Ekaterina Prasolova-Førland

Collaborative virtual environments for supporting learning communities: an experience of use

In this paper we present the experiences of usage of Viras, a collaborative virtual environment for social awareness support in educational settings. Collaborative Virtual environments (CVE) have lately been used for learning in different contexts, and offer promising possibilities for supporting social awareness. In our study, we look at how students evaluate CVE in educational settings and investigate the importance of different factors on social awareness.

Analyzing place metaphors in 3D educational collaborative virtual environments

In the recent years, the usage of three dimensional (3D) collaborative virtual environments (CVEs) for educational purposes has increased. The metaphors behind the design of virtual places are quite diverse, from replication of real universities to art museums and scientific labs. This paper reports the results of a case study where the students of our university, as a part of their course assignment, analyzed place metaphors used in a range of 3D educational CVEs vs. the corresponding educational goals. The students suggested a design for a virtual campus representing the Norwegian University of Science and Technology (NTNU). The results of this study provide some suggestions concerning the characterization of different design features in educational CVEs and the suitability of such features for different educational goals. Also, a preliminary set of design guidelines for an ideal virtual campus representing a real university is presented. Finally, some challenges associated with using 3D CVEs in various educational situations are discussed.

Cybercampuses: design issues and future directions

In recent years, the usage of 3D cyberworlds for educational purposes has increased. The metaphors behind the visual design of such cyberworlds are quite diverse, from replication of real universities, art museums and scientific labs to non-existing fictitious places. In this paper, we focus specifically on “cybercampuses”, i.e. virtual worlds representing real educational institutions such as universities and schools. Based on the results of a case study that we have performed, this paper provides an initial set of requirements for a cybercampus representing an existing university. In this connection, we analyze place metaphors and associated design features of the Virtual Campus of Nanyang Technological University in Singapore, discuss the correspondence between the identified metaphors and associated educational goals, and provide directions for further development. Finally, we outline the major challenges for the future evolution of cybercampuses in the context of organizational, social and technological development.

Cyber-Learning in Cyberworlds

This article discusses the problems of teaching computer graphics and shape modeling in large and distributed classes using visual cyberworlds—shared information worlds on the Web. Cyberworlds allow for providing personal mentoring to the students with different cultural and educational backgrounds. The Virtual Campus of Nanyang Technological University is such a cyberworld, which is being used for teaching computer graphics and shape modeling. A part of this cyberworld is the Virtual Shape Modeling Laboratory. It is used by the computer graphics students for designing geometric shapes defined with analytical formulas. Augmenting the existing ways of electronic education with cyberworlds appears to be useful which was proved by the final exam results and overall attitude of the students.

Place metaphors in educational cyberworlds: a virtual campus case study

In the recent years, the usage of 3D cyberworlds for educational purposes has increased. The metaphors behind the design of virtual places are quite diverse, from replication of real universities to art museums and scientific labs. Based on the results of a case study we have performed, this paper provides an initial set of requirements for a cyberworld representing an existing university. In this connection, we analyze place metaphors and associated design features of the virtual campus of Nanyang Technological University in Singapore in the context of related work. Finally, we discuss the correspondence between the identified metaphors and associated educational goals, providing directions for further development of the virtual campus

Supporting social awareness: requirements for educational CVE

Social awareness is essential for effective learning. However, natural environments do not always provide optimal support for it. We look at the potentials of collaborative virtual environments (CVE) in this context and provide a set of requirements for educational CVEs based on the needs of learning communities. We also present a prototype based on these requirements.

A repository of virtual places as community memory: an experience of use

Place is important for human memory and for social life of a learning community. Virtual places have the advantage of flexible creation and modification and therefore can be used for capturing and storing histories and activities in a learning community. In this paper we describe the design of a Collaborative Virtual Environment, Viras, as a repository of virtual places, serving as a community memory, and present the results of the empirical evaluation.

Training Cultural Awareness in Military Operations in a Virtual Afghan Village: A Methodology for Scenario Development

3D virtual worlds and game-based simulations are to an increasing degree used for military training. However, there is a lack of research-based methods for using game-based simulations and developing scenarios for educational role-plays in a military context, especially in the area of cultural awareness. The CAMO project (Cultural Awareness in Military Operations) seeks to address these challenges. The goal of the project has been to create a game-based simulation in Second Life for training cultural awareness among military personnel preparing for international operations and to explore the advantages and limitations of 3D virtual worlds in this context. This paper will focus on the methodology for scenario development, outlining the challenges and directions for future work.

Supporting social awareness among university students in 3D CVEs: benefits and limitations

For effective cooperation, sharing of resources, a good social climate and therefore better learning, students need to maintain awareness of the social situation in a group or a community, or social awareness (SA). This paper proposes using 3D Collaborative Virtual Environments for social awareness support among university students and presents requirements for a CVE providing such support. A virtual world, Viras, designed according to these requirements, has been evaluated in case studies involving university students, to identify benefits and limitations of this approach.

From 3D Virtual Museum to 3D Collaborative Virtual Workshop

In recent years, virtual museums have become more widespread and the usage of them for educational purposes has increased. They are used to facilitate educational process in different ways, such as presenting their exhibitions online and serving as a place for educational activities. In this paper, we present an example of such a virtual museum - ldquo3D Virtual Environment for Learning Artsrdquo. Still, only few of existing virtual museums provide sufficient support for collaboration and social interaction. Therefore, considering the growing importance of collaborative technologies and social networking in education, we show how a virtual museum can be enhanced and extended to serve as a collaborative virtual workshop.