Collaborative learning in multi-user virtual environments

Ibáñez, María Blanca; Rueda, José Jesús García; Maroto, David; Kloos, Carlos Delgado

doi:10.1016/j.jnca.2012.12.027

Cited by 21 publications

(8 citation statements)

References 38 publications

(51 reference statements)

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“…Because through modeling with the use of parameters in building a low-power wireless communication, the essentials of accurate modeling and evaluation of low-power wireless communications can be established. According to Ibáñez, García-Rueda, Maroto and Delgado-Kloos (2013), a model can use in the learning process. By regulating interactions, the model is used to arrange collaborative learning activities and also used in the scaffolding of learning workflows.…”

Section: Modelingmentioning

confidence: 99%

Analyzing factors of Gui simulation as learning media toward students' learning outcomes

Buditjahjanto

2022

J. Technol. Sci. Educ.

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The use of simulation tools has been widely used to learn something. Simulation tools have the advantage of imitating a process similar to the actual situation. But there are only a few researches that examine the students' engagement in using simulation tools in the learning process so that it affects the student learning outcomes. This research aims to analyze the factors of GUI simulation as learning media for learning signal coding technique based. PLS-SEM method was used to investigate the impact and the relationship of factors of GUI simulation such as easiness of use, media attractiveness and learning content toward learning outcome. The results showed that the learning content factor gave a large and significant contribution toward learning outcomes, while easiness of use and media attractiveness made a small contribution to the learning outcome.

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Section: Modelingmentioning

confidence: 99%

Analyzing factors of Gui simulation as learning media toward students' learning outcomes

Buditjahjanto

2022

J. Technol. Sci. Educ.

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“…CVLEs are expected to improve and support the process of learning (Barab, et al, 2005;Hideyuki, 2004;Lim et al, 2006;Montoya et al, 2011;Johnson et al, 2002). Ibáñez et al (2013) deal with the issue of the communication effectivity and workflow in VR collaborative learning, where the necessity of active group cooperation, communication and discussion is suggested as a promoter of effective learning. The aspects of collaboration can be analysed from more than one point of view and can be also compared to collaboration in real environment (Riedl et al, 2014;Greiner et al, 2014).…”

Section: Psychological Perspective On Interactive 3d Geograhical Intementioning

confidence: 99%

Cognitive Aspects of Collaboration in 3d Virtual Environments

Juřík¹,

Heřman²,

Kubíček³

et al. 2016

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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ABSTRACT:Human-computer interaction has entered the 3D era. The most important models representing spatial information -maps -are transferred into 3D versions regarding the specific content to be displayed. Virtual worlds (VW) become promising area of interest because of possibility to dynamically modify content and multi-user cooperation when solving tasks regardless to physical presence. They can be used for sharing and elaborating information via virtual images or avatars. Attractiveness of VWs is emphasized also by possibility to measure operators' actions and complex strategies. Collaboration in 3D environments is the crucial issue in many areas where the visualizations are important for the group cooperation. Within the specific 3D user interface the operators' ability to manipulate the displayed content is explored regarding such phenomena as situation awareness, cognitive workload and human error. For such purpose, the VWs offer a great number of tools for measuring the operators' responses as recording virtual movement or spots of interest in the visual field. Study focuses on the methodological issues of measuring the usability of 3D VWs and comparing them with the existing principles of 2D maps. We explore operators' strategies to reach and interpret information regarding the specific type of visualization and different level of immersion.

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“…Este entorno fue diseñado para el aprendizaje del español como lengua extranjera. La inmersión se logró gracias al despliegue de elementos digitales que imitaban el entorno físico de la Gran Vía y las actividades educativas fueron orquestadas automáticamente para fomentar la comunicación entre los participantes [9].…”

Section: B Universidad Carlos III De Madridunclassified