Selecting a Networked Virtual Environment Platform and the Design of a Collaborative E-Learning Environment A
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22nd International Conference on Advanced Information Networking and Applications - Workshops Selecting a Networked Virtual Environment Platform and the Design of a Collaborative e-Learning Environment A. Konstantinidis1, Th. Tsiatsos1,2 1Department of Informatics, Aristotle University of Thessaloniki 2Research Academic Computer Technology Institute Greece akons, tsiatsos @csd.auth.gr Abstract communication channels are available; the information in the environment is represented in multiple ways that can Our goal was to create a 3D virtual environment vary from simple text to 3D graphics; students are not which could be used to carry out online lectures and passive users but can interact with each other and with the which would offer the most popular features of current virtual environment; the system that supports the CVEs. This paper initially discusses the potential of 3D environment integrates multiple technologies; the networked virtual environments for supporting possibility of implementing multiple learning scenarios is collaborative learning and presents the assets of such supported; recognizable elements from the real world are systems. Furthermore, the paper reviews the features of visualized. In a virtual world all interaction takes place in five such software applications, through the comparison real time, the world is shared, it supports multiple of the tools and services they offer. These include tools for simultaneous users and is usually persistent (meaning that supporting communication, sharing applications, it continues to exist even without any participating users) organizing and coordinating the teaching process and for [13]. Also, virtual worlds let users experience interacting with the virtual environment through an environments which, for reasons of time, distance, scale, avatar. Based on that comparison, we justify our choice and safety, would not otherwise be available, especially to of platform and discuss design and implementation issues. those with disabilities. Finally, future work regarding the assessment of the This paper is structured as follows: The next section virtual environment is discussed. presents the state of the art in 3D multi-user collaborative environments and epigrammatically presents their general 1. Introduction features. Based on that, we justify our decision of platform in section 4 and then discuss implementation Research (e.g. [1], [6]) has proven the effectiveness of issues, concerning the development of our 3D educational collaborative learning compared to other educational environment. Finally, some concluding remarks and practices (e.g. competitive or personalized learning), and planned next steps are described in brief. concludes that collaborative activities, centered on a cognitive goal and supported by experts, result in the 2. Presentation of 3D multi-user more meaningful and efficient acquisition of knowledge. collaborative environment platforms Researchers that speak in favor of the use of computers in the collaborative activity, praise this method’s way of In this section we present the state of the art in 3D aiding the acquisition of higher level cognitive abilities, multi-user collaborative environments. The presented problem solving abilities, ease in scientific expression and CVEs were chosen based on their popularity, proven the development of communication, social and higher educational and collaborative value (e.g. [2]), respective order thinking skills. user testimonials and support of the generic features and In this paper we will focus our interest on computer advantages of current systems as presented in Section 1. supported collaborative learning virtual environments. Here, we first present the general features of each According to [2], a collaborative environment is an environment and in section 3 we discuss and compare the environment in which: The users participating have specific services and tools they each provide. Some different roles and privileges; the educational interactions general features of the platforms are summarized in Table in the environment transform the simple virtual space into 1. a communication space. Meaning that multiple 978-0-7695-3096-3/08 $25.00 © 2008 IEEE 44 DOI 10.1109/WAINA.2008.59 2.1 Active Worlds 2.5 Workspace 3D In Active Worlds (http://www.activeworlds.com/), Workspace 3D (http://www.tixeo.com) offers a 3D users can visit 3D virtual environments, communicate collaborative environment for meetings, conferences and with others and create their personal virtual space. The e-learning. According to the developers, using three educational capabilities of Active Worlds have been dimensions enables them to create a more accessible and explored by a learning community known as Active user friendly workplace, allowing users to intuitively Worlds Educational Universe (AWEDU) which provides recognize who, where and what someone is doing through educators, students, educational institutions and simple observation. individual programs with the AW technology. Through AW, educators can assess new ideas, learning theories 2.6 Features Summary and teaching methods and discover new paradigms in social learning. The most important features of the platforms are presented in Table 1, below. Platform/ Features Open Source Persistent Architecture 2.2 Croquet Active Worlds No Yes Client- Server Croquet Yes Yes P2P I-maginer No No Client- Server Croquet (http://www.croquetconsortium.org) is an Second Life No Yes Client- Server Workspace 3D No No, but you can Client- Server open source cross platform 3D environment designed for save states rich interaction and simulation, with a combination of Table 1: A comparison of the general features powerful graphics and multi-user collaborations [10]. In the next section we will take a look at specific tools Written in Squeak, an object and class based, reflective and services offered by the aforementioned environments. Smalltalk implementation, it’s a combination of open Through this comparison we will ultimately decide on source software and peer to peer network architecture which platform to utilize for our own virtual educational providing an infrastructure for synchronous real time space. problem solving within shared simulations [14]. For Croquet’s interface and architecture its designers have 3. Tools and services supporting incorporated many educational principles developed by collaborative e-learning Piaget, Papert, Montessori and Bruner. Current collaborative learning environments offer 2.3 I-maginer many helpful tools which constitute and augment their pedagogical value. Based on the features and advantages Through this proprietary software, users can create 3D of CVEs in general, these can be separated into five spaces intended for meetings, conferences, collaboration, categories: tools for communication, management and e-learning or blogging. Several tools are supported for coordination, teacher and student support, shared communication, multimedia, presentation and simulation. applications and avatar functions. According to the developers, the use of I-maginer Generally, in text based services and tools, the (http://www.i-maginer.fr/) results in “an increase in team traditional 2D interface is user friendly, efficient and the productivity, an improvement in quality of service, a one that most people are accustomed to. Any other type of reduction in supplier deadlines and an acceleration of the interface would serve only to complicate a very simple decision making process”. instrument. What should be pursued is the introduction of this 2D mechanism into a 3D context sensitive container. 2.4 Second Life This way the tool retains its assets, aids the learning process by augmenting the immersion of the user into the Second Life (http://secondlife.com) is a very popular environment and meets the need of the CVE definition for persistent 3D world which provides simple modeling multi-faceted information. tools and a scripting language (called LSL) for the A brief mention will be made here of the most creation of interactive objects and the alteration of the important tools of 3D collaborative software. For each worlds’ physics. In Second Life, educators can create real group of services a table will be presented and the most time interactive activities for the support of experiential, important tools discussed. project-based and community service-based learning [2]. Chatting with others and navigating the virtual world of 3.1 Computer supported communication the software is without charge, but creating objects and building requires the acquisition of land from the As mentioned in Section 1, users should be able to developers or from other users. communicate in multiple ways with each other inside the virtual environment; in this section we discuss the support 45 of the most prominent communication methods by the Applications which can be shared between users studied platforms. include, but are not limited to, word processors, internet Platform/ AW Croquet I- SL Workspace 3D Communic. Tools maginer browsers, whiteboards and CAD tools. Through a shared word processor, users can co-author a document or a Chat Yes Yes Yes Yes Yes presentation. In most of the environments (e.g. E-mail Ext. Ext. Ext. Ext. External Forum Ext. Ext. Ext. Ext. External Workspace 3D) users see the document through a 2D top Video Yes Yes Yes Yes Yes down perspective since it’s the most simple, accessible VoIP Yes, Yes Yes Yes Yes but and familiar viewpoint. with a fee Also, in [8], users complained about the lack