Lessons Learned Using a Virtual World to Support Collaborative Learning in the Classroom
| Autor: | Louis Nisiotis, Styliani Kleanthous |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
General Computer Science
Higher education business.industry Computer science 4. Education transactive memory systems multi-user virtual environments Student engagement Collaborative learning QA75.5-76.95 Metaverse Theoretical Computer Science virtual worlds multi-user virtual environments immersive learning computer supported collaborative learning transactive memory systems student engagement virtual worlds Empirical research Electronic computers. Computer science Transactive memory Credibility computer supported collaborative learning Mathematics education student engagement business Working group immersive learning |
| Zdroj: | Journal of Universal Computer Science, Vol 26, Iss 8, Pp 858-879 (2020) JUCS-Journal of Universal Computer Science 26(8): 858-879 Scopus-Elsevier |
| ISSN: | 0948-6968 0948-695X |
| Popis: | © 2020, IICM. All rights reserved. Using technology in education is crucial to support learning, and Virtual Worlds (VWs) are one of the technologies used by many educators to support their teaching objectives. VWs enable students to connect, synchronously interact, and participate in immersive learning activities. Such VW has been developed at Sheffield Hallam University (UK), and is used to support the teaching of a specific module, as well as for conducting empirical research around the topics of Transactive Memory Systems (TMS) and Students Engagement. TMS is a phenomenon representing the collective awareness of a group's specialisation, coordination, and credibility with interesting results. This paper presents the lessons learned while using the VW over the past few years at a higher education institution to support collaborative learning within working groups. A review of these empirical findings is presented, together with the results of a follow up study conducted to further investigate TMS and student Engagement, as well as students perceived Motivation to use a VW for learning, and their Learning Outcomes. The findings of this study are corroborating and contributing to previous results, suggesting that a VW is an effective tool to support collaborative learning activities, allowing students to engage in the learning process, motivate them to participate in activities, and contribute to their overall learning experience. |
| Databáze: | OpenAIRE |
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