Virtual spaces as artifacts: implications for the design of educational CVEs

Prasolova‐Førland, Ekaterina

doi:10.1109/cyber.2003.1253481

Cited by 6 publications

(6 citation statements)

References 30 publications

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“…Central to this view is that "an activity system is by definition a multi-voiced formation" [7]. In considering the role of artefacts in collaborative virtual environments (CVE"s) [30] proposes that much can be learnt through the division of the learning environment into outlook, structure, and roles. The authors of this paper develop this idea in terms of an immersive computer environment which relies on the employment of artefacts for communication facilitation and task accomplishing.…”

Section: Learning and Simulationsmentioning

confidence: 99%

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Kear¹,

Robin²

2015

ijacsa

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Abstract-This paper considers the role of emotional engagement during the use of a simulation. This is placed in the context of learning about marketing. The literature highlights questions of engagement and interactivity that are entailed in the use of these simulations. It is observed here that both the anticipation of and the process of engagement with the simulation generate emotional responses. The evidence of emotional anticipation was collected through the use of vignettes and a short survey. The production of negative emotions before and after the activity was observed and considered. The particular occurrence of these emotions on the development of understanding is then discussed. There is general evidence for the mundane reality of such simulations that support learning and group engagement. The connection with activity theory was explored and proposed as a potential theoretical fit with the evidence.

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Section: Learning and Simulationsmentioning

confidence: 99%

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Kear¹,

Robin²

2015

ijacsa

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“…Elaborating on the earlier classification [16], VHs are characterized in terms of presence, embodiment and identity, as discussed below: Presence. Hindmarsh et al [7] distinguish between personal, social and environmental presence.…”

Section: Virtual Humansmentioning

confidence: 99%

“…Representation of learners in educational CVEs [5,16] can be characterized in terms of presence, embodiment and identity. This kind of framework is examined in this section when applied to VHs and, to a certain extent, to anthropomorphic robots.…”

Section: Extending Social Awareness Mechanisms To Virtual Humans and mentioning

confidence: 99%

Virtual humans vs. anthropomorphic robots for education: how can they work together?

Prasolova‐Førland

Russa

2005

Proceedings Frontiers in Education 35th Annual Conference

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-The IT society is more and more dealing with the formation and use of instruments of interactions that can create virtual realities or re-create real environmental situation. The richness and variety of users' interactions can go far beyond the simple sensorial use of the virtual realities. It is now possible to activate behavioral and cognitive learning attitudes, just by taking into account the various components that play a role in the humancomputer interactions with a specific care for the sensorial perceptions of the users. Recent technological developments open new perspectives for the cooperation between learners, virtual humans and anthropomorphic robots. This paper analyses, discusses and highlights the added value to the social awareness in a learning community that the properly integration of the 3 mentioned types of actors can produce. A set of directions are also identified for the convergence and integration of the robotic appliances and systems with virtual humans in various educational situations.

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“…On the longer term, the space also becomes a container of artifacts used by the students for their daily social and educational activities, and traces left by community members as a result of their participation. It becomes an artifact itself, since virtual spatial formations, such as virtual places, buildings and landscape can be created and modified by the user to a much greater degree than possible in the real world [10]. This flexibility is very important because it allows a community to progressively build, structure, and restructure the space according to its evolution.…”

Section: Introductionmentioning

confidence: 99%

A repository of virtual places as community memory

Prasolova‐Førland¹

2004

Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry - V

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Abstract. This paper discusses the usage of Collaborative Virtual Environments (CVEs) as a repository of virtual places, serving as a community memory. Place is important for human memory and for social life of a learning community. Virtual places have the advantage of flexible creation and modification and therefore can be used for capturing and storing histories and activities in a learning community. We have looked at the theory behind the concept of organizational and community memory and analyzed the lessons learned from the usage of a virtual world, Viras, we have created for social awareness support in a learning context. The result is a set of requirements and a corresponding extension and re-design suggestion for Viras.

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Virtual spaces as artifacts: implications for the design of educational CVEs

Abstract: Abstract

Cited by 6 publications

References 30 publications

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Virtual humans vs. anthropomorphic robots for education: how can they work together?

A repository of virtual places as community memory

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