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Nikiforos M. Papachristos Ioannis Vrellis Antonis Natsis Tassos A. Mikropoulos 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):636-646
This paper presents empirical results from an exploratory study conducted in an authentic educational situation with preservice education students enrolled in an undergraduate course, which was partially taught in Second Life. The study investigated the effect of environment design on presence, learning outcomes and the overall experience of the students. Two different educational virtual environments (a traditional university auditorium and an open‐air setting) were designed and presented to different groups of students (n = 51). Results indicate that students' experience from the educational activities, their attitudes toward the environment and the induced sense of presence are not affected by the design of the educational setting. Learning outcomes seem to be slightly better in virtual educational settings that replicate traditional educational settings. Experience shows that undergraduate university classes can be successfully taught in Second Life and such environments elicit satisfaction, positive experiences and attitudes and high levels of social presence from the participants. Course design in a Multi‐User Virtual Environment (MUVE) should take into account the time and training necessary for all students to become familiar with the virtual environment and possible time losses due to technical issues. This study could act as support to construct and test hypotheses regarding the role of educational setting design in teaching and learning in MUVEs. 相似文献
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Georgios Bellos Tassos A. Mikropoulos Stylianos Deligeorgis Antonis Kominakis 《The Journal of Agricultural Education and Extension》2016,22(4):363-373
Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n?=?187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15 instructional sessions have taken place. The knowledge assessment of the farmers, before and after the instructional interventions, was based on answers given to five questions of graded difficulty and the SOLO (Structure of Observed Learning Outcomes) taxonomy. Findings: The two instructional strategies showed comparable learning outcomes. Furthermore, prior participation to training sessions as well as the participants’ advanced education level enhanced the learning outcome. Practical implications: Simple applications of ICTs such as MPs and concept maps can be exploited in sheep farmers’ training. Special attention has to be paid to the content and the context of the digital learning material. Originality/value: The study contributes to the lack of evidence regarding the assessment of learning outcomes of instructional strategies assisted by digital learning environments in livestock farmers. 相似文献
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Tassos A. Mikropoulos Anthimos Chalkidis Apostolos Katsikis Anastassios Emvalotis 《Education and Information Technologies》1998,3(2):137-148
This case study reports on an investigation of the attitude of education students towards virtual reality (VR) as a tool in the educational process, and towards virtual learning environments on specific disciplines. Our results indicate a favourable attitude towards VR in the educational process. Although immersion was not supported in this study, half of the students declared immersion experiences. Students consider the mouse the most effective input device for navigation in virtual environments, with a joystick the second one. Because the sampling population is small, the qualitative results must be regarded as tentative. There is, however, a need for further investigation, which is currently being undertaken by our group. 相似文献
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Olga Mantziou Nikiforos M. Papachristos Tassos A. Mikropoulos 《Education and Information Technologies》2018,23(4):1737-1765
Three Dimensional Multi-User Virtual Environments (MUVEs) are promising tools in education because of the unique affordances they offer. These learning affordances imply certain actions that in turn can lead to corresponding learning activities. There seems to be a lack of reports on which of the affordances of MUVEs for learning and teaching are used and how they are enacted by relevantly designed learning activities. This study investigates the learning activities conducted in Second Life, the most popular and widely used among the "sandbox" type MUVE platforms, as reported in 205 empirical studies, by associating them with the learning affordances they enact. As necessary step towards this goal, the study proposes a new classification of learning affordances of MUVEs and a new concrete set of learning activities based on the literature review. Learning affordances include free navigation, creation, modeling and simulation, multichannel communication, collaboration and cooperation and content presentation and/or delivery. By using the open, axial and selective coding offered by the grounded method, the learning activities that emerged from the exhaustive empirical review, are well associated with the proposed six learning affordances, validating in return the functionality of the proposed set of learning affordances. The five more general learning activities, resulting from the selective coding, are content creation, content exploration and interaction with content, social interaction, gaming, participation in representations of real life events and situations. Further research on other MUVEs is needed to establish this framework. 相似文献
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Tassos Mikropoulos Anthimos Chalkidis Apostolos Katsikis Photini Kossivaki 《Education and Information Technologies》1997,2(2):131-142
This article proposes the use of virtual realities (VR) in environmental education. It also presents the first results of an application to the phenomenon of eutrophication in lakes. Although our virtual environments are not immersive, they give the opportunity to students and educators to develop their own worlds and understand the population dynamics in a lake. The learning environment can be manipulated and controlled in a powerful way, enhancing students experiences leading to knowledge construction, and sensitizing students to current environmental problems. Our pedagogical approach is to build a theoretical model for virtual learning environments, expanding constructivism and combining it with experiential learning. Our operational and practical approach is to exploit the characteristics of desktop VR systems in virtual learning environments 相似文献
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Design of virtual environments for the comprehension of planetary phenomena based on students' ideas
Children enter the classroom with a wide range of misconceptions about planetary phenomena. Conventional teaching methods usually cannot overcome these difficulties, which we consider may be because of the lack of appropriate teaching aids. The purpose of the present study is the design and development of an educational virtual environment for the support of the teaching of planetary phenomena, particularly of the movements of the Earth and Sun, the day and night cycle and the change of seasons. Our interactive three-dimensional (3D) virtual environment was based on the results of an empirical study of 102 secondary school students and provides students with new experiences, personal involvement and close-up examination of the phenomena under study. Our first results after the use of the virtual environment showed that the majority of students enthused about interacting with it and modified their misconceptions concerning the day-night cycle and the change of seasons. 相似文献
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Kevin Grant Tassos Alefantos Martin Meyer David Edgar 《International Journal of Information Management》2013
While economies in the industrialised World have become increasingly knowledge driven and service based, much of the work on capturing and measuring business value is still constrained and steeped in the thinking of the manufacturing era. One area that is more susceptible to measurement is the field of technology based or enhanced services. This case analysis seeks to explore how a service operator, such as an international airport, can gauge value from investment into IT. We examine how the airport operator combines a variety of accounting techniques and other tools to capture value from their IT investments. We explore how the operator could improve their measurement of business value derived from their IT investment. One observation of practice is that value capturing tools and techniques are used in parallel rather than ‘in sync’. Drawing on the notion of user innovation, we argue operators should embrace a systemic approach in adapting and modifying measuring regimes to accommodate service based innovation. 相似文献
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