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Supporting Learning in Educational 3D Virtual Environments: The Impact of Intergenerational Joint Media Engagement
Title
Supporting Learning in Educational 3D Virtual Environments: The Impact of Intergenerational Joint Media Engagement.
Creator
Michlowitz, Robert, Walters, Lori, Hughes, Charles, Vasquez, Trey, Blumberg, Fran, University of Central Florida
Abstract / Description
Studies have indicated that intergenerational relationships can assist children to learn more efficiently by providing support. As new forms of media have emerged and become pervasive in our society, it is important to understand how children use them to learn. Just as television coviewing has been observed by past researchers to aid youths to learn with parents and grandparents, three-dimensional virtual learning environments (VLE) are being investigated for their potential. This study seeks...
Show moreStudies have indicated that intergenerational relationships can assist children to learn more efficiently by providing support. As new forms of media have emerged and become pervasive in our society, it is important to understand how children use them to learn. Just as television coviewing has been observed by past researchers to aid youths to learn with parents and grandparents, three-dimensional virtual learning environments (VLE) are being investigated for their potential. This study seeks to examine the potential learning impact on children, ages 8 to 13, encountering a three-dimensional virtual learning environment with their grandparents. The primary research question this study examines is whether children exploring a 3D VLE with a grandparent learn the information being conveyed within the environment more effectively. A second aspect of the study considered if the grandparent-child pair would spend a greater amount of time in the virtual environment compared to a child exploring alone. Additionally, this research seeks to determine if there are other benefits a child could gain while interacting with a grandparent while using a VLE. This study used ChronoLeap: The Great World's Fair Adventure, an educational VLE developed at the University of Central Florida under a National Science Foundation Informal Science Education grant. ChronoLeap permits children to explore a virtual representation of the 1964-65 New York World's Fair where they can discover the roots of current technology in their 1960s form and its evolution to the present. This environment affords a child a unique opportunity to encounter a virtual recreation of an era in which their grandparents would have firsthand memories potentially eliciting the grandparent's personal reflections.
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Date Issued
2019
Identifier
CFE0007837, ucf:52810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007837
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE
Title
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator
Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description
The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued
2010
Identifier
CFE0003221, ucf:48566
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003221
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking
Title
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking.
Creator
Hayes, Aleshia, Hughes, Charles, Dieker, Lisa, Marino, Matthew, Bailenson, Jeremy, University of Central Florida
Abstract / Description
This research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on...
Show moreThis research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on physical presence. For this study, the affordance of free movement among virtual objects is enabled by Microsoft Kinect tracking of the user's position that is translated to movement of the virtual camera to simulate user movement and proximity to elements of the virtual environment.This study used a mixed method, multimodal approach including qualitative, subjective, objective, and physiological data to measure social and physical presence. The testbed for this research was TLE TeachLivE(TM), a mixed reality classroom populated with virtual students. The subjective measures are 1) modified Witmer and Singer Questionnaire and 2) Social Presence Instrument (Bailenson, 2002b). The objective measure is a literature based Social Presence Behavioral Coding sheet used to record frequency of occurrences of factors of social presence. Finally, the physiological measure is heart rate as recorded by the MIO Alpha. The primary contribution of this study was that the hypotheses that the affordance of movement in a mixed reality classroom has a positive impact on user perception and experience of a) physical presence and b) social presence in a VLE were supported. This hypothesis was supported in all three measures. The secondary contribution of this research is the literature based Social Presence Behavioral Coding. The final contribution of this research is a research framework that integrates subjective, objective, and physiological measures of social presence in one study. This approach can be applied to various user experience research studies of various VLEs. Finally, in addition to general alignment of the physiological, objective, and subjective measures, there were anecdotal instances of factors of social presence occurring simultaneously with increased heart rate.
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Date Issued
2015
Identifier
CFE0006220, ucf:51061
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006220
DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS
Title
DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
Creator
Hogg, James, Gunter, Glenda, University of Central Florida
Abstract / Description
ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
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Date Issued
2010
Identifier
CFE0003044, ucf:48341
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003044