among the barriers to the diffusion of these forms of distance learning, human factors, in particular psychological factors, may play a prominent role. On these topics further theoretical and experimental work is needed. In order to examine these topics a new tool has been implemented at Fondazione Ugo Bordoni (Roma): the distance learning laboratory (DLL). This tool is being utilized in an investigation concerning the use of virtual classroom situation realised using multimedia systems. The present paper is related to the explorative phase of the investigation. In particular its main obectives are: a) to present a pilot study (realised using the DLL) to gain some insights on the psychological variables that can affect performance in virtual classroom situations; b) to propose a Model of Learning through Technological devices (MLT) in a virtual classroom situation. This model has been developed from previous research on computer acceptance, attitudes, social learning, and from the outcomes of our pilot study.     

Broadband Cellular Radio Telecommunication Technologies in Distance Learning: A Human Factors Field Study

This paper presents a virtual classroom field experiment utilising broadband cellular radio telecommunication technologies and involving real users. The aim of the investigation was to experiment in the field cellular broadband systems in realising virtual classroom situations. In particular, we investigated learners’ performance and usability aspects of the multimedia tele-education system including ease of use, usefulness, telepresence and users’ satisfaction about the system. Results confirmed the effectiveness of the multimedia system in terms of both technical and psychological features. Some operational results and practical solutions were obtained as well. They included the basic features of multimedia systems used in virtual classroom and the correct procedures for training teachers and learners in the equipment use.     

Second Life as a support element for learning electronic related subjects: A real case

Looking for more active and motivating methodological alternatives from the students’ perspective, which promote analysis and investigation abilities that make the student a more participative agent and some learning processes are facilitated, a practical study was conducted in the University of La Sabana (Chía, Colombia), in Computing Engineering (INF) and Agroindustrial Production Engineering (IPA) academic programs under the guiding question: Is Second Life an attractive tool for students, does it increment motivation, promote participation and facilitate learning processes in electronic related subjects in Engineering degrees?Second Life (SL) platform was then used as a traditional on-site class complement in electronic related subjects. A follow up was conducted with several groups during a year and a half, some students followed the subject with the traditional on-site methodology and others did it following a mixed methodology that combined traditional on-site lessons with virtual sessions trough SL, making a comparison and applying a quantitative as well as a qualitative methodology for the information analysis and recollection.After the specified study period it was found that using SL as part of the methodology, increments motivation toward electronic related subjects, and promotes participation and investigation, due to the fact that this tool makes learning possible in a funnier, more interactive and deeper way than if it had been taught in a master class. Having real-time access from a virtual classroom to all types of audiovisual information, helps more senses get involved in the learning process, making it more effective; nevertheless a weakness was detected related to the attention and concentration: students tend to get distracted, because their classroom is the computer and from there they have access not only to the many worlds of SL but to all the social networks and the Internet in general.     

Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities

There is a lack of studies that examine the role of a pedagogical agent on student development in a specific learning situation that involves psychological and cognitive preparatory activities in high school settings. We examined the effectiveness of pedagogical agent (APT) cognitive and affective feedback on learner motivation and well-being. We applied an experimental research design, involving 45 fourth-year high school students, divided in experimental and control groups (APT vs. human tutor). We performed a quantitative analysis to collect and analyse data of students using our APT. APT cognitive feedback had a positive effect on students' motivation for learning by encouraging students' proposals and initiatives and arousing students' interest in the topic. In addition, APT affective feedback fostered an appropriate emotional climate and creative environment for learning by enhancing students' curiosity, creativity and confidence for carrying out the activity, while reducing students' negative emotions such as boredom and anger. This study provided us useful insights about the affective (and cognitive) competencies that a virtual affective pedagogical agent needs to have in order to support students' mental and emotional health throughout a learning situation. Yet, further research is needed to consolidate these findings and make APT more adaptive to different learning situations.     

