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Studying the effectiveness of multi-user immersive environments for collaborative evaluation tasks
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DOI：10.1016/j.compedu.2012.06.002.png)
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Abstract
En 中文
Massively Multiuser On-line Learning (MMOL) Platforms, often called virtual learning worlds, constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called MadriPolis. This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship. (C) 2012 Elsevier Ltd. All rights reserved.
Keywords:
MMOL platform
Virtual world
lmmersive education
Simulations
Mixed reality
Augmented reality
Socio-computacional system
Distributed learning environment e-learning
Educational virtual world
LORI
Convergent participation model
SNA
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