Authors:
Athanasios Christopoulos
;
Marc Conrad
and
Mitul Shukla
Affiliation:
University of Bedfordshire, United Kingdom
Keyword(s):
Instructional Design, Hybrid Virtual Learning, Interaction, Engagement, OpenSimulator.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Collaboration and e-Services
;
Computer-Supported Education
;
e-Business
;
e-Learning
;
Enterprise Information Systems
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Virtual Learning Environments
Abstract:
The main advantage of Desktop Virtual Reality is that it enables learners to interact with each other both in the physical classroom and in a 3D environment. Even though, no explicit theories or models have been developed to contextualise Virtual Learning, instructional designers have successfully employed the traditional approaches with positive results on learners’ motivation and engagement. However, there is very little we know when the question comes to the importance of examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of our Hybrid Virtual Learning classes underpinned from the instructional designer’s decisions to increase the incentives for interactions. Learners’ thoughts and preconceptions about the use of virtual worlds as an educational tool were surveyed, whil
st, their actions and interactions (in both environments) were observed during their practical sessions. The take away is that the higher the levels of interactivity are, the higher the chances to attract students’ attention and engagement with the process will be.
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