Development of 3D Virtual Learning Environment That Supports Collaborative Learning: A Case Study

Year 2020, Volume: 49, 530 - 563, 01.05.2020

Bahattin Selim Pamukcu , Hasan Çakır

https://doi.org/10.9779/pauefd.582519

Cited By: 1

Abstract

The aim of this research is to develop a 3D virtual learning environment that supports collaborative learning, to identify elements that facilitate and obstruct the use of such environments, and to present solutions for problems that appear during the use of such environments. The method used in this study was formative research. The study was conducted with 56 senior students who were at the time studying in the Computer Education and Instructional Technology department at a university located in Ankara, and the implementation process lasted six weeks. In the data collection process, the study used focus group interviews and usage surveys that consisted of closed and open-ended questions. In the data analysis phase, descriptive statistics and content analysis were used. The results have shown that factors that influence the use of 3D virtual learning environments that support collaborative learning are the components of social presence, motivation, and utilization.

Keywords

social presence, 3d virtual learning environments, virtual campus, collaborative learning in 3d virtual environments

İşbirlikli Öğrenmeyi Destekleyen Üç-Boyutlu Sanal Öğrenme Ortamı Geliştirilmesi: Bir Durum Çalışması

Abstract

Bu
çalışmanın amacı, işbirlikli öğrenmeyi destekleyen üç-boyutlu sanal dünyaları
öğrenme ortamı olarak geliştirmek ve geliştirilen bu ortamların kullanımını
kolaylaştıran ve engelleyen etkenleri belirleyerek olası kullanımı engelleyici
etkenleri ortadan kaldıracak çözümler sunmaktır. Araştırma yöntemi olarak
biçimlendirici araştırma kullanılmıştır. Araştırma, Ankara ili içerisinde
bulunan bir üniversitenin Bilgisayar ve Öğretim Teknolojileri Öğretmenliği bölümünde
4.sınıfa devam eden 56 katılımcı ile yürütülmüştür. Araştırmanın uygulama
aşaması 6 hafta boyunca devam etmiştir. Araştırmanın veri toplama işlemleri,
içerisinde açık ve kapalı uçlu sorular yer alan kullanım anketi ve odak grup görüşmeleri
ile gerçekleşmiştir. Verilerin analizi aşamasında ise nicel veriler için
betimsel istatistik kullanılırken, nitel veriler için ise içerik analizi kullanılmıştır.
Araştırmanın sonuçlarına göre işbirlikli öğrenmeyi destekleyen üç-boyutlu sanal
öğrenme ortamlarının kullanımına etki eden faktörlerin sosyal bulunuşluk,
motivasyon ve kullanımla ilgili bileşenler olduğu görülmüştür.

 

Keywords

sosyal bulunuşluk, üç-boyutlu sanal öğrenme ortamları, sanal kampüs, işbirliğine dayalı sanal öğrenme ortamları

