دراسات وأبحاث ومقالات (الواقع الافتراضي)

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رسالة ماجستير: اثرالتدريس  باستخدام الفصول الافتراضية عبر الشبكة العالمية الانترنت

اعداد :أحمد المبارك

للتحميل

 

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مقالة من مجلة تكنولوجيا الاتصالات والمعلومات  
علم اللامعقول – الانغماس عن بُعْد”، (Tele-immersion)
التاريخ: 17-6-1425 هـ
الموضوع: العدد 37

طريقة عمل “الواقع الافتراضي”

متطلَّبات بناء عروض الواقع الافتراضي

السباحة في عالم متناه في الصغر

تطبيقات الواقع الافتراضي

 

 لمشاهدة المقال كاملا

 

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مجلة الجيش- العدد 253-  تاريخ 1-7-2006 

الحرب الافتراضية وسيناريوهات محاكاة الواقع

اعداد: كمال مساعد 

لمشاهدة المقال

 

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صحيفة الاقتصادية الالكترونية

تقنية المعلومات

مشروع الملك عبد الله لتطوير التعليم يهتم ببناء مجتمع المعرفة وتطويره

التعليم عن بعد والفصول الافتراضية أبرز مقومات مستقبل التعليم السعودي

 

لمشاهدة المقال

 

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مؤتمر دولي يجيب على تساؤلات أولياء الأمور


ماهي النواحي الإيجابية في الألعاب؟ وما تأثير الواقع الافتراضي على الأطفال
 

لمشاهدة معلومات المؤتمر

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مقال التمثيل الثلاثي الأبعاد على الإنترنت بلغة النمذجة للواقع الافتراضي

جريدة الرياض اليومية

الثلاثاء 19 شعبان 1427هـ – 12 سبتمبر 2006م – العدد 13959

لمشاهدةالمقال

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من أوراق المؤتمر العربي الأول للثقافة الرقمية(4)

 

لمشاهدة الموضوع كاملا..

 

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دراسات اجنبية

 

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Virtual Reality for Collaborative E-Learning

 

المؤلفين :Monahan, TeresaMcArdle, GavinBertolotto, Michela

 

المصدر :Computers & Education, v50 n4 p1339-1353 May 2008

 

الخلاصة :

 

In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved popular, they are often single-user learning environments which provide little in the way of interaction or stimulation for the student. As the concept of lifelong learning now becomes a reality and thus more and more people are partaking in online courses, researchers are constantly exploring innovative techniques to motivate online students and enhance the e-learning experience. This article presents our research in this area and the resulting development of CLEV-R, a Collaborative Learning Environment with Virtual Reality. This web-based system uses Virtual Reality (VR) and multimedia and provides communication tools to support collaboration among students. In this article, we describe the features of CLEV-R, its adaptation for mobile devices and present the findings from an initial evaluation

  

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Virtual Reality in Education:Exploring QTVR as a Tool for Teaching and Learning

 المؤلفين : glaa Ali, Richard Ferdig, Gail Ring, University Of Florida, USA 

المصدر: Society for Information Technology and Teacher Education International Conference (SITE) 2002 

 

الملخص :

