Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

The estimation of the difficulty level of exercises is a fundamental aspect of intelligent tutoring systems, and it is necessary in order to achieve better adaptation to the students' needs and maximize learning efficiency. In this article, we present an approach to automatically estimates the difficulty level of exercises in natural language (NL) to first‐order of logic (FOL). The estimation of an exercise's difficulty level is based on the complexity of the corresponding answer, that is the FOL formula, as well as the structure and the semantics of the exercise, that is a natural language sentence and it is carried out in two main steps. Initially, a preliminary estimation is performed based on the complexity of the FOL formula. The system takes as input parameters the number, the type and the order of quantifiers, the number of implications, and the number of different connectives. Afterwards, the final estimation is made based on both semantic aspects of the NL sentence and the structure of the FOL formula. An evaluation study was conducted to assess the system's performance, and the results are very encouraging.

Over the last years, the successful integration of virtual reality in distance education contexts has led to the development of various frameworks related to the virtual learning approaches. 3D virtual worlds are an integral part of the landscape of education and demonstrate novel learning possibilities that can open new directions in education. An important aspect of virtual worlds relates to the intelligent, embodied pedagogical agents that are employed to enhance the interaction with students and improve their overall learning experience. The proper design and integration of embodied pedagogical agents in virtual learning environments are highly desirable. Although virtual agents constitute a vital part of virtual environments, their exact impact needs are yet to be addressed and assessed. The aim of the present study is to thoroughly examine and deeply understand the effect that embodied pedagogical agents have on the learning experience of students as well as on their performance. We examine how students perceive the role of pedagogical agents as learning companions during specific game-based activities and the effect that their assistance has on students’ learning. A concrete experimental study was conducted in AVARES, a 3D virtual world educational environment that teaches the domain of environmental engineering and energy generation. The results of the study point out that embodied pedagogical agents can improve students’ learning experience, enhance their engagement with learning activities and, most of all, improve their knowledge construction and performance.

Virtual Worlds open up new horizons for the learners that were not available before. In this paper, we present a 3D Virtual World developed to assist tutors in teaching and students in learning the domain of Renewable Energy Sources (RES). Several types of power plants and devices such as wind turbines, photovoltaic panels, hydropower turbines and geothermal ponds have been designed and programmed to simulate their operation in the real world. Virtual facilities like classrooms, labs and libraries were created to support training and learning and assist teachers in conducting their courses. The environment provides learners the ability to interact with the 3D objects and constructions, manipulate their parts with the aim to can get a deeper understanding of their functionality. The evaluation study conducted revealed quite satisfactory results.

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