Managing 3D Multi User Learning Environments - A Case Study on Training Disaster Management ARTICLE
Indika Perera, Colin Allison, O Ajinomoh, Alan Miller, University of St Andrews, United Kingdom
iJET Volume 7, Number 3, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany
3D Multi User Virtual Environments (3D MUVE), or commonly known as 3D virtual worlds, have shown proven success in enhancing the present teaching and learner support methodologies. Integrated educational environments that are formed using 3D MUVE can be referred as 3D Multi User Learning Environments (3D MULE). The intrinsic rich and dynamic features of 3D virtual worlds can sufficiently increase the student engagement with the learning tasks in 3D MULE. However, with the facilitation for diverse learning activities, 3D MULE can introduce a new set of challenges for the teachers and students; therefore, suitable management strategies for 3D MULE can be essential for success. In this research, we have proposed a framework for managing 3D MULE using policy considerations and a guidance tool to facilitate policy implementations. This paper presents the evaluation of the proposed strategies for making policy considerations to manage 3D MULE and the developed user guidance tool. To increase the accuracy while evaluating for real educational uses, we selected a teaching and training environment in use as the case study. This case study, a 3D MULE supported learning aid for humanitarian disaster management, provided valuable and supportive feedback to validate the completed work while shaping the orientation of the future research on facilitating 3D MULE management.
Perera, I., Allison, C., Ajinomoh, O. & Miller, A. (2012). Managing 3D Multi User Learning Environments - A Case Study on Training Disaster Management. International Journal of Emerging Technologies in Learning (iJET), 7(3), 25-34. Kassel, Germany: International Association of Online Engineering. Retrieved June 22, 2018 from https://www.learntechlib.org/p/45290/.
© 2012 International Association of Online Engineering