The Relationship Between Students' Engagement and the Development of Transactive Memory Systems in MUVE

Nisiotis, Louis; Kleanthous, Styliani

doi:10.1145/3304221.3319743

Cited by 5 publications

(2 citation statements)

References 41 publications

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“…Moreover, the social aspect of these worlds, especially in collaborative and role-playing formats, enhances peer interaction and teamwork. This social interaction is not just limited to within the classroom or institution; virtual worlds often connect learners from across the globe, fostering a more diverse and inclusive learning community [152].…”

Section: Student Engagement and Interactionmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Section: Student Engagement and Interactionmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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“…Fifth, the ability to interact with elements inside the VE are considered key: to optimize learning outcomes, learners must have the option to manipulate elements inside the VE (e.g., virtual objects or virtual tools) in a seemingly natural and intuitive way (Vrellis et al, 2010;Bower et al, 2017). Sixth, academic efficacy can be achieved if tasks inside the VE are designed around its educational, collaborative objectives, especially when designed for equal input from all learners in a group (Wang et al, 2014;Nisiotis and Kleanthous, 2019). Seventh, educators should be ready to provide support, motivation and moderation of collaboration while learners interact inside the VE (Lattemann and Stieglitz, 2012;Bower et al, 2017).…”

Section: Skills and Competences Trained With Vrclmentioning

confidence: 99%

Virtual reality and collaborative learning: a systematic literature review

Meer

Werf

Brinkman

et al. 2023

Front. Virtual Real.

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Background: While research on Virtual Reality’s potential for education continues to advance, research on its support for Collaborative Learning is small in scope. With remote collaboration and distance learning becoming increasingly relevant for education (especially since the COVID-19 pandemic), an understanding of Virtual Reality’s potential for Collaborative Learning is of importance. To establish how this immersive technology can support and enhance collaboration between learners, this systematic literature review analyses scientific research on Virtual Reality for Collaborative Learning with the intention to identify 1) skills and competences trained, 2) domains and disciplines addressed, 3) systems used and 4) empirical knowledge established.Method: Two scientific databases—Scopus and Web of Science—were used for this review. Following the PRISMA method, a total of 139 articles were analyzed. Reliability of this selection process was assessed using five additional coders. A taxonomy was used to classify these articles. Another coder was used to assess the reliability of the primary coder before this taxonomy was applied to the selected articlesResults: Based on the literature reviewed, skills and competences developed are divided into five categories. Educational fields and domains seem interested in Virtual Reality for Collaborative Learning because of a need for innovation, communities and remote socialization and collaboration between learners. Systems primarily use monitor-based Virtual Reality and mouse-and-keyboard controls. A general optimism is visible regarding the use of Virtual Reality to support and enhance Collaborative LearningConclusion: Five distinct affordances of Virtual Reality for Collaborative Learning are identified: it 1) is an efficient tool to engage and motivate learners, 2) supports distance learning and remote collaboration, 3) provides multi- and interdisciplinary spaces for both learning and collaborating, 4) helps develop social skills and 5) suits Collaborative Learning-related paradigms and approaches. Overall, the reviewed literature suggests Virtual Reality to be an effective tool for the support and enhancement of Collaborative Learning, though further research is necessary to establish pedagogies.

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Re-imagining the Distributed Nature of Learner Engagement in Computer-Supported Collaborative Learning Contexts in the Post-pandemic Era

Piki

2022

Lecture Notes in Computer Science

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The Relationship Between Students' Engagement and the Development of Transactive Memory Systems in MUVE

Cited by 5 publications

References 41 publications

Virtual Worlds for Learning in Metaverse: A Narrative Review

Virtual Worlds for Learning in Metaverse: A Narrative Review

Virtual reality and collaborative learning: a systematic literature review

Re-imagining the Distributed Nature of Learner Engagement in Computer-Supported Collaborative Learning Contexts in the Post-pandemic Era

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