{"title":"增强泛在学习的三维虚拟空间个性化","authors":"N. Saleeb, Georgios A. Dafoulas, M. Loomes","doi":"10.4018/978-1-5225-0125-1.CH004","DOIUrl":null,"url":null,"abstract":"This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.","PeriodicalId":348228,"journal":{"name":"Virtual Reality in Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning\",\"authors\":\"N. Saleeb, Georgios A. Dafoulas, M. Loomes\",\"doi\":\"10.4018/978-1-5225-0125-1.CH004\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.\",\"PeriodicalId\":348228,\"journal\":{\"name\":\"Virtual Reality in Education\",\"volume\":\"95 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-05-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Virtual Reality in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-5225-0125-1.CH004\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Virtual Reality in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-0125-1.CH004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning
This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.