Virtual Campus of NTNU as a place for 3D Educational Visualizations

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This paper focuses on two case studies conducted in a Virtual Campus of Norwegian University of Science and Technology (NTNU). In these case studies the Virtual Campus acted as a venue for guest lectures and as a place for collaborative 3D educational visualizations and cross-cultural interaction. The data collected during the studies is analyzed to explore the technological, social and other issues using virtual worlds in educational settings, focusing on visualization of educational content. The paper concludes with some recommendations for future development of the Virtual Campus.

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Virtual Campus of NTNU as a place for 3D Educational

VisualizationsEkaterina Prasolova-Førland and Mikhail Fominykh

Norwegian University of Science and Technology (NTNU)Norway

Theodor G. WyeldFlinders University (FU)

Australia

19.05.2010AACE International Conference Global Learn Asia Pacific, Penang, Malaysia

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3D Virtual EnvironmentDefinition

three dimensional, synchronous, persistent environment, facilitated by networked computers

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3D virtual environments in education

• Sense of presence• 3D visualization• Potential for supporting cross-cultural

understandings and collaboration

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Virtual campus of NTNUCase study I

• Constructing a University building

• Excursion and lecture

• Assessment:– Observation– Project report– Questionnaire

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Virtual campus of NTNUCase study I

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Virtual campus of NTNUCase study I

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Virtual campus of NTNUCase study I

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Virtual campus of NTNUCase study II

• Building visualizations/constructions representing research areas and courses

• Presenting constructions• Assessment:

– Observation– Group essays– Questionnaires

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Virtual campus of NTNUCase study II

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Virtual campus of NTNUCase study II

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Virtual campus of NTNUCase study II

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Virtual campus of NTNUCase study II

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Virtual campus of NTNUCase study II

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Results from observation (1/3)

• Constructions– More interactivity, more fun– ‘Rezing’ and ‘de-rezing’– Connection to reality

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Results from observation (2/3)

• Presentations– Who is saying what?– Gathering people at the right place– Being out of the next presenters’ chat

range

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Results from observation (3/3)

• Technology– Getting started– Updating client– Lag

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How to solve problems?

• Support for constructing processes• Support for presenting projects and

awareness• Provision of a library of resourcesCollaborative Virtual Workshop

– Virtual workshop– ‘Project gallery’– Virtual stage

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Results from questionnaires (1/4)

• Activities in the Virtual Campus– Virtual lectures– Constructing 3D

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Results from questionnaires (2/4)

• Tools and facilities in the Virtual Campus– A library with educational resources– Departments, not landmark buildings

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Results from questionnaires (3/4)

• Information place• All proposed roles

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Results from questionnaires (4/4)

• Library of university related resources

• All suggested features

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Virtual Campus implications

• Appearance– Realistic buildings to convey the atmosphere– Engaging, user-friendly and unrealistic

features• Structure

– Organization vs. flexibility – Realistic designs and workplaces

• Role– Arena for working and learning– Support for specific educational or social

activities– Information about the university

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Conclusion

• Case studies results• Analysis of using virtual worlds

for 3D educational visualizations• Future work

– recreating recognizable buildings– setting up better facilities for lecturing– designing a Project gallery/CVW

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Thank you!

Ekaterina Prasolova-Førland and Mikhail Fominykh

NTNU, Norway

E-mails: ekaterip@idi.ntnu.no

Slides: http://slideshare.net/mfominykh/Second Life: http://slurl.com/secondlife/NTNU/

mikhail.fominykh@svt.ntnu.no