Graphics Programs Reference
In-Depth Information
the execution of many e-learning sce-
narios. E-learning scenarios can combine
one or more instructional methods like
role-playing, case studies, team projects,
brainstorming and many more, as long
as the environment supports their func-
tional requirements. Many collaborative
learning scenarios can be supported in SL
through its support for multiple communi-
cation channels such as text chat (private
and public instant messaging), voice chat,
streaming video and audio, interaction
with objects and group formation. Also,
a variety of tools has been or can be de-
veloped. However, the lack of application
sharing is a definite drawback which needs
to be addressed in future work as a research
objective.
style, enhancing user representation and
immersion. State of the art graphics, real-
istic walking and sitting animations, cus-
tomizable gestures, typing animations and
sounds, as well as head and eye movement,
increase situation awareness. Situation
awareness in scientific research collabora-
tion requires several types of information,
including contextual, task and process, and
socio-emotional information.
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Principle 4:
Design to reduce the amount
of extraneous load of the users: the main
objective of an e-learning environment is
to support the learning process. In other
words, the users should be able to under-
stand the operation of the learning environ-
ment and easily participate in the learning
process. The major commands of the inter-
face should be available in a graphical user
interface fashion. SL is designed in a way
that prevents the extraneous load of the us-
ers. The flexible preferences menu that al-
lows the user to select the graphics quality
and performance and the obvious distinc-
tion between shared and non-shared ob-
jects not only prevent extraneous load, but
also make it possible for users with older
computers to participate in the environ-
ment efficiently. In addition, many of the
necessary 3D interface aspects presented
by Shneiderman (2003), such as readable
text, simplified user movement and tele-
portation, have been incorporated into the
design.
•
Principle 2:
Design to maximize the flex-
ibility within a virtual space: space param-
eters like size, architecture, facilities and
the physical environment affect the way
learners socialize. In order to foster edu-
cational value, virtual environments must
fulfil the teacher's expectations for spatial
and temporal flexibility. Therefore, due to
the need for multiple functions within a
collaborative online synchronous session,
it should be possible to quickly reorganize
the virtual place for a particular activity or
scenario. In SL, objects in the virtual space
can be organized into countless combina-
tions. The instructor can customize and
create 3D objects, and by authoring scripts
can allocate and organize the objects in a
space instantly and automatically, effec-
tively satisfying learners' needs.
•
Principle 5:
Design a media-learning cen-
tric virtual space: the virtual space should
be enhanced by multiple communication
and media layers. Each media type (e.g.,
text, graphics, sound etc.) has its advantag-
es. The virtual space should integrate many
communication channels (e.g., gestures,
voice and text chat etc.) in order to enhance
awareness and communication among the
users. SL is by design a media-centric
•
Principle 3:
Augmenting user's represen-
tation and awareness: combining gestures,
mimics, user representation, voice and text
chat communication, users can share their
views and clarify their opinion to others.
SL's avatars are heavily customizable.
This permits each user to display a unique
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