Visualization of Text-Based Dialog in a Virtual Classroom for e-Learning

Ariyasu, Kyoko; Yamada, Isao; Sumiyoshi, Hideki; Shibata, Masahiro; Yagi, Nobuyuki

doi:10.1093/ietisy/e88-d.5.836

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…The execution speed of computers has increased; and an abundance of software games, e-learning activities, and simulated laboratories can be experienced via three-dimensional (3-D) virtual reality (VR) interfaces (Ariyasu, Yamada, Sumiyoshi, Shibata & Yagi, 2005;Bellamine, Abe, Tanaka & Taki, 2005;Christou, Efremidis, Tiropanis & Kalis, 2007;Corter, Nickerson, Esche, Chassapis, Im & Ma, 2007). Recently, the Ministry of Education of Taiwan has been promoting ICT for course instruction and is carrying out integrated courses composed of classroom teaching and computer-assisted instruction (CAI), but very few CAI teaching materials utilize 3-D VR software.…”

Section: Introductionmentioning

confidence: 99%

A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

Sun

Lin

Wang

2009

Int J of Sci and Math Educ

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The relative positions of the sun, moon, and earth, their movements, and their relationships are abstract and difficult to understand astronomical concepts in elementary school science. This study proposes a three-dimensional (3-D) virtual reality (VR) model named the Sun and Moon System. This e-learning resource was designed by combining Microsoft Direct3D Library, C++ programming language, and Autodesk 3 Ds Max for constructing models. This learning environment provides a way for teachers to integrate information and technology into their science teaching. Furthermore, this study explored how teaching with the Sun and Moon System affected 128 Taiwanese fourthgrade students' science achievement. Four classes were randomly divided into comparison and treatment groups. The results show that: (a) students in the treatment group achieved significantly better grades than those in the comparison group under traditional class instruction and (b) the questionnaire results revealed that more than two thirds of the treatment group liked to use the 3-D VR model and would like to introduce it to their classmates. Based on these positive results, we are encouraged to develop more 3-D VR learning environments.

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Section: Introductionmentioning

confidence: 99%

A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

Sun

Lin

Wang

2009

Int J of Sci and Math Educ

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“…Table 1 shows comparison between proposed system (Reach) and other systems. The major difference from Yamada's system (Yamada et al 2005) is that the use of past sentences in "Talk log" window. When a participants/learner decides to submit a sentence in private workspace as an opinion, "Shift" plus "Enter" are pressed, and then it is displayed in the Talk log window.…”

Section: Fig 1 Illustration Of Problems In Chatmentioning

confidence: 96%

“…Interest is the incentive and motive for study. To promote this interest, Ariyasu (2005) proposed a procedure for automatically adding stage directions to dialog text based on who is speaking and what they are saying, thereby turning the discussions into a combination of images and sound that learners found more interesting. They have also built a virtual classroom system using 3D CG (computer graphics).…”

Section: Visual Representation Of the Learning Content Or Learning Objectsmentioning

confidence: 99%

Advances in Learning Processes

Rosson¹

2010

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Rosson received her Ph.D. in cognitive psychology from the University of Texas -Austin in 1982. She is internationally known for research and education in human-computer interaction, participatory and scenario-based evaluation and design methods, computer-supported collaborative learning and end-user development. In recognition of her research accomplishments, Dr. Rosson was elected Distinguished Scientist of the Association for Computing Machinery and is a member of the SIGCHI Academy. V PrefaceThis volume includes a broad range of contributions in the general area of the learning sciences and associated advances in technology-supported education. The 18 chapters are extended versions of work originally presented as conference papers or as short journal articles. In most cases, authors were invited directly to submit a paper for inclusion in this volume; however each submission has subsequently been refined through a comprehensive review and editing process.Readers will find several papers that address high-level issues in the use of technology in education, for example architectures and design frameworks for building online education materials or tools. Several other chapters report novel approaches to intelligent tutors or adaptive systems in educational settings. A number of chapters consider the many roles for social computing in education, from simple computer-mediated communication support to more extensive community-building frameworks and tools. Finally, several chapters report state-of-the-art results in tools that can be used to assist educators in critical tasks like content presentation and grading.

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“…All mean values of the questions are higher than or equal to 4.00, which means that the students hold affirmative opinions. In fact, existing studies found that an animated character can render a learning system more entertaining or engaging [3], [21], [22]. Virtual characters make learning systems more life-like, and this increases students' attention and motivation to stay in a learning environment.…”

Section: Tablementioning

confidence: 99%

Exploring the Teaching Efficiency of Integrating an Animated Agent into Web-Based Multimedia Learning System

Chin

Chen

et al. 2011

IEICE Trans. Inf. & Syst.

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SUMMARYIn our previous project, an XML-based authoring tool was provided for teachers to script multimedia teaching material with animated agents, and a stand-alone learning system was designed for students to display the material and interact with animated agents. We also provided evidence that the authoring tool and learning system in computer-assisted learning systems successfully enhances learning performance. The aim of this study is to continue the previous project, to develop a Web-based multimedia learning system that presents materials and an animated agent on a Web browser. The Web-based multimedia learning system can provide an opportunity for students to engage in independent learning or review of school course work. In order to demonstrate the efficiency of this learning system, it was applied to one elementary school. An experimental material, 'Road Traffic Safety', was presented in two learning systems: a Web-based PowerPoint learning system and a Web-based multimedia learning system. The experiment was carried out in two classes that had a total of thirtyone 3rd-grade students. The results suggest that using our authoring tool in a Web-based learning system can improve learning, and in particular, enhance learners' problem-solving ability. Students with higher achievement on the post-test showed better comprehension in problem-solving questions. Furthermore, the feedback from the questionnaire surveys show students' learning interest can be fostered when an animated agent is integrated into multimedia teaching materials, and that students prefer to adopt the Web-based multimedia learning system for independent learning after school. key words: animated agents, Web-based learning environments, multimedia learning, interactive learning environment, e-learning

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Visualization of Text-Based Dialog in a Virtual Classroom for e-Learning

Cited by 7 publications

References 7 publications

A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

Advances in Learning Processes

Exploring the Teaching Efficiency of Integrating an Animated Agent into Web-Based Multimedia Learning System

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