References

• Barab, S., A., Kling, R., & Gray, J., H. (Editörler) (2004). Designing for Virtual Communities in the Service of Learning. New York: Cambridge University Press.
• Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.
• Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407-430.
• Can, T. (2012). Yabancı dil öğretimi bağlamında öğrenen özerkliginin sanal ögrenme ortamları yoluyla desteklenmesi. Hasan Ali Yücel Egitim Fakültesi Dergisi, 17(1), 72-85.
• Chen, H. C. (2017). On the Creative Design of Amphibious Vehicles in a 3D Virtual Classroom Using OpenSim. International Journal of Information and Education Technology, 7(7).
• Çoban, M., ve Göktaş, Y. (2013). Üç Boyutlu Sanal Dünyalarda Öğretim Materyalleri Geliştiren Tasarımcıların Karşılaştıkları Sorunlar. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 275-287.
• Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3D virtual environments?. British Journal of Educational Technology, 40(1), 10-32.
• Dalgarno, B., Gregory, S., Reiners, T., & Knox, V. (2016). Practicing teaching using virtual classroom role-plays. Australian Journal of Teacher Education, 41(1), 126-154.
• Dass, S., Dabbagh, N, & Clark, K. (2011). Using virtual worlds: What the research says. The Quarterly Review of Distance Education, 12(2), 95–111.
• de Boer, I. R., Lagerweij, M. D., de Vries, M. W., Wesselink, P. R., & Vervoorn, J. M. (2017). The effect of force feedback in a virtual learning environment on the performance and satisfaction of dental students. Simulation in Healthcare, 12(2), 83-90.
• Dillenbourg. P., Schneider, D., K., & Synteta, P. (2002). Virtual learning environments. 3rd Hellenic Conference” Information and Communication Technologies in Education” ‘da sunuldu, Rhodes, Greece.
• Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, New York: Macmillan.
• Eaton, L. J., Guerra, M., Corliss, S., & Jarmon, L. (2011). A statewide university system (16 campuses) creates collaborative learning communities in Second Life. Educational Media International, 48(1), 43-53.
• Franczak, I. B. (2018). Is The Montessori Method A Solution To Improve Public Education? Comparing Two Pedagogical Models In Urban Schools.
• Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105.
• Gresalfi, M. S., Rittle-Johnson, B., Loehr, A., & Nichols, I. (2018). Design matters: explorations of content and design infraction games. Educational Technology Research and Development, 66(3), 579-596.
• Gül, L., F. (2011). İşbirlikli mimari tasarım eğitiminde sanal dünya kullanımı. Middle East Technical University Journal of the Faculty of Architecture, 28(2), 255-267.
• Gütl, C., Chang, V., Kopeinik, S. & Williams, R. (2009, September). 3d virtual worlds as a tool for collaborative learning settings in geographically dispersed environments. Conference ICL2009 da sunuldu, Villach.
• Horton, W. K. (2000). Designing web-based training: How to teach anyone anything anywhere anytime (Vol. 1). New York, NY: Wiley.
• Horzum, M. B. (2015). Interaction, Structure, Social Presence, and Satisfaction in Online Learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3).
• Hu, Z., Cai, Z., & Wen, C. (2018). The Application and Development of Virtual Reality-related Technology. Information Engineering and Applied Computing.
• Huvila, I. (2018). Taking excavation to a virtual world: importing archaeological spatial data to Second Life and OpenSim. Uppsala.
• Jones, G., & Alba, A. D. (2019). Reviewing the effectiveness and learning outcomes of a 3D virtual museum: A pilot study. In Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 52-75). IGI Global.
• Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Educational Technology and Society, 8(1), 17-27.
• Koçak, Ö., Demirel, T., Yılmaz, T. K., ve Göktaş, Y. (2016). Sanal Dünyalarda Kullanılan Öğretim Stratejileri, Yöntemleri ve Teknikleri. e-Kafkas Eğitim Araştırmaları Dergisi, 3(2), 40-51.
• Korucu, A. T., ve Çakır, H. (2015). Dinamik Web Teknolojileri İle Geliştirilen İşbirlikli Öğrenme Ortamını Kullanan Öğretmen Adaylarının Görüşleri. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(19), 221-254.
• Küfrevioğlu, R. M., Topu, F. B., Çoban, M., ve Göktaş, Y. (2012). 3 boyutlu sanal dünyalarda buradalık ve sosyal buradalık. 4. Ulusal İlköğretim Bölümleri Öğrenci Kongresi, (370-378. ss), Ankara: Nobel Yayın Dağıtım
