The Experts below are selected from a list of 16827 Experts worldwide ranked by ideXlab platform
Imed Boughzala - One of the best experts on this subject based on the ideXlab platform.
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces.
Administrative Issues Journal, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments. Keywords: Virtual Learning, Virtual worlds, presence, copresence, flow
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces
Administrative Issues Journal: Education, Practice, and Research, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments.
Marion D. Hassell - One of the best experts on this subject based on the ideXlab platform.
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces.
Administrative Issues Journal, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments. Keywords: Virtual Learning, Virtual worlds, presence, copresence, flow
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces
Administrative Issues Journal: Education, Practice, and Research, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments.
Van Geest Marcell - One of the best experts on this subject based on the ideXlab platform.
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Scenarios in Virtual Learning Environments for one-to-one communication skills training
2017Co-Authors: Lala R., Jeuring J.t., Dortmont Jordy~van, Van Geest MarcellAbstract:A scenario is a description of a series of interactions between a player and a Virtual character for one-to-one communication skills training, where at each step the player is faced with a choice between statements. In this paper, we analyse the characteristics of scenarios and provide a classification to represent such scenarios. The analysis is performed through a literature review and by comparing Virtual Learning Environments for scenario based training. Using this analysis we specify requirements for describing communication scenarios related to their: structure (linear, branching, interleaving), properties (static information stored per scenario like situation, background, which Virtual character to show), and parameters (characteristics of a scenario that can be modified per statement like a score on a Learning goal and an emotional effect in a Virtual character). We define a schema for representing such communication scenarios and present an authoring tool to create a scenario
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Scenarios in Virtual Learning Environments for one-to-one communication skills training
Springer, 2017Co-Authors: Lala Raja, Jeuring Johan, Van Dortmont Jordy, Van Geest MarcellAbstract:A scenario is a description of a series of interactions between a player and a Virtual character for one-to-one communication skills training, where at each step the player is faced with a choice between statements. In this paper, we analyse the characteristics of scenarios and provide a classification to represent such scenarios. The analysis is performed through a literature review and by comparing Virtual Learning Environments for scenario based training. Using this analysis we specify requirements for describing communication scenarios related to their: structure (linear, branching, interleaving), properties (static information stored per scenario like situation, background, which Virtual character to show), and parameters (characteristics of a scenario that can be modified per statement like a score on a Learning goal and an emotional effect in a Virtual character). We define a schema for representing such communication scenarios and present an authoring tool to create a scenario.This study is part of the RAGE project. The RAGE project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 644187. This publication reflects only the author's view. The European Commission is not responsible for any use that may be made of the information it contains
Sandeep Goyal - One of the best experts on this subject based on the ideXlab platform.
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces.
Administrative Issues Journal, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments. Keywords: Virtual Learning, Virtual worlds, presence, copresence, flow
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces
Administrative Issues Journal: Education, Practice, and Research, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments.
Moez Limayem - One of the best experts on this subject based on the ideXlab platform.
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces.
Administrative Issues Journal, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments. Keywords: Virtual Learning, Virtual worlds, presence, copresence, flow
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Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces
Administrative Issues Journal: Education, Practice, and Research, 2012Co-Authors: Marion D. Hassell, Sandeep Goyal, Moez Limayem, Imed BoughzalaAbstract:The level of satisfaction and effectiveness of 3D Virtual Learning Environments were examined. Additionally, 3D Virtual Learning Environments were compared with face-to-face Learning Environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D Virtual Learning Environments. There were no significant differences between satisfaction and effectiveness of 3D Virtual Learning Environments and face-to-face Environments. These findings suggest that 3D Virtual Learning Environments can be made to provide high levels of Learning satisfaction. Additionally, these findings suggest that 3D Virtual Learning Environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face Learning Environments.
