Virtual Laboratories Development Using 3D Environments

Oliveira, Toni Amorim de; Marranghello, Norian; Silva, Alexandre César Rodrigues; Pereira, Aledir Silveira

doi:10.4018/978-1-5225-5469-1.ch035

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…The second discipline is related to COVID research, which has been classified into three sub-disciplines, mainly pre-COVID-19 [37], [62], [63], [64], [65], COVID-19 [6], [21], [38], [40], [54], [66], [67] and post-COVID-19 [7], [8], [10], [11], [13], [14], [15], [16], [18], [27], [28], [39], [41], [42], [54], [66], [67], [68], [69], [70], [71], [72], [73], [74], [75], [76]. Before and during COVID-19, learning had shifted from traditional classroom settings to blended and virtual ones [54].…”

Section: Rq3: What Are the Dominant Themes In Metaverse Research Conc...mentioning

confidence: 99%

Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach

et al. 2023

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A more interactive learning environment is made possible by the metaverse, a made-up world with vastly expanding digital spaces. The metaverse is a development in synchronous communication that enables many users to share different experiences. This study proposes a research framework for adopting metaverse in education. A systematic literature review using the PRISMA methodology identified seventy-three research papers on metaverse and education. Also, this research provided various applications, challenges, dominant themes of research, and future perspectives of a metaverse in education. The proposed framework discusses multiple drivers for adopting a metaverse in education. There are few papers in the metaverse for education, so this research tries to fill the gap. This research also proposed twenty-seven future research questions which can addressed by future researchers. This research will benefit students and teachers across universities/ colleges and schools.

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Section: Rq3: What Are the Dominant Themes In Metaverse Research Conc...mentioning

confidence: 99%

Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach

et al. 2023

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“…In one study, LMS was complemented with a project management tool to provide task management capabilities which was found to enhance the students experience . More recently, focus on integration of virtual laboratories (e.g., [15,17]) and combination with a flipped classroom approach ([12,22]) is observed.…”

Section: Introductionmentioning

confidence: 99%

LMS‐supported PBL assessment in an undergraduate engineering program—Case study

Hussain

Jaeger

2018

Comp Applic In Engineering

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Technology has clearly infiltrated all aspects of the education process. In traditional teaching settings, there is an abundance of tools that can assist instructors in delivering their courses, as is evident from the number of available learning management systems (LMS) and other tools. However, LMS platforms are not as well developed for non‐traditional teaching techniques in which the students play a bigger role in the learning process. An example of such techniques is the project‐based learning (PBL) model where autonomous group work is at the heart of the course delivery and non‐conventional assessments are utilized. In this study, we explore the potential and highlight some limitations of adapting Moodle (a popular, open source LMS system) to a PBL environment. We show that Moodle has a potential to leverage the learning process when it is utilized as the main communication platform (student‐student and student‐instructor) due to the abundance of accessibility and versatility such a tool provides to the instructor and the students. The use of LMS allowed us to better evaluate the course design, monitor student's performance, and communicate expectations with students. This has resulted in improving the course design, assessment, and students learning as was evidenced from the collected assessment data.

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Improvement of a Sustainable World through the Application of Innovative Didactic Tools in Green Chemistry Teaching: A Review

2020

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This article aims to analyze the potential of new technologies in the area of green chemistry didactics. When viewed through the lens of systems thinking, the use of these ubiquitous tools can be a driving force for the development of a sustainable world because of their global use and reach. The authors concentrate on flat e-learning platforms, social media tools, virtual reality platforms, and machinima, as these tools enable learners to participate in different interdisciplinary topics and exercise habits that trigger behavioral changes through learning by doing or learning from mistakes. To demonstrate the potential of innovative didactic tools, examples of mini scenarios for the development of chemistry lessons are provided, and these scenarios promote the sustainability concept and systems thinking. The authors conclude that the pursuit of sustainability goals in chemistry education should involve extended thinking about instructional design and asymmetries in technology use, as well as incorporate green teaching into the principles of green chemistry.

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Virtual Laboratories Development Using 3D Environments

Cited by 4 publications

References 26 publications

Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach

Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach

LMS‐supported PBL assessment in an undergraduate engineering program—Case study

Improvement of a Sustainable World through the Application of Innovative Didactic Tools in Green Chemistry Teaching: A Review

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