A Student Friendly Framework for Adaptive 3D-Virtual Learning Environments

Abstract

Learning is the process of observation, exploration and discovery. Virtual Reality (VR) is one of the most popular training technologies today that introduced new methods and approaches for teaching-learning process. It offers advanced forms of interaction that enables students to find out, to explore and to build their own knowledge. The use of 3D-Virtual Learning Environments (VLEs) for educational purposes can improve a learner experience and motivation. Adaptive 3D-VLEs dynamically adapt to learners capabilities and show customized teaching mate rials which are relevant and according to the learning goals, learning style and knowledge level of an individual learner, which results in improved learning. Properly designed 3D-VLEs with adaptive capabilities increase both the effec tiveness of learning-process and interface usability. However, defining the adaptive aspect of 3D-VLEs is difficult as there is no clear strategy which modifies the con tents of the environment for a specific learner. Research on designing such systems is still in its infancy and needs attention for possible improvements. This research work focuses on the adaptive aspect of 3D-VLEs. We quantitatively measure the learning skill of a student in 3D-VLEs with the help of a mathematical function and use it an adaptation criterion for changing the contents of the environments. Using a fuzzy logic based approach, our system dynamically builds and maintains student model and delivers personalized learning content for good, average and weak students. Research shows that providing cognitive aids reduce mental load on learn ers but it also reduces active exploration which affects their performance in a non-supervised environments when these aids are no longer available. Using the proposed adaptive approach, we further extended our work and presents Adaptive Repetition as a control strategy for active exploration in 3D-VLEs which enables students to get the benefits of cognitive aids and remain actively involved in the learning and exploring process. Finally, we introduce the concept of horizontal transition inside adaptive 3D VLEs which provides an opportunity for students to get the desired knowledge according to their learning styles. The same concept is presented with detail information and more examples that facilitate the learning process and is especially designed for weak students. Based on the proposed adaptive criterion, we developed a simulated environ ment in Microsoft Visual Studio 2008 using OpenGL Library to perform experi ments and evaluate the efficiency of the proposed concepts. The analysis was based on task completion time, no of errors, test scores and student learning. We also used questionnaires to collect the data for subjective evaluations. The outcome of this research work is a student friendly framework that can be used efficiently for enhancing the learning capabilities of students in 3D-VLEs.