Multimed Tools Appl (2009) 44:279–304 DOI 10.1007/s11042-009-0289-5 Collaborative virtual learning environments: design and evaluation A. Konstantinidis & Th. Tsiatsos & A. Pomportsis Published online: 12 May 2009 # Springer Science + Business Media, LLC 2009 Abstract E-learning systems have gone through a radical change from the initial text- based environments to more stimulating multimedia systems. Such systems are Collabo- rative Virtual Environments, which could be used in order to support collaborative e-learning scenarios. The main aim of this paper is to aid educational designers in selecting, designing and evaluating three dimensional collaborative virtual environments in order to gain the pedagogical benefits of Computer Supported Collaborative Learning. Therefore, this paper initially discusses the potential of three dimensional networked virtual environments for supporting collaborative learning. Furthermore, based on a two-step platform selection process this paper (a) presents and compares three dimensional multi- user virtual environments for supporting collaborative learning and (b) validates the most promising solution against a set of design principles for educational virtual environments. According to these principles, an educational environment has been implemented on top of the selected platform in order to support collaborative e-learning scenarios. The design of this environment is also presented. In addition, this paper presents the results of three small scale studies carried out in a tertiary education department, to assess the educational environment. This environment has been evaluated based on a hybrid evaluation methodology for uncovering usability problems, collecting further requirements for additional functionality to support collaborative virtual learning environments, and determining the appropriateness of different kinds of learning scenarios. Keywords Collaborative learning . CSCL . Virtual classroom . Collaborative virtual environment . Educational multimedia application A. Konstantinidis : T. Tsiatsos (*) : A. Pomportsis Computer Science Department, Aristotle University of Thessaloniki, Thessaloniki, Greece e-mail: [email protected] A. Konstantinidis e-mail: [email protected] A. Pomportsis e-mail: [email protected] 280 Multimed Tools Appl (2009) 44:279–304 1 Introduction Collaborative Learning (CL) is a general term used for the description of educational practices based on the simultaneous cognitive and mental effort of multiple students or/and educators. Students share a common goal, depend on each other and are mutually responsible for their success or failure. Research ([9, 11]), has proven the effectiveness of collaborative learning in some cases compared to other educational practices (e.g. competitive or personalized learning). The above researchers conclude that collaborative activities, centered on a cognitive goal and supported by experts, result in the more meaningful and efficient acquisition of knowledge. This kind of research has led to several educational theories, such as those of constructivism and social learning. Vygotsky, who is the main supporter of social learning theories, states in the basic principles of his theory that “learning and developing is a social, collaborative activity” [30]. The potential pedagogical benefits of collaborative learning, in general, are multiple and varied. Through this pedagogical approach, students can be stimulated to negotiate information such as abstract, ill-defined and not easily accessible knowledge and open-ended problems. Also, collaboration enables the discussion of complex problems from different perspectives and supports learners in the elaboration, explanation and evaluation of information in order to re- and co-construct new knowledge or to solve problems [29]. Probably, the major advantage of collaborative learning compared to other educational practices (e.g. personalized learning) is the interaction with others. According to Piaget, social-arbitrary knowledge (language, values, rules, morality, and symbol systems) can only be attained through such interactions [22]. This collaboration with other students provokes activity, makes learning more realistic and stimulates motivation. Students can ask each other questions and discuss problems from different perspectives. They can propose various answers and solutions and evaluate them on different criteria. Researchers that speak in favor of the use of computers in the collaborative activity, praise this method’s way of aiding the acquisition of higher level cognitive abilities, problem solving abilities, ease in scientific expression and the development of communication, social and higher-order thinking skills [29]. Through Computer Supported Collaborative Learning (CSCL), teacher-student interactions are more balanced and evidence also suggests a reduction in gender differences [9]. In addition, learning becomes more student-oriented; with students exhibiting higher levels of attention and motivation, lower inhibitions and more honest and candid attitudes. This student-centric approach increases the likelihood that students will absorb and remember what they learn while making personal connections with powerful ideas. Students of different personality types can enjoy and use the environment to discover aspects of their own identity and strong anchors from which classroom discussions can emerge are created [9]. In this paper we will focus on a specific category of CVEs that aims to support Collaborative Learning. We call these environments Collaborative Virtual Learning Environ- ments (CVLEs). According to [6], a collaborative learning environment is an environment in which: & The users participating have different roles and privileges. & The educational interactions in the environment transform the simple virtual space into a communication space. & The information in the environment is represented in multiple ways that can vary from simple text to three dimensional (3D) graphics. & Students are not passive users but can interact with each other and with the virtual environment. Multimed Tools Appl (2009) 44:279–304 281 & The system that supports the environment integrates multiple technologies. & The possibility of implementing multiple learning scenarios is supported. & Recognizable elements from the real world are visualized. The term Virtual Environment (VE) describes an environment produced from underlying automated rules that allow its users to modify it to some degree [4]. These rules are often referred to as the physics. In addition, inside the virtual environment users are regarded as separate beings. In other words, they are represented uniquely, usually by an anthropo- morphic character referred to as an avatar. Every interaction of the person with the world or with other users is carried out through the avatar. Concluding the definition, in a virtual world all interaction takes place in real time, the world is shared, it supports multiple simultaneous users and is usually persistent (continuing to exist even when no one is present) [4]. A Collaborative Virtual Environment (CVE) is a computer-based, distributed, virtual space or set of places. In such places, people can meet and interact with others, with agents, or with virtual objects. CVEs might vary in their representational richness from 3D graphical spaces, 2.5D and 2D environments, to text-based environments. Access to CVEs is by no means limited to desktop devices, but might well include mobile or wearable devices, public kiosks, etc. [10] From the brief presentation of the pedagogical benefits of collaborative learning in the previous paragraphs we can surmise that the most important factor in designing a CVE is the catering for communication and interaction between the participating students and educators. More specifically, CVEs have many advantages compared to tools supporting traditional teaching methods [9]. In addition to supporting real time distance learning, advantages vary from student motivation and amusement to the simplification of the development of cognitive models from complicated or abstract material. CVEs let users experience environments, which, for reasons of time, distance, scale, and safety, would not otherwise be available, especially to those with disabilities [21]. Regarding CVLEs, there are many issues to be resolved. For example, many practitioners and researchers have witnessed that totally free, unguided or unstructured collaboration does not necessarily result in productive activity or learning [18]. Other main issues that this paper is attempting to address are presented below: 1) The selection of a suitable CVE among the wide range of CVE platforms - one of the strongest arguments against the use of virtual reality for education is that the software and equipment are costly and require technical expertise and skills beyond that of most teachers [31]. This paper is proposing a selection process for a CVE platform which can be used to develop an educational environment that takes advantage of the pedagogical benefits of collaborative learning; 2) The design of a CVLE on top of the selected process - designing a CSCL environment is not just a matter of taking a technological tool, an instructional approach supporting collaboration and an approach to studying its effects and putting them all together. The challenges to instructional designers are how to create motivating goals and tasks for students to perform and how to choose educational topics and concepts where