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dc.contributor.authorChristopoulos, Athanasiosen
dc.contributor.authorConrad, Marcen
dc.contributor.authorShukla, Mitulen
dc.date.accessioned2019-04-26T11:57:12Z
dc.date.available2019-04-26T11:57:12Z
dc.date.issued2018-01-01
dc.identifier.citationChristopoulos, A., Conrad, M., Shukla, M. (2018) 'Implementing learning models in virtual worlds - from theory to (virtual) reality', 10th International Conference on Computer Supported Education - Funchal, Madeira, Scitepress.en
dc.identifier.isbn9789897582912
dc.identifier.urihttp://hdl.handle.net/10547/623255
dc.description.abstractThe main advantage of Desktop Virtual Reality is that it enables learners to interact with each other both in the physical classroom and in a 3D environment. Even though, no explicit theories or models have been developed to contextualise Virtual Learning, instructional designers have successfully employed the traditional approaches with positive results on learners’ motivation and engagement. However, there is very little we know when the question comes to the importance of examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of our Hybrid Virtual Learning classes underpinned from the instructional designer’s decisions to increase the incentives for interactions. Learners’ thoughts and preconceptions about the use of virtual worlds as an educational tool were surveyed, whils t, their actions and interactions (in both environments) were observed during their practical sessions. The take away is that the higher the levels of interactivity are, the higher the chances to attract students’ attention and engagement with the process will be.
dc.language.isoenen
dc.publisherScitepressen
dc.relation.urlhttp://www.scitepress.org/PublicationsDetail.aspx?ID=0S5D97s4BDQ=&t=1en
dc.subjectinstructional designen
dc.subjecthybrid virtual learningen
dc.subjectinteractionen
dc.subjectengagementen
dc.subjectOpenSimulatoren
dc.subjectH674 Virtual Reality Engineeringen
dc.titleImplementing learning models in virtual worlds - from theory to (virtual) realityen
dc.title.alternativeProceedings of the 10th International Conference on Computer Supported Education - Volume 2en
dc.typeConference papers, meetings and proceedingsen
dc.contributor.departmentUniversity of Bedfordshireen
dc.date.updated2019-04-26T11:55:04Z
html.description.abstractThe main advantage of Desktop Virtual Reality is that it enables learners to interact with each other both in the physical classroom and in a 3D environment. Even though, no explicit theories or models have been developed to contextualise Virtual Learning, instructional designers have successfully employed the traditional approaches with positive results on learners’ motivation and engagement. However, there is very little we know when the question comes to the importance of examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of our Hybrid Virtual Learning classes underpinned from the instructional designer’s decisions to increase the incentives for interactions. Learners’ thoughts and preconceptions about the use of virtual worlds as an educational tool were surveyed, whils t, their actions and interactions (in both environments) were observed during their practical sessions. The take away is that the higher the levels of interactivity are, the higher the chances to attract students’ attention and engagement with the process will be.


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