Results from 2010-11 pilot study on virtual museum education related to knowledge acquisition presented during the ARVEL SIG at AERA 2012. Journal article is in-press. It examines the effectiveness, usability, and knowledge acquisition between the Leopoldo Flores Museum, located at the UAEM, and an online virtual environment replica. The primary results show a) students using the virtual environment first and then visiting the museum exhibited better knowledge acquisition about the museum and had higher level of discourses when on the guided tour, and b) the virtual museum experience, when used alone, was a comparable experience to the actual museum guided tour in both knowledge gained and satisfaction.
The virtual environment research was made possible by using the CRG 3D Online Learning Environments Framework.
A Demonstration of a Game Designed to Improve Literacy Skills
The 1 hour workshop focused on a demo for Chalk House and discussion on its operation and integration into classroom learning. The talk discussed 1) the literacy skill goals, 2) learning methods, 3) readability and grade level, 4) game play and research, 5) contextual immersion in a reading genre, 6) assessment and feedback, 7) student management, and 8) the demo.
NASA Langley Virtual Center of Excellence Workshop
The talk focused on providing a framework for virtual community creation using Community of Inquiry. The creation of a virtual environment to be used for work or education requires the the presence of Process, Social, and Cognition.
The talk went on to overview some of the research projects done by Dr. Jones and Created Realities Group in the area of virtual environments. These included the 3D On-Line Learning Environment, Mars Online, Chalk House, and the Speech Recognition/Natural Language system.
Chalk house: A 3D online learning environment for literacy
Chalk House, the first in a series of situated learning modules being developed as a collaboration between Created Realities Group and the Design+Research Collective, is an online computer-based 3D environment in which game play and engaging narrative are used to improve student literacy skills, namely reading and writing, are the key focus of learning. Chalk House uses the CRG 3D online learning environment to deliver this learning module. The current version of Chalk House is focused on middle school students, ages 10-14, who commonly resists traditional reading and writing activities in the classroom.
Jones, J. G., & Warren, S. J. (2008, March). Chalk house: A 3D online learning environment for literacy. Paper presented at the Society for Information Technology and Teacher Education International Conference, Las Vegas, NV.
Chalk House: 3-D Game for Building Middle School Literacy
The bring your own laptop (BYOL) workhsop allowed participants to explore and play the Chalk House 3D online learning module. The presentation focused on the potential of games and simulations in the classroom with a focus on Chalk House that is aimed an 6th and 8th grade literacy issues. The discussion during the hands-on section reviewed current research and examined the Iterative design process. This form of learning environment affords instructors with a novel and effective means for enhancing interaction and feedback to students in online situations. This is possible because of the multi-modal approach to the interactions available and the constructivist nature of the learning environment.
Jones, J.G. & Warren, S. (2007, June). Chalk House: 3D Game for Building Middle School Literacy. Presentation at the National Educational Computing Conference, Atlanta, GA. ISTE.
A Virtual School Environment for Enhancing College Preparation And Retaining Highly Qualified Teachers In Rural School Districts
This article introduces a concept for increasing the number of high school students in rural areas that seek college education by restructuring current concepts of how school infrastructure is defined and implemented. The underlying assumption for this paper is that every child of the Xbox generation can have access to a caring, competent, highly qualified teacher in every subject he/she studies when schools cooperate in a larger educational entity (a virtual cooperative school district) that can take advantage of the benefits of both existing infrastructure and modern telecomputing technology. The anticipated result is that high school students who might not attend college because of lack of preparation, understanding, and support will have the opportunity to effectively prepare, attend, and be successful in college.
Jones, J. G., Hancock, R., Kalinowski, K. E., Overall, T., & Knezek, G. A. (2007). A Virtual School Environment for Enhancing College Preparation Among High Potential Rural Students. School Leadership Review, 3(1).
Touring Mars Online, Real-time, in 3D for Math and Science Educators and Students
This article discusses a project that placed over ninety-seven percent of Marsí topography made available from NASA into an interactive 3D multi-user online learning environment beginning in 2003. In 2005 curriculum materials that were created to support middle school math and science education were developed. Research conducted at the University of North Texas with students using the system will be presented as well. The immersive nature of these multi-user online collaborative environments that support both exploration and learning provide new and powerful ways to engage and educate students interested in math and science.
3D online learning environments, which are an extension of modern massively multiplayer online game concepts with additional collaborative tools integrated into the client for use in education, can be configured such that it provides a low-cost entry into the technology for programs and departments and have impact almost immediately to enhance traditional text-based online course delivery. This paper will discuss research at the University of North Texas in the use of such an environment and how it has positively impacted online discourse in courses between 2003 and 2005.
