Disputation Mikhail Fominykh - Department of Computer and ...

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326 Fominykh, Prasolova-Førland, Morozov, and Gerasimov educational calendars. In this way a student will have the possibility to teleport to a place in the city or on the campus where his/her friends have a party or a working meeting. There should be search possibilities for locating community members with the needed characteristics (e.g. potential collaboration partners). Various navigation facilities should be available for users to access the content in a virtual campus and a city in the most efficient way. For the campus it could be, for example, teleportation links between buildings and faculties, including different geographically distributed sub-campuses, areas for meetings and research environments. The system should allow advanced searches to get an overview of both social structures (such as the positions of friends and their virtual ‘offices’) and course and research-related structures. The city environment should provide for example ‘city tours’ led by agents, ‘tourist offices’ with information and links to the major points of interest plus searchable maps with filters where one can look for shops, local businesses, historical places and so on. There should be bookmarks and ‘transportation routes’ marked clearly between different places. In order to support social navigation, there should be possibilities for sharing information on paths taken and places visited by other users. The navigation systems for the campus and the city should be integrated to allow free movement within the overall social and educational space. Such integrated system would be especially useful for new students, serving as a virtual ‘helpmate’ and supplementing the physical helpmates who according to tradition are assigned at the beginning of the academic year to all newcomers to show them around the area. Atmosphere plays an important role, according to students’ feedbacks. Appropriate music and sounds, moving objects, mystery elements such as “hidden doors and secret passages,” presence of other users, real or artificial, will contribute to make the virtual world more ‘alive’ and appealing. The students repeatedly suggested adding gaming elements to the virtual campus and the city. This includes both games as a part of different courses, different types of quests and social games similar to those available on MSN Messenger. Another unexpected elements suggested by the students are places for sports that are not always straightforward to practice in a virtual environment, suggesting that the atmosphere created by such places is more important than the actual functionality.
Virtual Campus in the Context of an Educational Virtual City 327 CONCLUSIONS AND FUTURE WORK This paper proposes and discusses the concept of a virtual campus integrated into a virtual city. The settings and the results of the case study that took place in the Virtual City of Yoshkar-Ola are also presented. Gathered empirical data and the students’ direct feedbacks allowed analysing and discussing the effectiveness of different tools supporting educational and social activities and make suggestions for their development and improvement. As a result of this discussion, the paper presents a set of the major guidelines for designing a virtual campus in the context of a virtual city. These guidelines will be used for designing a virtual city representing Trondheim, where a virtual campus of NTNU is supposed to be the main feature. Future work will include the development of the theoretical framework for designing 3D immersive virtual worlds for learning, focusing on the integration of the virtual campus and virtual city concepts. As a result, the authors plan further development of the Virtual City of Yoshkar-Ola as well as the design of the NTNU’s Virtual Campus integrated in the city of Trondheim context. References Bryceson, K. (2007). The online learning environment - A new model using social constructivism and the concept of ‘Ba’ as a theoretical framework. Learning Environments Research, 10(3), 189-206. Clark, S., & Maher, M. L. (2001). The Role of Place in Designing a Learner Centered Virtual Learning Environment. Paper presented at the CAAD Futures Conference. de Freitas, S. (2008). Serious Virtual Worlds report: Joint Information Systems Committee (JISC). Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451. Dokonal, W., Martens, B., & Plösch, R. (2004). Creating and Using Virtual Cities. Paper presented at the eCAADe Conference (Education in CAAD in Europe). Fominykh, M., Prasolova-Førland, E., Morozov, M., & Gerasimov, A. (2008). Virtual Campus as a Framework for Educational and Social Activities. Paper presented at the 11th IASTED International Conference on Computers and Advanced Technology in Education (CATE). Harrison, S., & Dourish, P. (1996). Re-place-ing space: the roles of place and space in collaborative systems. Paper presented at the ACM conference on Computer supported cooperative work.
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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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Evaluation The corresponding theore
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Evaluation TP3: Learning communitie
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Evaluation 5.2.3 External Validity
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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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