Disputation Mikhail Fominykh - Department of Computer and ...

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Collaborative Work on 3D Educational Content RQ2b: How to design environments of a virtual campus and a virtual city? The question was answered by developing the guidelines for designing virtual campuses and educational virtual cities. The guidelines are developed based on the results of the exploratory study conducted in the VCYO and the first two exploratory studies on educational visualizations. The Guidelines for designing virtual campuses and educational virtual cities can be considered as a contribution to Topic 2 of this thesis – Design of tools and environments within 3D CVEs. The guidelines are based on empirical data and help to fill the gap in the design of educational environments in 3D CVEs. In addition, an original idea of integration a virtual campus into a virtual city is suggested in the research work presented in this thesis. The guidelines meet one of the challenges received through the background analysis that there is a need for convenient educational tools and environments that would support educational activities in 3D CVEs. The corresponding theoretical proposition was formulated as follows: TP2: Tools and environments in educational CVEs should be designed so that they facilitate collaborative work on 3D content and support learning communities. Suggested guidelines partly prove the theoretical proposition as they were developed based on the results of empirical studies, in which user feedback indicated that collaborative work on 3D content and other activities in CVEs in fact required specially designed environments. This contribution is most thoroughly presented in Paper 2 of this thesis. 5.1.5 Virtual Research Arena framework The corresponding research question was formulated as follows: RQ3a: How to support learning communities by means of collaborative work on 3D content? The question was answered by developing the Virtual Research Arena framework (VRA). This framework was developed based on the results of the second empirical study on educational visualizations and experience of participating in the Norwegian Science Week festival. The Virtual Research Arena framework can be considered as a contribution to Topic 3 of this thesis – Support for learning communities in 3D CVEs as it helps to fill the gap in connecting learning communities by means of collaborative work on 3D content. The novelty of the framework is in seeing a virtual environment as an arena for meeting and cooperation among members of different Communities of Interest. It answers one of the challenges extracted from the background that there is a need for exploring how 3D CVEs can support learning communities. The corresponding theoretical proposition was formulated as follows: 56
Evaluation TP3: Learning communities in 3D CVEs can be supported by means of collaborative work on 3D content in a specially designed environment. The VRA framework partly proves the theoretical proposition by the results of the second empirical study on educational visualizations in which it was applied and where learning communities were supported by means of collaborative work on 3D content. This contribution is most thoroughly presented in Paper 6 of this thesis. 5.1.6 ‘Universcity’ framework The corresponding research question was formulated as follows: RQ3b: How to support learning communities in an educational virtual city? The question was answered by developing the ‘Universcity’ framework. This framework is a result of a theoretical study conducted within this PhD work though it was inspired by the empirical studies and R&D projects. ‘Universcity’ incorporates earlier developed frameworks of virtual campus, virtual city, CVW, and VRA. The ‘Universcity’ framework can be considered as a contribution to Topic 3 of this thesis – Support for learning communities in 3D CVEs as it helps to fill the gap in the design of 3D CVEs for support of learning communities. In addition, it provides an original holistic approach to a virtual city design. The framework meets one of the challenges formulated based on the background that there is a need for exploring how 3D CVEs can support learning communities. The corresponding theoretical proposition was formulated as follows: TP3: Learning communities in 3D CVEs can be supported by means of collaborative work on 3D content in a specially designed environment. The ‘Universcity’ framework partly proves the theoretical proposition by suggesting a design of an educational virtual city that supports learning communities. This contribution is most thoroughly presented in Paper 5 of this thesis. 5.2 Validity discussion The research approach taken in this research work has a number of limitations. Validity threats to the four case studies conducted within this research work are discussed together in this section, as they had similar design. 5.2.1 Construct Validity This type of validity deals with establishing correct operational measures for the concepts being studied. 57
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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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Virtual Campus in the Context of an
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Paper 3 Authors: Ekaterina Prasolov
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projects (Hawkey, 2004). As emphasi
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Group 2 developed a presentation of
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almost equally supported. Realistic
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prospective students and so on. In
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Proceedings of the 13 th IASTED Int
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space. Furthermore, constructing in
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3.1 Visual Shells By visual shell i
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Available resources for user traini
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Paper 5 Authors: Title: Published i
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Paper 6 Authors: Title: Published i
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The virtual world Second Life is on
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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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