Disputation Mikhail Fominykh - Department of Computer and ...

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306 Fominykh, Prasolova-Førland, Morozov, and Gerasimov Figure 2. Photo-sharing in the Virtual City of Yoshkar-Ola A citizen of the virtual city can also create a social network with other users, filling a profile, adding friends to a friend list, keeping a blog and commenting others’ blogs. VCYO also contains some educational tools to enable live virtual lectures such as facilities for slide show, video and web. Case study settings The research goal of the case study was investigating how a 3D virtual city can better support collaborative learning and socializing among students as well as identifying users’ expectations of a virtual campus and its integration into the virtual city context. As the system used in the case study was still in a “beta” version, the feedbacks from the students were useful for identifying existing problems and suggesting improvements and new features. 34 students divided into 8 groups participated in the case study, most of them in their 4th year of study. The students included both ethnical Norwegian and exchange students from other cultural backgrounds as well as a small group of Russian students. The students were given an exercise where
Virtual Campus in the Context of an Educational Virtual City 307 during the preparatory phase they were supposed to explore a virtual world VCYO, aiming to analyze the different design features used and to discuss the usage of virtual worlds for learning and socializing. The students were also asked to make suggestions how they would have designed a virtual campus representing NTNU and a virtual city of Trondheim (the city where NTNU is situated) in the most appropriate way. As a practical part of the exercise students first had to customize their avatars and explore the world, different places and objects in it. Next, they had to try different communication functionalities and contact other online users. Furthermore, students were supposed to explore the social network of the virtual city’s community and use social software functionality to build their own social network. A central task was participation in a virtual lecture. The lecture took place in the open-air auditorium (Fig. 3) in VCYO, where several tools for learning are situated. Lecture theatre with slide show, web browser and video screens with a pointer, as well as chat were used during the lecture. The event lasted about 2 hours that included the lecture itself and the associated discussion. Due to technical problems and server overload, the originally planned lecture had to be interrupted and finished 9 days later. After the lecture, the students had a discussion on virtual worlds and virtual cities in educational settings. Figure 3. Virtual lecture in the open-air auditorium in the Virtual City of Yoshkar-Ola
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Mikhail Fominykh Collaborative Work
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Abstract The use of three-dimension
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Preface This thesis is submitted to
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Contents Abstract .................
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6 Conclusions and Future Work .....
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List of Tables Table 1: Relations o
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1 Introduction 1.1 Motivation Three
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Introduction 1.2 Research goal Give
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Introduction C1: Typology of 3D Con
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Introduction Chapter 3 describes th
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Collaborative Work on 3D Educationa
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Page 62 and 63: Collaborative Work on 3D Educationa
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exploring a number of projects (Fig
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Figure 4. BP Solar Energy project:
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• Provide tutorials introducing t
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Fominykh, M., Prasolova-Førland, E
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This is a preprint of the paper pub
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2.2 Settings of the case studies an
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For us, the other projects on NTNU
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Aesthetics of a shell plays an impo
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Park, S., Hwang, H. S. and Choi, M.
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CSCL at Work Collaborative Virtual
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CSCL at Work Threshold concepts The
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CSCL at Work where new or less expe
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CSCL at Work A central part of Summ
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CSCL at Work as a virtual workplace
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CSCL at Work connections across com
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CSCL at Work Also, communities cann
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CSCL at Work Karlsen, J. T. (2011).
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Constructing a 3D Collaborative Vir
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of the individual knowledge systems
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Pedagogical model “Designing e-le
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Design In this sub-section, we pres
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spring 2012. The result of these st
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