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which is considered the richest medium because
it provides immediate feedback. Face-to-face also
provides multiple cues via body language and
tone of voice, and message content is expressed
in natural language (Monahan, et al., 2008; Ra-
masundaram, et al., 2005).
to increase the presence and awareness sensa-
tion, as better described in the next section(De
Lucia, 2008).
Dalgarno and Hedberg (2001) stated that the
main specifications of a 3D environment could
be as follows (Anohiina, 2005; Chen & Hsiang,
2007; Dalgarno & Hedberg, 2001):
A comparison between 2d and 3d
Interfaces in Engineering E-Learning
•
The environment is modeled using 3D vec-
tor geometry with objects represented in x,
y and z coordinates describing their shape
and position in 3D space.
It is clear that the 3D virtual environment adds
something new to e-learning and teaching. It opens
up a number of new possibilities, for example for
group work, presentations, meetings and socializa-
tion. The results of the pilot project suggest that a
3D learning environment is a feasible possibility
for parallel use with more traditional asynchro-
nous learning environments. Until very recently
the 3D was exclusively used by professionals in
other fields (e.g. movie makers, web designers,
etc.). It would be interesting for money traders or
stock market advisers to use 3D graphics easily
without spending much time learning the details
of the application. A first step in this direction
was taken by the 3DStock software (Hamza-Lup
& Stefan, 2007; Jonasson, 2005).
Real opportunities exist for the development of
novel educational and training materials, particu-
larly for science applications where 3D visualiza-
tion is critical for understanding concepts. A 3D
virtual space brings advantages such as increased
motivation on behalf of the student and increased
efficiency in explaining difficult concepts. There
are fields, such as medicine, where the Web 3D-
based applications have proved their utility already
(Hamza-Lup & Stefan, 2007).
The ''digital classroom” provided by 2D tools
does not resemble the reality of the conventional
classroom, since it relies only on classical desktop
windows metaphors rather than emulating real
world as in 3D environments. The key feature of
3D virtual environments is the ability for lecturer/
students to visualize the presence and location of
other participants to the action, and, in general,
•
The learning process is based on some
technology partly or entirely replacing a
human teacher.
•
The user's view of the environment is ren-
dered dynamically according to their cur-
rent position in 3D space.
•
The user has the ability to move freely
through the environment and their view is
updated as they move.
•
Creating an online virtual classroom and
providing specific learning time and space
within the company may reduce the issue
of inefficient use of online resources.
•
At least some of the objects within the en-
vironment respond to user action, for ex-
ample doors might open when approached
and information may be displayed when an
object is clicked on.
Modern multimedia technologies are matured
enough allowing educators to have more options in
designing the instructions. For the development of
computer-based tutorials for spatial visualization
skills, the comparison of 2D and 3D representa-
tions is considered necessary and informative in
informing future design decision and the literature
of multimedia learning (Hung, et al., 2007).
The potential of the Virtual Reality and 3D
graphical interface as tools for delivering edu-
cation is promising at all levels of educational
hierarchy. However, despite all the assertions of
lower opportunity cost, greater convenience, and
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