Jones, J. G. (2006). Accelerating online text-based discourse via 3d online learning environments. Paper presented at the Society for Information Technology and Teacher Education International Conference, Orlando, FL.
3-Dimensional online learning environments: examining attitudes toward information technology between students in Internet-based 3-dimensional and face-to-face classroom instruction
3-dimensional online learning environments can provide a means for users with limited connectivity to the Internet to participate as fully as their broadband-enabled peers in collaborative experiences, information sharing and feedback. Nearly 90% of the universities in the USA that support distributed learning programmes use web-based course delivery methods. Directors of these programmes state that web-based delivery allows them to handle the wide range of connectivity among student populations. 3-dimensional online learning environments can increase online course interaction and feedback beyond current web-based document delivery in a cost effective and scaleable manner. This article examines attitudes to information technology of students in a 3-dimensional online learning environment versus those involved in face-to-face classroom instruction at the University of North Texas. We were interested in looking to see how the benefits of immersion, interaction and feedback provided by the 3-dimensional online learning environment would impact on the students? attitudes to information technology for an established traditional course.
Jones, J. G., Morales, C., & Knezek, G. A. (2005). 3D online learning environments: Examining attitudes toward information technology between students in internet-based 3D and face-to-face classroom instruction. Educational Media International, 42(3), 219-236.
3D Graphical Multi-User Online Learning Environments for Internet-based Distributed Learning: First Year Result
This paper presents first year (baseline) research into using a 3D on-line learning environment for teaching Computers in Education, a course at the University of North Texas for pre-service teachers (students who are training to become teachers). The study looked at nine sections of the course during the fall semester of 2003. Three of the sections used the 3D online learning system, while the remaining six sections took the course in the normal face-to-face manner. Several interesting patterns emerged during exploratory analysis of this data.
Jones, J. G., Morales, C., & Knezek, G. (2004). 3D graphical multi-user online learning environments for internet-based distributed learning: First year results. Paper presented at the National Educational Computing Conference, New Orleans, LA.
Changing logo from a single student system to a 3D on-line student collaboratory/participatory shared learning experience.
The concept of Logo to support constructive learning has been in existence since the 1960's. Logo as implemented in computer software in the 1970's has focused on either single student to single computer or a group of students sharing a single computer. Later versions of Logo have supported multi-user networking, but have not truly provided a shared learning environment where students using single systems at distant locations can work together and view each other's work. This paper will discuss the potential of combining Logo concepts with on-line 3D environments to create engaged participatory learning environments/experiences for students. This approach could expand Logo so that it can allow classrooms connected by the Internet to simultaneously engage in K-12 projects about mathematics, language, music, robotics, telecommunications, and/or science. This paper and the presentation at the TCEA conference will demonstrate what an on-line 3D participatory system looks like and show the initial software modules developed for classroom use.
Jones, J.G., Overall, T. (2004, February). Changing logo from a single student system to a 3D on-line student collaboratory/participatory shared learning experience. Proceedings of the Texas Computer Education Association Conference. Austin, Texas: TCEA.
3D On-line Distributed Learning Environments: An Old Concept with a New Twist
This paper discusses how the concept of on-line distributed learning environments is being remade with advances in affordable computing hardware, video graphics, and Internet access. The original concept from the 1970's of synchronous on-line computer mediated communications is changing in ways that can be a benefit to communities using distributed learning methods. The approach fits between course delivery that uses web-based with e-mail/bulletin-board feedback and more bandwidth intensive video conferencing technology. 3D on-line environments are appropriate to a large segment of students that still do not have broadband Internet because of cost and/or access. This paper discusses 3D on-line environments, explains the technology, and gives an example of a 3D on-line learning environment being used at the University of North Texas, Department of Technology and Cognition.
Jones, J. G. (2004). 3D On-line Distributed Learning Environments: An Old Concept with a New Twist. Proceedings of the Society for Information Technology and Teacher Education, Atlanta, GA, 507-512.
This paper presents work underway to create a version of Logo that is on-line, 3D, multi-user, and distributed over the Internet. The potential of this approach is to create on-line 3D environments to produce engaged participatory learning experiences for students at a distance. The vision is to develop a system that would allow one or more students to come together on-line over the Internet and share a programmable object that uses the Logo language and interacts with the object in a 3D space in a collaborative fashion. We are currently developing an application based on the Created Realities Group distributed learning system.
