3D Virtual Learning Environment for Engineering Students - Web-Based Engineering Education: Critical Design and Effective Tools - page 42

Chapter 4
3D Virtual Learning
Environment for
Engineering Students

M. Valizadeh
University of Guilan, Iran

B. Noroozi
University of Guilan, Iran & University of Cincinnati, USA

G. A. Sorial
University of Cincinnati, USA

ABStrAct

Virtual Reality and Virtual Learning Environments have become increasingly ambiguous terms in recent
years because of essential elements facilitating a consistent environment for learners. Three-dimensional
(3D) environments have the potential to position the learner within a meaningful context to a much
greater extent than traditional interactive multimedia environments. The term 3D environment has been
chosen to focus on a particular type of virtual environment that makes use of a 3D model. 3D models
are very useful to make acquainted students with features of different shapes and objects, and can be
particularly useful in teaching younger students different procedures and mechanisms for carrying out
specific tasks. This chapter explains that 3D Virtual Reality is mature enough to be used for enhancing
communication of ideas and concepts and stimulate the interest of students compared to 2D education.

IntroductIon technology, so it entails distance learning, too.

Resource-based learning is the broadest term
because any technology could be used as a re-
source in the learning process, where learners
are active. In its early days, distance learning
consisted of correspondence education, televised
courses, collections of video tapes, and cassette
recordings. Figure 1 shows a brief history of
distance learning (Hamza-Lup & Stefan, 2007;
Harper, et al., 2004).

Distance learning is a re-invented method of
education, rather than a new one. Distance learn-
ing is broader than e-Learning, as it covers both
non-electronic (e.g. written correspondence)
and technology-based delivering of learning.
Technology-based learning is delivered via any