Mikhail Morozov

Virtual chemistry laboratory for school education

Virtual labs and simulation is a powerful tool to engage students in active learning. This paper presents virtual chemistry laboratory for school education developed at Multimedia System Laboratory MarSTU. Virtual Lab includes a lot of experiments which are accomplished through the use of the real-time 3D graphics and pre-rendered animation. Interactive laboratory activities are able to enhance students understanding of chemical processes and practical skills. In order to make human-computer interaction more enjoyable and productive, an animated pedagogical agent was added to the interface of the laboratory. The cost-effective approaches for the development of virtual learning environment are described.

Asynchronous Immersive Classes in a 3D Virtual World: Extended Description of vAcademia

vAcademia is a 3D virtual world designed for collaborative learning. It enables a new approach to educational activities in virtual worlds, which is based on a new vision of content and learning process. The most distinct feature of vAcademia is 3D recording which allows capturing everything in a given virtual world location in dynamics. The resultant recordings can be not only watched later, but also visited, providing students with a collaboration space and giving a sense of presence. 3D recording is conceptually different from video recording or screen capturing. In such a manner, vAcademia supports a new type of digital content – 3D recording or virtcast which is created based on synchronous activities. In addition, this platform has an integrated set of tools for collaborative learning which substitute those commonly used in physical classrooms, but also allows implementing new learning scenarios that are not possible or costly in reality. In this paper, we present the functionality, scenarios of use, and the initial evaluation results of the vAcademia virtual world.

vAcademia -- Educational Virtual World with 3D Recording

In this paper, we present a new approach to educational activities in 3D virtual worlds. This approach is based on a new vision of content and learning process in virtual worlds and related to a new platform called vAcademia. This virtual world is designed and developed specially for educational purposes, and it has an integrated set of tools for a number of learning activities. The main original feature of vAcademia is 3D recording, which allows capturing dynamically everything in a given location in the virtual world. A 3D recording looks like a live virtual class providing students with a collaboration space and giving a sense of presence. In such a manner, vAcademia supports a new type of digital content - 3D recording or virtcast, which is created based on synchronous activities and opens new possibilities to explore. In this paper, we present the functionality, scenarios of use, and challenges of the educational virtual world vAcademia.

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.

Stream Processors Texture Generation Model for 3D Virtual Worlds: Learning Tools in vAcademia

In this paper, we address the challenges of applying three-dimensional virtual worlds for learning. Despite the numerous positive conclusions, this technology is far from becoming mainstream in education. The most common problems with applying it in everyday teaching and learning are steep learning curve and demand for computational and network resources. In order to address these problems, we developed a stream processors texture generation model for displaying educational content in 3D virtual worlds. The model suggests conducting image-processing tasks on stream processors in order to reduce the load on CPU. It allows designing convenient and sophisticated tools for collaborative work with graphics inside a 3D environment. Such tools simplify the use of a 3D virtual environment, and therefore, improve the negative learning curve effect. We present the methods of generating images based on the suggested model, the design and implementation of a set of tools for collaborative work with 2D graphical content in vAcademia virtual world. In addition, we provide the evaluation of the suggested model based on a series of tests which we applied to the whole system and specific algorithms. We also present the initial result of user evaluation.

Collaborative work with large amount of graphical content in a 3D virtual world: Evaluation of learning tools in vAcademia

In this paper, we suggest a method for collaborative work with large amount of graphical content in 3D virtual worlds. We argue that applying this method will benefit educational and other professional use of this technology. The most common problems with applying 3D virtual worlds in everyday teaching and learning are steep learning curve and demand for computational and networking resources. The suggested method allows reducing the load on CPU, and therefore, designing convenient and sophisticated tools for collaborative work with graphics inside a 3D environment. We present the methods of generating images, the design, and implementation of tools we developed for vAcademia virtual world based on this method. We discuss the educational value of the possibilities to work with large amount of graphical content in a 3D virtual world, which were limited before. We provide performance evaluation of the suggested method based on a series of tests which we applied to the whole system and specific algorithms. In addition, we present the initial result of user evaluation.

Virtual City as a Place for Educational and Social Activities

The use of three-dimensional Collaborative Virtual Environments (3D CVEs) for educational purposes has been constantly increasing during the recent years. One of the reasons is the potential of such environments and the possibility they offer for supporting collaborative work with various types of content. Another important reason is an opportunity for participants to interact in a way that conveys a sense of presence lacking in other media. These opportunities result in a number of benefits for establishing and supporting learning communities, simulating various contexts and conducting educational activities. Nevertheless, this area is in the early stage of development and needs both theoretical concepts and empirical results. The research work presented in the thesis has three main objectives. The first is to provide recommendations and guidelines for supporting collaborative work on 3D educational content. The second is to provide frameworks for designing tools and environments in 3D CVEs to benefit educational activities. The third is to provide frameworks for technological and instructional support of learning communities in 3D CVEs. Within this research work, four empirical studies were conducted. The data were extracted from a number of sources, including direct observation, digital artefacts created by the participants and recorded interaction, reflection and feedback. Analysed data were applied to each next empirical study and, in addition, used for developing theoretical frameworks. The research work presented in the thesis resulted in six main contributions. Two of them are related to the use of collaborative work on 3D content for learning: C1 – Typology of 3D Content and Visualization Means; and C2 – a methodology for learning with educational visualizations in 3D CVEs. Other two contributions are related to the design of tools and environments for supporting educational activities in 3D CVEs: C3 – a framework for designing tools in 3D CVEs called Creative Virtual Workshop; and C4 – guidelines for designing environments based on a virtual campus and virtual city metaphors. The two final contributions are related to the support of learning communities in 3D CVEs: C5 – a framework called Virtual Research Arena for creating awareness about educational and research activities, promoting cross-fertilization between different environments, and engaging the general public; and C6 – a framework called ‘Universcity’ for integrating the cultural, social, educational, and entertainment aspects of a city community life in a single 3D CVE. The findings presented in the thesis can be applied by developers for creating educational 3D CVEs and by educators for conducting educational activities in 3D CVEs. All the findings can also be used for further research.

Virtualizing Real-Life Lectures with vAcademia, Kinect, and iPad

In this paper, we present a project aiming at designing a low-cost technological setup for translating real-life lectures into a 3D virtual world. We present the design of the first prototype where we record the voice of a lecturer, presentation slides, and use a motion-capture technique to grasp gestures. Based on these data, we create a scene in a 3D virtual world, display the slides, play the recorded sound, and animate the lecturer’s avatar. We discuss evaluation results and discovered limitations, and outline solutions. In addition, we propose the major types of learning scenarios for the use of the designed system.

Sticky Notes -- A Tool for Supporting Collaborative Activities in a 3D Virtual World

In this paper, we present the design rationale and evaluation of the Sticky Notes tool that we designed within the 3D virtual world of vAcademia based on our original method of using stream processors for displaying a large amount of media contents in a 3D environment. We explore the facilitation of creative collaborative activities, such as brainstorming, round-table discussions, and project work. This type of activities usually requires a large amount of media content to be displayed and available for modification in a shared space. We argue that 3D virtual worlds can be successfully used for facilitating such activities and can potentially be superior to the commonly used technologies, as they allow the sense of immersion close to reality and tools that might be even more convenient than in reality. The evaluation results demonstrate performance superiority of the method over those commonly used and the pedagogical value of the tool developed.

Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors

In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.