A virtual reality cognitive health screening tool for aviation: Managing accident risk for older pilots

To address elevated risk for older pilots, we examined the efficacy of a virtual reality (VR) cognitive health screening tool (integrated into simulated flight scenarios) in identifying general aviation pilots who experienced a critical incident during flight in a full-scale Cessna 172 simulator. Performance data were obtained from 51 certified pilots (17–71 years). Machine learning classification algorithms, based on key data from the VR flight, were used to validate the utility of the screening tool for identifying pilot risk. The results showed that aviation-relevant cognitive factors obtained in the VR screening tool, including situation awareness and prospective memory, predicted risk of a critical incident with good sensitivity (0.83) and specificity (0.85), AUC = 0.82. These results support VR-based cognitive screening to identify at-risk older pilots. The present findings inform procedures for optimizing safety and reducing critical incidents at any point in the pilot lifespan and are timely in view of the impending pilot workforce shortage.     

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.     

Real-time collaboration of virtual laboratories through the Internet

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the knowledge and experience from the teacher to students overcoming physical distance and isolation. Considering these facts, the authors of this document have developed a new dynamic collaborative e-learning system which combines the main advantages of virtual laboratories and collaborative learning practices. In this system, the virtual laboratories are based on Java applets which have embedded simulations developed in Easy Java Simulations (EJS), an open-source tool for teachers who do not need complex programming skills. The collaborative e-learning is based on a real-time synchronized communication among these Java applets. Therefore, this original approach provides a new tool which integrates virtual laboratories inside a synchronous collaborative e-learning framework. This paper describes the main features of this system and its successful application in a distance education environment among different universities from Spain.     

Usability aspects, socio-relational context and learning performance in the virtual classroom: a laboratory experiment

This paper presents a virtual classroom laboratory experiment involving real users. The main aim was to test the effects of two multimedia system configurations with a different degree of interactivity on usability aspects, socio-relational context and learning performance. Results confirm the effectiveness of the multimedia system both in terms of technical and psychological features. No difference between the two configurations was detected for usability and socio-relational factors while learning performance increased in the less interactive configuration. This suggests that for a specific task and for specific learners, less interactive configurations are preferable as they require less technological and training resources. Results are also discussed in terms of the implications for the basic features of multimedia systems used in the virtual classroom and on the correct procedures for training teachers and learners in the use of the equipment.     

A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem

The use of three-dimensional Virtual Worlds in the classroom offers the promise of engaging and authentic learning experiences. Given the effort and investment involved in the creation of these worlds, more studies are needed which measure the learning gains. In particular, greater understanding is needed concerning what aspects of the technology are beneficial for learning what sort of content and in what context. We conducted two experimental studies involving 129 biology students over a two-year period that sought to make a contribution towards this understanding. Our study compared the knowledge of students after a traditional classroom lecture about a biological theorem known as Marginal Value Theorem, with their knowledge after they were exposed to simulations of two-dimensional models developed in NetLogo and three-dimensional models developed in Unity3D. Perhaps due to cognitive overload and distractors in the virtual world, it appears that the two-dimensional NetLogo model delivered better learning outcomes.     

An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction

An evaluation study was conducted to investigate the effect of the use of a computer-supported cognitive tool (CT) in the one-to-one classroom setting on student engagement, attainment and perceptions in learning common fractions. Two Primary 4 classes with 68 students participated in this study based on 11 teaching sessions lasting 455 min in total. The students in the experimental group learned the target topic with the use of CT in a one-to-one classroom, while the students in the control group learned the target topic under the traditional teaching approach. The results of a time allocation analysis showed that the use of CT in a one-to-one classroom enhanced student engagement in terms of time-on-task for learning exploration during class time. The results of the post-attainment test indicated that students in the experimental group performed better than those in the control group. Moreover, the questionnaire survey results indicated that students liked to learn the target topic with the use of CT in a one-to-one classroom. This study reveals the potential of the use of CT in a one-to-one classroom to promote classroom-based dialogic interaction in mathematics lessons. It also implies a need for a longitudinal study to investigate suitable pedagogical designs for the use of CT for promoting knowledge transfer in learning challenging mathematics topics.     

