VirtualHoP: Virtual Worlds for experimentation and concretization of technical drawing

Murad, Sharefa; Passero, Ignazio; Francese, Rita; Tortora, Genoveffa

doi:10.1109/educon.2011.5773250

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…The SecondDMI Island has also been used to support individual learning experiences of this type such as the one described in Murad et al (2011). In this case the 3D virtual environment was used for supporting 12 years old students in learning a specific subject: technical drawing.…”

Section: Individual Learning Activitiesmentioning

confidence: 99%

“…With this aim the authors of the University of Salerno designed the DMI virtual campus in the SecondDMI Island of SL. The campus and the island were used to conduct several didactical experiences following a wide range of instructional methods such as collaborative learning (De Lucia et al, 2008;2009b;2009c;Abbastista, Calefato, De Lucia, Francese, Lanubile, Passero & Tortora, 2009), direct instruction (De Lucia et al, 2009a) and individual learning (Murad et al, 2011). In this section the ones carried out under the two latter modalities are outlined.…”

Section: Summary Of Didactic Experiences In the Second Dmi Islandmentioning

confidence: 99%

“…Virtual Worlds can also be used to successfully support learning processes the learner is required to undertake on his or her own and thereby does not exploit the social dimension provided by this technology. The SecondDMI Island has also been used to support individual learning experiences of this type such as the one described in Murad et al (2011). In this case the 3D virtual environment was used for supporting 12 years old students in learning a specific subject: technical drawing.…”

Section: Individual Learning Activitiesmentioning

confidence: 99%

“…Designing a course implies choosing the types of learning activities that are most appropriate to meet the expected learning outcomes, as well as the most suitable tools to support such activities, including a specific Learning Management System (LMS), a videoconferencing system or a system for supporting the communication in the classroom (Fies & Marshall, 2006), for example. 3D Virtual Worlds have recently been added to this list as there is increasing evidence suggesting that they can provide a means of supporting learning processes satisfactorily (De Lucia, Francese, Passero & Tortora, 2009a;Jarmon, Traphagan, Mayrath & Trivedi, 2009;Murad, Passero, Francese & Tortora, 2011). Furthermore, it has been claimed that due to some of their specific properties, such as the ability of the learner to make choices whilst navigating the virtual environment, 3D Virtual Worlds increase intrinsic motivation and engagement (Dalgarno & Lee, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

Zarraonandía

Francese²,

Passero

et al. 2014

International Journal of Distance Education Technologies

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Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of these virtual environments with the expected outcomes reported by the use of the new technology, but for some types of learning processes those outcomes are not always easily predicted. In this document the authors experience using 3D Virtual Worlds is summarized with the aim of getting a deeper understanding of their potential pedagogical use when supporting two different types of learning activities commonly included on a course: direct instruction, which exploits the social dimension of the technology, and individual learning activities in which that feature is not used. Based on those experiences a set of guidelines for designing 3D virtual world learning environments is proposed

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Section: Individual Learning Activitiesmentioning

confidence: 99%

Section: Summary Of Didactic Experiences In the Second Dmi Islandmentioning

confidence: 99%

Section: Individual Learning Activitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

Zarraonandía

Francese²,

Passero

et al. 2014

International Journal of Distance Education Technologies

Self Cite

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show abstract

“…In this work we complement the subjective evaluation discussed in [1], with objective performance measures collected during practical sessions. This paper is structured as follows: Section II discusses related work, while Section III presents the proposed system.…”

Section: Introductionmentioning

confidence: 99%

An Empirical Evaluation of Technical Drawing Didactic in Virtual Worlds

et al. 2011

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Abstract-This work proposes a 3D Virtual World environment and a didactic experience for training young students in an environment capable of supporting the engineering practices based on technical drawing. The main difficulty of technical drawing consists in representing a 3D object on a 2D medium. This restriction imposes to human mind to be able to summarize the spatial properties of objects on the paper. The proposed system trains these capabilities by requiring students to build, in the simulated environment, simple objects represented with 2D drawings. In this way, the students are not only pushed to move themselves between different dimensionality spaces, but also they benefit of the 3D spaces for moving and exploring the models they are building. An empirical evaluation, conducted as a controlled experiment, has provided enthusiastic results in terms of user performances and impressions.

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Learning activities as enactments of learning affordances in MUVEs: A review-based classification

2018

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VirtualHoP: Virtual Worlds for experimentation and concretization of technical drawing

Cited by 5 publications

References 8 publications

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

Analysing the Suitability of Virtual Worlds for Direct Instruction and Individual Learning Activities

An Empirical Evaluation of Technical Drawing Didactic in Virtual Worlds

Learning activities as enactments of learning affordances in MUVEs: A review-based classification

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