Immersive environment courseware evaluation

Ahmad, Nik Nazli Nik; Wan, Tao; Jiang, Ping

doi:10.1016/j.sbspro.2011.03.350

Cited by 10 publications

(18 citation statements)

References 13 publications

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“…One study was a cohort study using a group of participants, in this case an after-school programme put together for the purpose of another research study (King 2015). Theoretical papers, as is their nature, did not collect data (Kim and Yao 2010;Owston 2009;Kebritchi 2008;Cojocariu and Boghian 2014;Ahmad et al 2011). There were no focus group studies.…”

Section: Study Typementioning

confidence: 99%

“…boys aged 13-16 (King 2015). Similarly, there was limited focus on tertiary-level education (Barr 2018;Kikot et al 2013;Ahmad et al 2011). One paper dealt with all age groups (A), categorising pedagogical foundations of a number of educational games without focusing on a particular age group or educational level (Kebritchi 2008).…”

Section: Settingmentioning

confidence: 99%

“…after school club (King 2015). A final group of papers could not be categorised (Kim and Yao 2010;Kebritchi 2008;Cojocariu and Boghian 2014;Ahmad et al 2011), e.g. single-game studies not specifying where/when the developed world was accessed (Ahmad et al 2011), or studies evaluating multiple games without addressing the intended situation of use (Kebritchi 2008).…”

Section: Settingmentioning

confidence: 99%

“…A small group of papers (Owston 2009;Kebritchi 2008) demonstrate active learning but do not clearly show the usage of any particular sub-techniques-in one instance, this was due to the large volume of games discussed without sufficient detail to identify these (Kebritchi 2008). Problem-based learning was identified in most papers (King 2015;Kim and Yao 2010;Kennedy-Clark 2011;Kikot et al 2013;Ahmad et al 2011;Ciampa 2017;Abrams 2009), e.g. investigation of a pre-designed area and its issues within second life (Ahmad et al 2011).…”

Section: Student-centred Learningmentioning

confidence: 99%

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Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Section: Study Typementioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Section: Student-centred Learningmentioning

confidence: 99%

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Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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“…There are several types of immersive environments such as Massively Multiplayer Online Games (MMOG), and synthetic immersive environments (SIEs), which are visually rendered spaces that combine aspects of open social virtualities with goal-driven activities (Dindar & Akbulut, 2015;Sykes, Oskoz, & Thorne, 2008;Stefan, 2012). When multi-user interaction ability is added to SIEs, they become MUVE (Multi-User Virtual Environment), which are 3D graphics representations accessed by the internet and allowing multiple users simultaneously (Chen et al, 2016;Bishop, 2009;Ahmad, Wan, & Jiang, 2011). Now, when heritage information is conveyed through MUVE, it is called MUVHE (Multi-User Virtual Heritage Environment) (Leavy, 2007).…”

Section: Context and Backgroundmentioning

confidence: 99%

Evaluating Learnability in a 3D Heritage Tour

Zamora-Musa

Velez

Paez-Logreira

2017

Presence: Teleoperators and Virtual Environments

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The implementation of 3D virtual reality (VR) environments to represent human culture and heritage has been growing during the last two decades as a result of information and communication technologies (ICT) development. Precisely, regarding virtual heritage development, some weaknesses have been detected such as ''lifeless'' environments lacking interaction, and research still under development on learning assessment. In this article, a VR environment is presented, through users taking a virtual tour visiting some elements of cultural heritage of the island of San Andrés, Colombia. In the tour, users participate in a 3D VR environment, answering questions and learning about the cultural heritage of the island. Also, the usability of the VR environment is assessed through SUMI (Software Usability Measurement Inventory) standard ISO9241-11 evaluating aspects such as usefulness and learnability. The results demonstrate that with the implementation of a VR environment about heritage, the users achieved optimum performance with an 80% average of correct answers and a high correlation between learning and the usability of the 3D VR environment.

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Pedagogy and Learning for Sustainability in a Virtual World Scaffold

Thorne

Macgregor

2017

Authentic Virtual World Education

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Immersive environment courseware evaluation

Cited by 10 publications

References 13 publications

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Evaluating Learnability in a 3D Heritage Tour

Pedagogy and Learning for Sustainability in a Virtual World Scaffold

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