3D Virtual Learning Environment for Engineering Students - Web-Based Engineering Education: Critical Design and Effective Tools - page 50

expanded accessibility for all, it is generally ac-
cepted that the preparation of both the university
faculty members and students for web-based
virtual learning will need to be further enhanced.
Some researchers have suggested that demands on
students' time to maintain the hardware, software,
and connectivity for their web-based courses
are expected to be high and students might not
have the maturity or skill to allocate their time
productively to make progress in web-based
distance education courses. Furthermore, as col-
laboration and communication between learners
and teachers are increasingly being mediated by
the computer via Internet, the likely stress and
dissatisfaction about the technology itself may
be the most significant and foremost detrimental
factor to the success of such a virtual learning
environment (Lee, et al., 2002).

The concept of thermal-hydraulics e-learning
system was initiated by Hung et al. (Hung, et al.,
2007). They merged existing computational fluid
dynamics capability into the e-learning concept
to improve traditional engineer education in fluid
flow and heat transfer. In the paper, they referred
to HTML (Hyper text markup language) and ASP
(Active server pages) where an interactive user
interface as the core of the system and system struc-
ture has been preliminarily planned. The prototype
of a postprocessor program was also established.
But the ability of post-processor in drawing for
flow field, stream lines, and isothermal contours
has to be further enhanced. Liu et al. (Liu, et al.,
2006) quoted the concept of Hung et al (Hung,
et al., 2007) to implement and strengthen the
architecture of this thermal hydraulics e-learning
system. In order to establish a cross platform for
e-learning, they used an HTML embedded script-
ing language, PHP (Hypertext Preprocessor), and
integrated with MySQL database management
system to manage all teaching materials (Hung,
et al., 2007).
In general, virtual 3-D models can be used in
engineering education to stimulate processes to
enhance the understanding of the concepts used
in a particular process. Students could experience
the 3-D structure of a specific process and the
means of controlling direction and movement
within a system.

3d in Engineering Education

Using three dimensional graphics for more realistic
and detailed representations of topics, offering
more viewpoints and more inspection possibili-
ties compared to 2D education. For example the
WebTOP system helps in learning about waves
and optics by visually presenting various kinds
of physical phenomena, may are not available in
the real world, but have invaluable potential for
education (Chittaro & Ranon, 2007).
In improvement of engineer education, some
authors use CFD (Computational Fluid Dynamics)
program to run the case and observe the physical
phenomena on single-plane software rather than
via internet. Frederick et al. (Hung, et al., 2007)
used the commercial software, FlowLab, to create
a CFD education interface for engineering course
and laboratories, had been proven that is an effec-
tive and efficient tool to help students learning.
Li et al. (Olivier, 2003) used the web-base to
develop an on-line mass transfer course system.
They also indicated that learning via internet will
be the trend in the future.

concLuSIon

Web3D is a good and available platform for ex-
perimenting with creation of new tools as well as
applications for tele-presence in form of 3D worlds
models. 3D Virtual Reality, software tools and as-
sociated Web technologies are mature enough to
be used in conjunction with advanced e-Learning
systems. 3D based content can enhance commu-
nication of ideas and concepts and stimulate the
interest of students.