 Proposal: One of the reasons multimedia has been so successful in education is the dual coding aspect of information processing theory (Bagui, 1998). According to this theory, humans take in information from the environment through their sense organs: the eyes, ears, taste buds and nerves in the skin. This information then goes into short-term memory and is eventually processed into long-term memory, becoming the person’s knowledge base. The more senses involved in the learning process, the better the learning experiences. VR (Virtual Reality), a technology that encompasses numerous media, evokes multiple senses as opposed to more traditional methods of learning that generally involve the use of a single sense, such as sight (Rodriguez, 2001). Researchers are now beginning to explore various learning opportunities through virtual reality. For instance, “VR in the Schools”, a quarterly publication of the Virtual Reality and Educational Lab has recognized the impact and potential of VR and has begun to research new medium for incorporating VR productively into the learning process. Others have also defined many benefits of using VR in the teaching and learning process. Follows (1999) suggested four such benefits: Ø Provides the students with context for the learning process to take place. Ø Allow students to control the learning process. Ø Makes learning a personal experience for the student. Ø Accommodate a wide range of student learning styles. Technologists have considered the potential of using VR in the classroom, and many projects are currently exploring the educational uses of VR: · The Virtual Reality Skeleton Project (Rodriguez, 2001) at http://www.lib.uiowa.edu/commons/skullvr/background.html is a computer-based tutorial to help students learn the anatomy of the human skull. · TerraQuest’s Virtual Galapagos at http://www.terraquest.com/galapagos allows a visitor to study the ecology, wildlife, history and geology of the Galapagos Islands. · Wright State University’s Anatomy Department at http://www.anatomy.wright.edu/QTVR/qtvr.html) have suggested that advantages of VR include a) allowing students to visual abstract concepts, and b) allowing students to interact with events that distance, time, and/or safety factors make unavailable. QuickTime Virtual Reality (QTVR) is a technology that allows users to explore virtual reality. QTVR developers can create and display 360-degree views of objects or panoramic scenes that can be manipulated and navigated. With this technology, it is possible for teachers and students to share classroom projects that others can rotate and examine. It is also possible for users to look at various environments (a classroom, a different country, outer space, etc.) without the need to actually be there. QTVR software allows designers to construct three-dimensional representations of objects from two-dimensional photographs. QTVR is a wide reaching educational tool that can be used not only in a large variety of locations, but also in a large variety of situations to attain multiple educational goals. This workshop will introduce attendees to VR, and specifically QTVR. After completing the workshop attendees will be able to: · Explain how QTVR works. · Produce QTVR movies (panorama and objects). · Determine ways in which they can use QTVR at school. Tutorial Description: Phase I – Whole group session In Phase I we will address the basic principles of Virtual Reality. We will discuss the hardware and software that are required to produce VR, as well as some of the design principles associated with developing virtual realities. Participants will be introduced to a number of current projects in virtual reality. During these initial phases, we will also introduce QTVR, and describe the creation of QTVR objects and panoramic scenes. Participants will be exposed to the complete process of developing QTVR products. For instance, the audience will participate in the process of planning the scene to be shot and the shooting process. Phase II- the production process (Two participants for one computer) Participants will have the opportunity to create their own QTVR production. The participants will be given images (to make a QTVR panoramic movie and QTVR object movie as well). The steps they will go through will include: “pre-production and planning”, “production”, and “post production”. In this Phase, participants will: · Familiarize themselves with the nuances of QTVR development. · Develop a QTVR panorama. · Develop a QTVR three-dimensional object movie. Phase III – Whole group evaluation: After the groups have completed their individual tasks, they will come back together to discuss the following: – Identify ways in which VR and QTVR can be utilized in the classroom. – Utilize applications and web sites that support VR & QTVR. – Incorporate the many uses of VR & QTVR into their lessons. – Evaluate the effectiveness of VR & QTVR as a learning tool. – The participants will have the opportunity to present and share their QTVR movies. Abstract: Virtual Reality (VR) is an extremely useful and easy to use tool for classroom settings, because of its ability to show situations that would not otherwise be easy to imagine. This characteristic of VR enables a large variety of topics to be taught to students, who would otherwise struggle to visualize the information being presented. VR is also very useful in settings where student experience with technology is not advanced. QTVR, one example of VR, will be demonstrated. In this workshop we will give the attendees general ideas about VR and QTVR, have them brainstorm ideas about the applications of QTVR in their field. We will then have them take pictures and create QTVR movies (panorama and object). After finishing this workshop will give the attendees a survey about their perceptions of how they will incorporate QTVR movies in the teaching and learning process. Hardware and Software for QTVR Digital Images: Pictures for QTVR production may come from digital cameras, scanned pictures, video cameras, or Kodak PhotoCD (camera film processed on CD-ROM discs). In the workshop we will use Digital Cameras to produce the pictures needed for the producing of QTVR. Computer: A Power Macintosh with enough RAM memory. Software: Several choices exist currently. Most QTVR creation software is fairly easy to use. We will use VR Worx v2.0. Tripod References: 1. Bagui, S. (1998). Reason for Increased Learning Using multimedia. Journal of Educational Multimedia and Hypermedia, 7(1), 3-18. 2. Rodriguez, A. (2001). The Virtual Reality Skeleton Project. T H E Journal, 29(1), 64. 

  

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Activity Visualization and Regulation in a Virtual Classroom

L. Kepka, J.-M. Heraud, L. France, J.-C. Marty, and T. Carron (France)

 

Keywords

Visualization tools, e-learning systems agent architecture, Classroom activity regulation

الخلاصة

Our work takes place in the education domain. We provide a web based learning environment for helping the teacher to visualise a virtual classroom and interact with it. This interface uses data collected from traces resulting from the collaborative learning activity. Our approach is based on a multi-agent architecture to collect information through activity traces for the visualisation. The system allows retro-actions from teacher to students by interacting directly through the visualisation part of the interface. The pedagogical session is thus adaptive for the whole class or for each student.

 

 

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Teaching in a Virtual Classroom

 

 المؤلفون :Starr Roxanne Hiltz, New Jersey Institute of Technology, USA 

 

المصدر: International Journal of Educational Telecommunications (1995

 

الملخص :

 

The Virtual Classroom is a teaching and learning environment constructed in software, which supports collaborative learning among students who participate at times and places of their choosing, through computer networks. This paper describes experiences and results of utilizing Computer Mediated Communications structured to create a Virtual Classroom (VC). Emphasis is placed on guidelines for using the technology successfully by incorporating “collaborative learning” activities.

 

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