The Evaluation of SHU3DED Cyber Campus [ICALT 2014 Conference]

The Evaluation of SHU3DED Cyber Campus A pilot study

Louis Nisiotis, Martin Beer, Elizabeth Uruchurtu

Sheffield Hallam University, United Kingdom.

09/07/2014

PhD Research

Synopsis Background and Context

Theoretical Framework

The Design of SHU3DED

Pilot Evaluation

Results

Discussion

Limitations and Future Work

Background and Context

Access and Participation Issues

E-Learning: Synchronous/Asynchronous Content Accessibility and Knowledge Sharing Flexibility in Learning (Lau et al. 2013)

Traditional Distant Learning Environments: “Cold and Impersonal”, “Insufficient for optimal learning”, “Flat,

asynchronous, with limited interaction and dynamism” (Johnson et al. 2011)

Lack of Effective Social Interaction (Sanders et al. 2007)

Background and Context Cyber Campuses

3D navigational spaces Synchronous interaction, communication and collaboration Real time interaction between users and objects Immersion and co-presence, the use of Avatar Interactivity and richer visual experiences Enhanced multimedia presentation tools

References: Prasolova et al. 2006, Chau et al. 2013, Cronin et al, 2011, Livingstone et al, 2008

Theoretical FrameworkRQ: “How can cyber campuses help students participate more effectively in

learning activities?”

Methodology for the evaluation of the efficacy of a MUVE to support synchronous learning (De Lucia et al. 2009)

Empirical work looking at the ability of cyber campuses to support participation in learning activities.

In MUVE’s, learning is strongly related to the perceptions of presence, communication, awareness and the feeling of belonging to a community (De Lucia et al. 2009).

The Design of SHU3DED

The Design of SHU3DED(cont.)

The Pilot Evaluation Purpose:

Prototype initial evaluation Assess and evaluate the experimental procedures and data collection instruments Ensure good operation in practical environment, conditions management procedures

simulation.

Participants 3 different sessions Total participation N=23 (21 Male, 2 Female), age: 19-21

Procedures Virtual Learning Scenario Simulation

Instruments Presence Questionnaire (Witmer & Singer, 1998) Sociability Scale (Kreijns et al., 2007) Awareness, communication and CVE scale (De Lucia et al., 2009) Chat Logging

Learning Simulation Scenario

Results Presence

High perceptions of presence. Good sense of control, high sensory and realism, low distractions.

Communication Perceived easy and efficient to communicate.

Awareness High awareness perceptions of the existence and actions of others.

Sociability Supports socialization, a sound social space, provide the feeling of

belonging to a community.

Environment Design Stimulating, logical, consistent, productive and satisfying.

Discussion Positive evaluation of the prototype

High sense of presence, communication, awareness and sociability

Positive evaluation of the design, productivity and satisfaction

System was behaving properly

Experimental procedures are considered appropriate to demonstrate the learning potentials of the prototype

Data collection instruments are capable to provide reliable empirical data.

Limitations and Future Work Limitations

Controlled Environment Time limitations Sample size and groups Learning scenario

Future Work Additional Piloting. Main Evaluation Study. Qualitative Virtual Focus Group Study. Determine the extent to which cyber campuses can help students

participate more effectively in learning activities. Devise design considerations and suggestions.

Thank You!

Contact Details: Name: Louis Nisiotis Email: [email protected] Website: www.learninvw.com Organization: Sheffield Hallam University

Research Partially Funded by Leventis Foundation