Authoring of 3D and AR Applications for Educational Purposes (Extended Abstract)

Jörg Stöcklein and Christian Geiger

We present an authoring framework dedicated to the design of multimodal 3D and Augmented Reality applications. The main focus of the presented examples that have been developed with this approach is the design of experiments for a virtual physics lab and its use for classroom lectures. We present the core elements of our HYUI framework and the development of a set of physical experiments.

Experiential based learning in 3D Virtual Worlds: Data capture and visualization in Second Life

Michael Callaghan, Jim Harkin, Giorgio G.Scibilia, Filippo Sanfilippo, Shane Wilson and Kerri McCusker

Increasingly web based distance education courses are on offer augmented by the provision of remote experimentation laboratories. Recently there has been significant growth in the number of virtual worlds for everyday use. These immersive 3D virtual worlds offer the ability to create complex simulations using existing or in-world modeling techniques and scripting tools while offering the functionality to link to the real world and capture data which can be visualized in near real time. This paper investigates the use of the popular virtual world, Second Life, to create experiential based learning experiences in a 3D immersive world for teaching computer hardware and electronic systems. In particular, the paper presents a number of approaches to capturing, displaying and visualizing real world data in such 3D virtual environments.

REMOTE EXPERIMENT WILL SUSTAIN THE DEVELOPMENT OF THE CREATIVITY?

Cornel Samoila, Doru Ursutiu, Petru Cotfas, Daniel Cotfas and Sorin Zamfira

The question raises in the paper is the fact that in the design process of the remote experiment, is necessary to take into account some new rules with the destination to reveal and to improve the creation assets of the students. The actual methodology in teaching/learning is based on the” convergent thinking”. Guilford pointed out that the most important factors of the creation process are synthesized in the “divergent thinking” which supposes more than one output.

What should be considered when a remote experiment will be design? What should be the teacher and student role in this process? All of answers will be pointed out in the paper with the hope that the creation process will become a part of the teaching/learning process based on the remote experiment.