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Educational visualizations in 3D collaborative virtual environments: a methodology

机译：3D协作虚拟环境中的教育可视化：一种方法

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Purpose - Collaborative virtual environments (CVEs) have become increasingly popular in educational settings and the role of 3D content is becoming more and more important. Still, there are many challenges in this area, such as lack of empirical studies that provide design for educational activities in 3D CVEs and lack of norms of how to support and assess learning in with such technology. The purpose of this paper is to address these challenges by discussing the use of a 3D CVE in a university course for three years and suggesting practical guidelines based on the data from observations. Design/methodology/approach - The main research question of the discussion in this paper is: How to facilitate learning by means of educational visualizations in 3D CVEs? The authors discuss data from several explorative case studies conducted within the Cooperation Technology course at the Norwegian University of Science and Technology. In these case studies, the authors focused on a particular type of collaborative work with 3D content - educational visualizations. Groups of students were asked to build creative visualizations of a certain topic (e.g. a research project or a curriculum topic) and present the construction to the public. The data were collected from the direct observation of students' activities online, virtual artefacts, such as chat log and 3D constructions, and users' feedback in a form of group essays or blogs. Findings - Following the analysis of these data, the authors introduce an original methodology for facilitating collaborative work with 3D content in an educational context and provide a characterization framework - Typology of 3D Content and Visualization Means, which can be used together with the methodology for analysing constructions in 3D CVEs. Constructionism and social constructivism were used as a theoretical grounding. Research limitations/implications - Although the research method applied has certain limitations related to the settings of the conducted studies, such as observing the same course each year and impossibility of having a control group, this research still provides important insights, as it identifies overall tendencies in conducting educational activities in 3D CVEs. Practical implications - The suggested methodology was developed for teachers, instructors, and technicians. It can be used as a guideline for organizing educational activities using collaborative work with 3D content. Originality/value - Results of the authors' research indicate that the methodology suggested in the paper benefits structuring and planning of educational visualizations in 3D CVEs. It can be considered as a contribution to the field, as it helps to fill the gap in practical guidelines for the advanced use of 3D CVEs in educational settings.
机译：目的-协作虚拟环境（CVE）在教育环境中变得越来越流行，并且3D内容的作用越来越重要。尽管如此，在这一领域仍存在许多挑战，例如缺乏为3D CVE中的教育活动提供设计的经验研究，以及缺乏如何支持和评估此类技术学习的规范。本文的目的是通过讨论三年中在大学课程中使用3D CVE的方法来解决这些挑战，并根据观察所得的数据提出实用的指导原则。设计/方法/方法-本文讨论的主要研究问题是：如何通过3D CVE中的教育可视化促进学习？作者讨论了在挪威科技大学“合作技术”课程中进行的几个探索性案例研究中的数据。在这些案例研究中，作者专注于一种特殊类型的具有3D内容的协作工作-教育可视化。要求学生们对某个主题（例如研究项目或课程主题）进行创造性的可视化，然后将其展示给公众。这些数据是从直接观察学生的在线活动，虚拟人工制品（例如聊天记录和3D结构）以及用户以小组文章或博客形式提供的反馈中收集的。调查结果-分析这些数据后，作者介绍了一种在教育环境中促进3D内容协同工作的原始方法，并提供了一个表征框架-3D内容类型和可视化手段，可以与分析方法一起使用3D CVE中的结构。建构主义和社会建构主义被用作理论基础。研究的局限性/含义-尽管所采用的研究方法与所进行的研究的设置有一定的局限性，例如每年观察同一门课程以及不可能设立对照组，但这项研究仍可提供重要的见解，因为它可以确定总体趋势在3D CVE中开展教育活动。实际意义-建议的方法是为教师，讲师和技术人员开发的。它可以用作使用具有3D内容的协作作品来组织教育活动的指南。原创性/价值-作者的研究结果表明，本文提出的方法有益于3D CVE中教育可视化的结构和规划。它可以被认为是对该领域的一种贡献，因为它有助于填补在教育环境中高级使用3D CVE的实用指南中的空白。

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