Disputation Mikhail Fominykh - Department of Computer and ...

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316 Fominykh, Prasolova-Førland, Morozov, and Gerasimov 60 Q5. What tools and facilities would you need at the Virtual Campus of NTNU? 50 40 5 7 11 4 3 Tools for communication and community building Interactive facilities (online tests, running lab simulations and experiments) Tools for constructing 3D objects 30 20 10 9 3 2 2 6 6 7 4 15 13 7 13 2 7 4 5 1 Realistic 3D model of the campus and related information 3D presentation of information Traditional tools for information presentation 2 2 2 1 0 0 To a very little extent 6 6 To a great extent Figure 10. First questionnaire results: Virtual campus, question 5 The second questionnaire was performed among the students that participated in the case study. The respond was also rather positive: from totally 24 sub-questions and 12 responses for each, 33 most negative (11,5%), 55 negative (19,1%), 89 neutral (30,9%), 69 positive (20,4%) and 42 most positive answers (14,6%) were received. However, the results show a difference in the priorities compared to the first questionnaire. In addition, two groups of students: one from Norway and one from Russia had different opinions on several issues. The results for these two groups were compared, with major implications are outlined below. In a virtual city the students mostly prioritized interactive facilities (quizzes and games), media content, showing city’s culture and history, socializing tools and tools for community building, while high quality of building paled into insignificance. This resonated with the ideas students expressed during the discussions in the virtual city and in their essays: virtual city contained only models of building, even very accurate ones, has a very limited value (Fig. 12). Answering what virtual city they would like to visit, Norwegian students prioritized the option “A city that I would like to visit for tourism”, while Russian students supported the option “A city where I
Virtual Campus in the Context of an Educational Virtual City 317 live now”. This means that user preferences to a significant degree depend on their existing experience, since VCYO represents the home city of Russian students, while for Norwegians the case study was similar to a virtual tourist trip (Fig. 11). Q1: What virtual city would you like to visit/participate in its life? 12 10 8 4 4 A city that I would like to visit for tourism 6 4 2 2 2 3 1 A city where I have been living or live now 2 0 3 1 2 0 4 4 3 1 A city where I am going to study/work To a very little extent To a great extent Figure 11. Second questionnaire results: Virtual city, question 1
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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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5 Evaluation This chapter provides
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Page 135: Paper 3 Authors: Ekaterina Prasolov
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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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