Shared virtual worlds for education: the ExploreNet experiment

Hughes, Charles E.; Moshell, J. Michael

doi:10.1007/s005300050050

Cited by 31 publications

(6 citation statements)

References 10 publications

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“…Although much of VR's early literature focused on the applications of VR for enhancing command functions of large-scale spatial navigation and console simulations typical of military training (Jense & Kuijper, 1993;Sebrechts, Psotka & Knott, 1994;) as well as science, psychics and space explorations (Magee, 1993), Psotka (1994 and others argued that VR showed great potential in broader educational contexts to enhance understanding, address education equity issues for students separated from access to schools while living in remote areas, as well as provide opportunities for engagement and communication to students with limited physical mobility. Others further speculated on the potential of VR to create networks of "educational habitats" (Loeffler, 1993;Hughes & Moshell, 1997) that would promote social interaction and collaborations globally, foster the exploration of places and things that would be otherwise inaccessible (Pantelidis, 1993) and enhance student imagination through this form of edutainment. Much of the literature from this decade called for the imminent preparedness of teachers for the practical applications of VR in the classroom (Pantelidis, 1993).…”

Section: Pedagogy In Virtual Realitymentioning

confidence: 99%

Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space

2022

JHETP

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In recent years, virtual reality technologies have become increasingly accessible; and in educational contexts, this technology has the potential to expand the literacy of creativity and provide re-orientations for pedagogical thinking and meaning making. Using the Parallaxic Praxis methodology (Sameshima et al., 2019) to generate data understandings in a research project exploring teacher creativity, artistresearchers used Google Tilt Brush to investigate: How do entanglements of language, literacy and VR alter the pedagogical space of creativity? How is creativity enabled in VR? And, what does this dynamic pedagogical space offer to educators? Pedagogical sites of learning from the virtual renderings generated new perspectives to examine the intersections of creative agency, literacy and expression, learning spaces and research design-all of which are increasingly important as educational practises evolve in the wake of the COVID-19 pandemic.

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Section: Pedagogy In Virtual Realitymentioning

confidence: 99%

Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space

2022

JHETP

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“…Only one study about the human-computer interface of ExploreNet, an experimental graphical MUD environment for creating and delivering networked virtual worlds for education, has been published (Hughes and Moshell, 1995).…”

Section: Missing Link In Previous Mud Researchmentioning

confidence: 99%

MUD and Self Efficacy

Lee¹

2000

Educational Media International

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AbstractsApplying Bandura's social learning theory, this paper proposes a theoretical framework for analysing the effect of MUD playing on users' self ef cacy. Three types of self ef cacy -computer self ef cacy (CSE), social self ef cacy (SSE) and generalized self ef cacy (GSE) -are introduced. A possible hypothesis -successful performance, vicarious experience, hearing positive verbal persuasion and massive exposure during MUD playing will raise the CSE, SSE, and GSE of users -is suggested. Finally, a theoretical model explaining the relationship between self ef cacy and MUD activities is proposed. MUD et l'ef cacité personnelleApplicant la théorie de l'apprentissage de Bandura cet article propose un cadre théorique pour analyser les effets de MUD jouant sur l'ef cacité personnelle de l'utilisateur. 3 types de celles-ci -computer self-ef ciency (CSE) social self ef cacy (SSE) et generalisé self-ef ciency (GSE) -sont introduits et une hypothèse possible. Les résultats réussis, expérience substituée, écoute de la persuasion verbalement et l'exposition massive au jeu de MUD augmentera le CSE, SSE et GSE des utilisateurs est suggéreé. Finalement un modèle théoritique expliquant le rapport entre l'ef cacité personnelle et les activités de MUD est proposé. NDLR. Beaucoup de termes sont introduisable en francais et ont dû être maintenus en anglais. MUD und Selbstvertrauen(MUD: multi-user domain, multi-user dungeon, oder multi-user dimension; eine (virtuelle) Umgebung, in der mehrere Menschen (Spieler) gleichzeitig eingeloggt sein können, um miteinander zu agieren (Rollenspiele). / Ef cacy : wörtl.: Wirksamkeit -Der Übersetzer). Unter Anwendung von Banduras Sozialer Lerntheorie wird in diesem Beitrag ein theoretischer Rahmen vorgestellt, mit dessen Hilfe man die Wirkung des MUD-Spielens auf das Selbstvertrauen der Teilnehmer analysieren kann. Es werden drei Arten dieses Selbstvertrauens eingeführt -Computer self ef cacy (CSE), Social self ef cacy (SSE) und Generalized self Ef cacy (GSE). Die Hypothese ist, dass durch die erfolgreiche Durchführung Ersatzerfahrungen, das Hören positiver verbaler Bestätigung und das massives Ausgeliefertsein während des MUD-Spielens das Selbstbewußtsein (CSE, SSE und GSE) des Spielers erhöht wird. Zum Schluss wird ein theoretisches Modell zur Beziehung zwischen Selbstvertrauen und MUD-Aktivitäten vorgestellt.

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“…Virtual worlds have appeared in educational research since the early 1990s (e.g., Hughes & Moshell, 1997) and are now becoming popular in universities and companies as a tool to create virtual learning environments. For example, Chinese virtual worlds in various stages of development and implementation include HiPiHi, Shanda, uWorld from UOneNet, Entropia, Frenzoo, and Novoking.…”

Section: Secondlifementioning

confidence: 99%

In Search of SecondLife Nirvana

Vogel¹,

Guo²,

Tian³

et al. 2008

IISIT

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Pedagogically-driven support for groups is a continuing challenge as we move forward in embracing technology in an ever changing educational environment. SecondLife (www. SecondLife.com) is a virtual environment that is receiving global attention and recognition. In this paper, we compare SecondLife to other group support technologies through an extended T echnology Acceptance Model (TAM) lens. T he environment chosen is a virtual team space in which an online book is produced through interactions between graduate students in Hong Kong and the Netherlands. A portfolio of technologies including email, forums, videoconferencing, SecondLife, and MSN was provided for team support and subsequently evaluated. Results indicate that SecondLife (at least in its current incarnation) is likely to need some reincarnation prior to ascent to Nirvana. In that sense, it is a goal hoped for but yet to be attained in supporting teams. Suggestions for development and directions for future research are provided. Conclusions are drawn.

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Shared virtual worlds for education: the ExploreNet experiment

Cited by 31 publications

References 10 publications

Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space

Virtual Reality as a Vehicle for Reimagining Creative Literacies, Research and Pedagogical Space

MUD and Self Efficacy

In Search of SecondLife Nirvana

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