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provision of entire Virtual Reality environments
where learning takes place. This highlights a shift
in e-learning from the conventional text-based on-
line learning environment to a more immersive and
intuitive one. Since Virtual Reality is a computer
simulation of a natural environment, interaction
with a 3D model is more natural than browsing
through 2D WebPages looking for information.
These Virtual Reality environments can support
multiple users, further promoting the notion of col-
laborative learning where students learn together
and often from each other. CLEV-R, a Collabora-
tive Learning Environment with Virtual Reality,
is a web-based multi-user 3D environment that
provides a virtual reality university where stu-
dents go to learn collaborate and socialize online.
As with a real university, students are aware of
each other within the environment and they can
partake in lectures, group meetings and informal
chats. Virtual Reality can bring a great deal to an
e-learning experience in these ways (Monahan,
et al., 2008).
Communication methods provided in the sys-
tem can also act as a means of social interaction
for students and their peers. The system consists of
a series of WebPages where prospective students
can register to use CLEV-R and returning students
can login to the 3D environment. Once a student
provides their username and password, they are
presented with a personalized webpage with in-
formation on the courses they are registered for.
From this page, users can access the 3D learning
environment and begin to take part in their course.
The 3D environment is presented through a web-
page which is split into two distinct sections. The
upper section consists of the actual Virtual Reality
environment while the lower section provides a
Graphical User Interface (GUI) with tools for
communication (Monahan, et al., 2008).
university. Virtual Reality is expected to enable
universities and industry to make experiments in
a safe and economic way, in a virtual environ-
ment rather than in the real plant where such
experiments cannot be performed because of the
costs and risks involved. Such experiments can
provide the needed measurements and qualita-
tive evaluations of human factors and serve as
test beds of different hypothesis, scenarios and
methods for reviewing the human organization
and work processes, improving design quality
for better safety in new or existing plants and
retrospectively examining past accidents to gain
hints for the future procedures (Zio, 2009).
Martins (2004) believe that Virtual Learning
Environment is a web-based communications
platform that allows students, without limitation
of time and place, to access different learning
tools, such as program information, course content,
teacher assistance, discussion boards, document
sharing systems, and learning resources (Martins
& Kellermanns, 2004).
The processes of collaboration and com-
munication between learners and teachers are
increasingly computer-mediated, such as via the
Internet. From the learner's perspective, perhaps
the most significant and detrimental factors to
the success of a virtual learning environment
are stress, association with technology use, and
dissatisfaction towards the technology itself. It
is suggested, conceivably, that the success of
any virtual learning environment depends on the
adequate skills and attitudes of learners. This
proposition is evidenced by the popularity of
online course delivery at postgraduate level when
compared with undergraduate degree courses; as it
is commonly believed that postgraduate students
are mature and motivated to undertake self-study
as required in most virtual learning environments.
The authors present a study with the purpose to
access preparation of learners (Lee, et al., 2002).
Virtual Reality Environment consists of es-
sential elements facilitating a consistent envi-
ronment for learners. These elements are
virtual
the virtual reality Environment
The Virtual Reality world is modeled to con-
tain many of the features found in a traditional
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