A Virtual Education: Guidelines for Using Games Technology

Autor/in	Schofield, Damian
Titel	A Virtual Education: Guidelines for Using Games Technology
Quelle	In: Journal of Information Technology Education: Research, 13 (2014), S.25-43 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Guidelines; Games; Engineering Technology; Virtual Classrooms; Educational Environment; Computer Simulation; Training Methods; Chemical Engineering; Human Factors Engineering; Lighting; Narration; Navigation; Usability; Knowledge Representation; Video Technology; Spatial Ability; Cognitive Processes; Change Strategies; Performance Factors; Computer System Design; Educational Games + Suchen Sie Ihr Suchwort? Richtlinien; Game; Spiel; Spiele; Maschinenbautechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computergrafik; Computersimulation; Didaktik; Trainingsmaßnahme; Chemisches Prüfverfahren; Beleuchtung; Wissensrepräsentation; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Lösungsstrategie; Leistungsindikator; Educational game; Lernspiel
Abstract	Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online vir-tual environments. This technology has been used to generate a range of interactive Virtual Real-ity (VR) learning environments across a spectrum of industries and educational application areas. This idea is not new; flight simulators have been used for decades to train pilots for both com-mercial and military aviation. These systems have advanced to a point that they are integral to both the design and the operation of modern aircraft (Adams, Klowden, & Hannaford, 2001; Mastaglio & Callahan, 1995). There are a number of lessons that can be learned from the indus-tries that have successfully utilised virtual training and learning systems. Generic rules of thumb regarding the specification, development, application, and operation of these learning environ-ments can be garnered from these industrial training systems and examined in an educational con-text (Grunwald & Corsbie-Massay, 2006; Schofield, Lester, & Wilson, 2004; Tromp & Schofield, 2004). This paper introduces a virtual learning environment ViRILE (Virtual Reality Interactive Learn-ing Environment) developed by the author. ViRILE is designed for use by undergraduate chemi-cal engineers to simulate the configuration and operation of a polymerisation plant. During the implementation of this, and other, visual learning environments a number of complex operational problems were encountered; these have required a number of innovative solutions and management procedures to be developed. This paper will also discuss the implementation of this and other similar systems and extrapolate the lessons learnt into general pedagogical guidelines to be considered for the development of VR based online educational learning resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10