• Lowenthal, P., & Mulder, D. (2017). Social presence and communication technologies. Social presence in online learning: Multiple perspectives on practice and research. Sterling, VA: Stylus.
• Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 469-486.
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
• Minocha, S., & Hardy, C. (2016). Navigation and wayfinding in learning spaces in 3D virtual worlds. Learning in Virtual Worlds: Research and Applications, 3-41.
• Öztürk, E., ve Deryakulu, D. (2011). Çevrimiçi öğrenme topluluklarında iletişim aracı türünün bilişsel ve toplumsal buradalık üzerindeki etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 349-359.
• Reigeluth, C.M., & Frick, T. (1999). Formative research: A methodology for improving design theories. In C.M. Reigeluth (Ed.), Instructional-design theories and models, Volume 2: A new paradigm of instructional theory (pp. 633–651). Mahwah, NJ:Erlbaum.
• Rodriguez, A. L., Santiago, J. A. B., ve Covarrubias, D. A. C. (2016, April). Avatars and 3D virtual worlds for higher education at the University of Guadalajara, Mexico. International Academic Conferences’da sunuldu.
• Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40(3), 526-538.
• Salmon, G., Nie, M., & Edirisingha, P. (2010). Developing a five-stage model of learning in Second Life. Educational Research, (52), 169-182.
• Savva, S. (2016). Re-imagining schooling: Weaving the picture of the school as an affinity space for the twenty-first century through a multiliteracies lens. In Reimagining the purpose of schools and educational organizations (pp. 49-64). Springer, Cham.
• Scheucher, T., Bailey, P., H., Gütl, C., & Harward, V., J. (2009). Collaborative virtual 3d environment for internet-accessible physics experiments. International Journal of Online Engineering, 5(1), 61-71.
• Schillewaert, N., & Meulemeester, P. (2005). Comparing Response Distributions of Offline and Online. International Journal of Market Research, 47(2), 163-178.
• Schmeil, A., & Eppler, M., J. (2008) Knowledge sharing and collaborative learning in Second Life: A classification of virtual 3d group interaction sripts. Journal of Universal Computer Science, 14(3), 665-677
• Stone, K., Polycarpou, I., Krause, J., & Rader, C. (2011). Electronic Collaborative Learning in Math-City. International Conference on Frontiers in Education: Computer Science and Computer Engineering, pp. 295-301.
• Tan, J. & Jones, M. (2008, Ekim). An Evaluation of Tools Supporting Enhanced Student Collaboration. 38th ASEE/IEEE Frontiers in Education Conference ‘nda sunuldu, Saratoga Springs, NY.
• Tu, C. H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3), 131-150.
• Tüzün, H. (2010). Dünya üzerine yayılmış çok-kullanıcılı çevrim-içi eğitsel bir bilgisayar oyununun teknik yapısı ve Türkiye’de yaklaşımlar. G. T. Yamamota, U. Demiray, M. Kesim (Editörler). Türkiye'de E-Öğrenme Gelişmeler ve Uygulamalar. Ankara, ss. 261-281.
• Tüzün, H., ve Özdinç, F. (2010, Şubat). 3-Boyutlu sanal üniversite oryantasyon ortamının geliştirilmesi. Akademik Bilişim’10 da sunuldu, Muğla.
• United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Resolution adopted by the General Assembly.
• Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2019). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 1-25.
• Wang, C., Lefaiver, M., Wang, Q., & Hunt, C. (2011). Teaching in an EFL program in second life: Student teachers’ perspectives and implications. Journal of Educational Technology Development and Exchange, 4(1), 27-40.
• Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414-426.
• Wei, Y., Huang, L., Wang, W., Zhang, Y., & Wang, Z. (2018, October). The Behavior Symptoms of Undergraduates' Social Anxiety in the Virtual World. In 2018 International Conference on Cyberworlds (CW) (pp. 447-450). IEEE.
• Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
• Yılmaz, R. M., Reisoğlu, I., Topu, F. B., Karakuş, T., ve Göktaş, Y. (2015). The development of a criteria list for the selection of 3d virtual worlds to design an educational environment. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 17(4), 1037-1069.
• Yılmaz, T. K., ve Cagiltay, K. (2016). Designing and developing game-like learning experience in virtual worlds: Challenges and design decisions of novice instructional designers. Contemporary Educational Technology, 7(3), 206-222.
• Zajda, J. (2018). Effective Constructivist Pedagogy for Quality Learning in Schools. Educational Practice and Theory, 40(1), 67-80.