Graphics Programs Reference
In-Depth Information
INTRODUCTION
of concurrent users, represented by their 'avatars'
to interact synchronously (Salt et al., 2008). In
general, all MUVEs enable multiple simultaneous
participants to access virtual contexts, interact with
digital artefacts and represent themselves through
“avatars” (in some cases graphical and in others,
text-based). Furthermore, through MUVEs users
are able to communicate with other participants
(which in some cases are computer-based agents),
and take part in experiences incorporating mod-
elling and mentoring about problems similar to
those in real world contexts (Dede et al., 2004).
A Collaborative Virtual Environment (CVE)
is a form of MUVE. More specifically, it is a
computer-based, distributed, virtual space or set
of places. In such places, people can meet and
interact with others, with agents, or with virtual
objects. CVEs might vary in their representational
richness from 3D graphical spaces, 2.5D and
2D environments, to text-based environments
(Churchill et al., 2001). Access to CVEs is by
no means limited to desktop devices, but might
well include mobile or wearable devices, public
kiosks, etc. It is interesting to note that CVEs have
been around way before the World Wide Web was
invented; but have not been adopted on anywhere
near the same scale. This is possibly because of
their complexity and base requirements being
much more demanding, or possibly the content
being much harder to create.
The CSCL field moved the focus of attention
from individual cognitive approaches towards a
socio-cultural paradigm, emphasising knowledge
building in learning communities. Therefore,
in CSCL learners use the Internet to learn from
and communicate with knowledgeable members
of the adult community. They can also become
involved in educational online communities with
individuals from different geographical regions.
As is elaborated upon in the following paragraphs,
this approach is grounded in social constructivism.
According to Dillenbourg (1999), any virtual
environment that integrates the following features
Researchers have proven that collaborative learn-
ing activities generally lead to better learning
and socialization results for the learners, which
are further augmented when the learners' learn-
ing styles vary considerably (Heilig, 1992). In
effective collaborative activities, less proficient
learners can be helped by high-achievers, who
learn better by teaching. Also, often the result of
group work reaches a deeper level than the sum
of what each individual member might obtain;
group members support and motivate each other,
take responsibilities for the outcome and also for
the organization of the work.
More specifically, collaborative learning is the
instructional use of small groups so that learners
work together to maximize their and each other's
learning. Benefits of this approach include the help,
assistance and support learners provide to each
other, the exchange of information and resources
and the sharing of opinions or points of view. In
addition, learners give and receive immediate
feedback and help on their work, while engaging
and challenging one another's reasoning as mate-
rial is discussed, giving rise to critical thinking.
Finally, learners influence one another to improve
their methods and thought processes, they take part
in the activities and develop the skills necessary
for effective teamwork.
In his research, Taylor (1980) divided comput-
er-based educational technology into three genres:
(a) Computer as a tutor, (b) Computer as a tool,
and (c) Computer as a tutee. With the advent of the
Internet, we must add a fourth genre: Computer-
Supported Collaborative Learning (CSCL).
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The term MUVE (Multi-User Virtual Environ-
ment) is currently used to describe a persistent three
dimensional graphical environment, accessed
over the Internet, which allows a large number
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