Supporting Distributed Learning through Immersive Learning Environments
I tiakina i:
| I whakaputaina i: | Athens Journal of Education vol. 11, no. 3 (2024), p. 213 |
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| Kaituhi matua: | |
| I whakaputaina: |
Athens Institute for Education & Research
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| Ngā marau: | |
| Urunga tuihono: | Citation/Abstract Full text outside of ProQuest |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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MARC
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|---|---|---|---|
| 001 | 3112178744 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2407-9898 | ||
| 035 | |a 3112178744 | ||
| 045 | 2 | |b d20240101 |b d20241231 | |
| 084 | |a EJ1437830 | ||
| 100 | 1 | |a Lecon, Carsten | |
| 245 | 1 | |a Supporting Distributed Learning through Immersive Learning Environments | |
| 260 | |b Athens Institute for Education & Research |c 2024 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the 'metaverse'). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations. | |
| 653 | |a Electronic Learning | ||
| 653 | |a Virtual Classrooms | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Artificial Intelligence | ||
| 653 | |a Educational Environment | ||
| 653 | |a Group Activities | ||
| 653 | |a Educational Technology | ||
| 653 | |a Technology Uses in Education | ||
| 653 | |a Distance Education | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Internet | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Competency Based Education | ||
| 653 | |a Robotics | ||
| 653 | |a Programming | ||
| 653 | |a Computer Science Education | ||
| 773 | 0 | |t Athens Journal of Education |g vol. 11, no. 3 (2024), p. 213 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3112178744/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1437830 |