Virtual Learning Environments (VLEs) are spaces designed to educate students remotely via online platforms. Although traditional VLEs such as iSocial have shown promise in educating students, they offer limited immersion that diminishes learning effectiveness. This paper outlines a virtual reality learning environment (VRLE) over a high-speed network, which promotes educational effectiveness and efficiency via our creation of flexible content and infrastructure which meet established VLE standards with improved immersion. This paper further describes our implementation of multiple learning modules developed in High Fidelity, a "social VR" platform. Our experiment results show that the VR mode of content delivery better stimulates the generalization of lessons to the real world than non-VR lessons and provides improved immersion when compared to an equivalent desktop version.
@cite_7 defines 3D VLEs as computer-generated, three-dimensional simulated environments that are coupled with well-defined learning objectives.'' Students enter these environments as avatars via a networked computer and interact with each other with text chat, voice chat, and the manipulation of shared objects. Adding VR to VLEs can offer efficient generalization of skills from a virtual environment to the real world, since the environment mimics real world imagery and context as noted by @cite_1 . @cite_3 presents a review and investigation into VRLE's and the reported benefits these pedagogic systems provide to the students, as well as how they impact students' learning journeys within the program of study. The authors conclude that a correctly implemented VLE improves student performance and is correlated with improved engagement.
@cite_3 @cite_1 @cite_7
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There has been much discussion and speculation over recent years around the benefits of Virtual Learning Environments (VLE) in Higher Education. The 2009 Ofsted Report considered VLE's and raised a number of concerns, concluding that VLEs were least effective when they had little content or were merely a dumping ground for rarely used files. A review and investigation into virtual learning environments and the reported benefits has been undertaken to understand the value these pedagogic systems provide to the students, and how this has an impact on their learning journey within the programme of study. Distance learning and engagement is addresses. Situated computing is introduced. The paper concludes that the use of a VLE, when correctly implemented, improves student performance in terms of results with a perceived correlation in terms of engagement. The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments. Virtual environments are synthetic 3D worlds typically viewed from a first-person point of view with many potential applications within areas such as visualisation, entertainment and training simulators. To effectively develop and utilise virtual environments, user-centric evaluations are commonly performed. Anecdotal evidence suggests that factors such as prior experience with computer games may affect the results of such evaluations. This paper examines the effects of previous computer gaming experience, user perceived gaming ability and actual gaming performance on navigation tasks in a virtual environment. Two computer games and a virtual environment were developed to elicit performance metrics for use within a user study. Results indicated that perceived gaming skill and progress in a First-Person-Shooter (FPS) game were the most consistent metrics showing significant correlations with performance in time-based navigation tasks. There was also strong evidence that these relations were significantly intensified by the inclusion of participants who play FPS games. In addition, it was found that increased gaming experience decreased spatial perception performance. We present a multicamera real-time 3D modeling system that aims at enabling new immersive and interactive environments. This system, called Grimage, allows to retrieve in real-time a 3D mesh of the observed scene as well as the associated textures. This information enables a strong visual presence of the user into virtual worlds. The 3D shape information is also used to compute collisions and reaction forces with virtual objects, enforcing the mechanical presence of the user in the virtual world. The innovation is a fully integrated system with both immersive and interactive capabilities. It embeds a parallel version of the EPVH modeling algorithm inside a distributed vision pipeline. It also adopts the hierarchical component approach of the FlowVR middleware to enforce software modularity and enable distributed executions. Results show high refresh rates and low latencies obtained by taking advantage of the I O and computing resources of PC clusters. The applications we have developed demonstrate the quality of the visual and mechanical presence with a single platform and with a dual platform that allows telecollaboration.