ATLAS: a framework to provide multiuser and distributed t‐learning services over MHP

The increasing need of the developed countries to carry out effective distance learning strategies has led to a great development of Internet‐based learning technologies (e‐learning). Despite its evident advantages, the expansion of e‐learning has been limited by the difficulty in reaching important social sectors, and also by the absence of mechanisms to fight the feeling of isolation of the users, which often leads them to abandoning the distance learning activities. This paper tackles these problems by introducing ATLAS, a framework for the development and deployment of multiuser t‐learning services (i.e. learning services over Interactive Digital TV). This framework is built around three major features: an architecture for the services that exploits the multimedia capabilities of the television, a communications infrastructure that promotes the establishment of virtual learning communities, and a development tool that allows services to be created with minimum programming knowledge. ATLAS has been designed by considering several features that make Interactive Digital TV quite different from the PC, advising against the direct translation of the models developed for the Internet. In particular, ATLAS adheres to the Multimedia Home Platform (MHP) standard, which is gaining worldwide acceptance as one of the technical solutions that will shape the future of Interactive Digital TV. Copyright © 2006 John Wiley & Sons, Ltd.     

Improving collaborative learning in the classroom: Text mining based grouping and representing

Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful for teachers. Tools supporting cognitive group awareness provide such representations to guide students during their collaboration, but mainly rely on specifically created input. Our work is guided by the questions of how the analysis and visualization of cognitive information can be supported by automatic mechanisms (especially using text mining), and what effects a corresponding tool can achieve in the classroom. We systematically compared different methods to be used in a Grouping and Representing Tool (GRT), and evaluated the tool in an experimental field study. Latent Dirichlet Allocation proved successful in transforming the topics of texts into values as a basis for representing cognitive information graphically. The Vector Space Model with Euclidian distance based clustering proved to be particularly well suited for detecting text differences as a basis for group formation. The subsequent evaluation of the GRT with 54 high school students further confirmed the GRT’s impact on learning support: students who used the tool added twice as many concepts in an essay after discussing as those in the unsupported group. These results show the potential of the GRT to support both teachers and students.     

Responding to a fire emergency in a virtual environment: different patterns of action for different situations

This paper presents an experimental study of participants' response to the sudden appearance of a fire emergency in a virtual environment (VE) and of the adaptivity of their response pattern. A VE has been built in which participants meet two situations: first an explorative navigation and afterwards a hurried escape from the unexpected outbreak of fire. Fire intensity and participants' distance from the exit at the outbreak of fire have been varied as well, to create different degrees of danger and different degrees of difficulty in the task of leaving the premises. Participants' action has been collected automatically for quantitative analysis by registering each individual activation of the interaction devices (a triple button joystick). In addition, the movements in both virtual and real environment of additional groups of participants have been videorecorded for qualitative analysis. Results show that the appearance of the fire emergency triggers important changes in the way people move in the VE, and that such changes are all adaptive responses to an emergency situation. In conclusion, people show recognition of a dangerous situation in a VE and readily produce adaptive responses, making the VE suitable for emergency simulations and for use as an effective training tool.     

Responding to a fire emergency in a virtual environment: different patterns of action for different situations

This paper presents an experimental study of participants' response to the sudden appearance of a fire emergency in a virtual environment (VE) and of the adaptivity of their response pattern. A VE has been built in which participants meet two situations: first an explorative navigation and afterwards a hurried escape from the unexpected outbreak of fire. Fire intensity and participants' distance from the exit at the outbreak of fire have been varied as well, to create different degrees of danger and different degrees of difficulty in the task of leaving the premises. Participants' action has been collected automatically for quantitative analysis by registering each individual activation of the interaction devices (a triple button joystick). In addition, the movements in both virtual and real environment of additional groups of participants have been videorecorded for qualitative analysis. Results show that the appearance of the fire emergency triggers important changes in the way people move in the VE, and that such changes are all adaptive responses to an emergency situation. In conclusion, people show recognition of a dangerous situation in a VE and readily produce adaptive responses, making the VE suitable for emergency simulations and for use as an effective training tool.     

Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students

Many have argued that interactive 3D virtual environments have great educational potential due to their ability to engage learners in the exploration, construction and manipulation of virtual objects, structures and metaphorical representations of ideas. Although learning benefits have been demonstrated in research settings, and substantial usage has occurred in workplace training contexts, there are few published evaluations of applications of such environments within university contexts. This article reports on studies exploring the effectiveness of a virtual environment based on a chemistry laboratory as a tool to prepare university chemistry students studying at a distance for their on-campus residential schools, in response to evidence suggesting that many of these students experienced a lack of confidence and a sense of anxiety approaching these sessions. In an experimental study it was found that the environment was able to be effective as a tool for familiarising students with the laboratory. However, when the resource was provided to distance students, less than half of the students chose to use it, possibly due to the fact that use of the resource was not required for the assessment in the subject. Questionnaire and interview data suggested that most of those who used the resource found that it was a valuable preparatory tool and would recommend its further use. For many students, however, a lack of familiarity with the laboratory was not seen as the major source of their anxiety and therefore a resource allowing them to become familiar with the laboratory did not have a major impact on their learning experience. Given that the ability to apply mathematical techniques and chemistry concepts within the practical sessions emerged as a major source of students’ anxiety, it is suggested that the incorporation of instruction or scaffolding for these aspects of the task can be provided, and would make a valuable enhancement to the virtual environment.     

Diagnosing attention disorders in a virtual classroom

The virtual classroom provides an efficient and scalable tool for conducting attention testing. The University of Southern California integrated media systems center and digital media works have partnered to develop virtual reality technology applications for the study, assessment, and rehabilitation of cognitive and functional processes. This work primarily focuses on the development of systems that address the special needs of clinical populations with central nervous system dysfunctions such as brain injury, learning disabilities, or neurological disorders.     

Electronic education system model

E-learning¹ efforts and experiments currently receive much attention across the globe. The availability of electronic and web-enabling technologies also dramatically influences the way we view the learning strategies of the future [Kramer, B. J. (2000). Forming a federal virtual university through course broker middleware. In Proceedings: LearnTec 2000. Heidelberg, Germany, 2000. Hiltz, S. R. (1995). Teaching in a virtual classroom. In Proceedings: International conference on computer assisted instruction.(ICCAI'95), Taiwan, March 1995]. However, due to disappointing experiences in wide spread implementation of computers in schools [Foshay, W. R. (1998). Education technology in schools and in business: a personal experience. Education Horizons, 66(4),154–157], many are already predicting the failure of web technologies for learning [Rogers, A. (2000). The failure and the promise of technology in education. Global SchoolNet Foundation, 27 May 2000 (http://www.gsm.org/teacharticles/promise.html)]. It is indeed likely that e-learning, making use of technological advances such as the Internet, may also be dissatisfying and frustrating unless we design electronic educational models that can avoid potential complications. In this paper, we define and describe an electronic educational system model (EES model). The aim of this model is to assist the designers of different e-learning settings to plan and implement a specific learning situation, with the focus on the individual requirements and milieu of the learning group. The EES model is composed of four layers, each consisting of different objects (components) addressing issues specific to each layer. When constructing a learning situation, the planners, schedulers and facilitators come together with a clear view of their particular learning situation in mind. They then use the EES model to design their course layer by layer, including objects from each layer. Each object consists of one or more methods/strategies to be implemented in order to achieve the learning objectives of the course. This approach promises to increase the chances of successful and quality implementations [Cloete, E. (2000). Quality issues in system engineering affecting virtual distance learning systems. To appear in Proceedings. COMPSAC'2000. Taiwan, October 2000] with as few frustrations and disappointments as possible.