Jones, J. G. (2004). Logo goes 3D. Proceedings of the Society for Information Technology and Teacher Education, Atlanta, GA, 1749-1752.
Touring Mars On-line, Real-time, and in 3D for Educators and Students.
This paper presents a project started in 2003 that placed over 97% of Mars topography from NASA into an interactive on-line learning environment for use by educators and students connected to the Internet. The possibilities for bringing students into an immersive environment to discuss and participate in math and science are many. This paper will discuss the 3D technology being developed for educational use.
Jones, J. G., & Hicks, J. (2004). Touring Mars On-line, Real-time, and in 3D for Educators and Students. In J. G. Jones, L. Moller & K. Shelton (Eds.), Conference on Emerging Technologies and Theories for Teaching and Learning (Vol. 1, pp. 35-40). Bloomington, IN: Association for Educational Communication and Technology.
Demonstration and Discussion on a 3D Graphical MOO being
Pilot Tested at the University of North Texas
This session will demonstrate a 3D graphical on-line multi-user package that the Department of Technology and Cognition at the University of North Texas has been pilot testing during the Fall of 2002 to enhance instructor and student interactions for classroom and on-line courses. The Created Realities Group's 3D graphical MOO has provided students with a wider range of interactions within a single interface. This session will show the technology, its use, and will discuss thoughts resulting from the ongoing pilot testing.
Jones, J. G. (2003). Demonstration and discussion on a 3D graphical MOO being
pilot tested at the university of north texas. Proceedings of the Society for Information Technology and Teacher Education, Albuquerque, New Mexico, 14, 384-385.
Using a 3D Graphical Virtual Environment (MOO) for Internet-based Japanese Language Learning
This presentation will describe on-going research concerning the use of 3D graphical environments for on-line language learning. The combination of contextually accurate graphical environments, collaborative tools (audio, text, e-mail, whiteboard, etc), speech recognition/natural language processing, and intelligent tutoring technology creates a potentially powerful on-line language tool. Current information concerning a pilot-project between the US and Japan using the 3D software for on-line language learning will be covered. Discussion will also include development of a middle-ware application to interface between the on-line learning environment, a commercial speech recognition/natural language processing system, and intelligent tutoring approaches in order to create authored language scenarios.
Jones, J. G. & Squires. T. (2003). Using a 3D graphical virtual environment (MOO) for internet-based japanese language learning. Proceedings of the Computer Assisted Language Instruction Consortium, Ottawa, Canada, 39.
Internet-based 3D graphical MOO Software that Supports Distributed Learning for both Sides of the Digital Divide.
This interactive session will demonstrate a 3D graphical on-line multi-user software system that the Department of Technology and Cognition at the University of North Texas has been pilot testing during the Fall of 2002 and Spring of 2003 to enhance instructor and student interactions for classroom and on-line courses. The Created Realities Group's 3D graphical MOO has provided students with a wide range of interactions within a single interface. The on-going research is examining if on-line 3D created environments can generate interactions similar to those that require the new high-end Internet connectivity, using communications bandwidths closer to those found used by web-based educational delivery systems. This interactive session will show the technology, its use, and will discuss thoughts resulting from the ongoing pilot testing.
Jones, J. G. (2003). Internet-based 3D graphical MOO Software that Supports Distributed Learning for both Sides of the Digital Divide. Proceedings of the ED-MEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications, Honolulu, Hawaii, 246-248.
Enhancing Instructor and Learner Interactions Using Created Realities Technologies
Imagine a distributed learning environment that allows instructors to have one single delivery system for both asynchronous and synchronous instruction, and that eliminates the negative impact or cognitive overload of multiple simultaneous instructional delivery systems. Imagine a created immersive environment that facilitates discourse and constructionist learning by allowing users to construct a framework for discourse and interactions and that can represent multiple social-cultural realities appropriate to enhance learning. Imagine a methodology for Internet based distributed learning that could allow on-line learning to be as effective as face-to-face instruction. These concepts are possible with the created realities distance learning solution.
Jones, J. G. (2002). Enhancing instructor and learner interactions using created realities technologies. Retrieved March 10, 2002, from http://created-realities.com/wp0102.html
Combining Speech Recognition and Created Realities VXInteractive™ System to Create Authentic Spoken Language Learning
The goal of this project is to create an Internet based Spoken Language learning system that would provide more interactive and motivating learning than current multimedia and audiotape-based systems. The initial focus will be on one selected language, but other languages could be supported after the initial development to increase the repository of spoken language learning available.
Jones, J. G., & Squires, T. (2002). Combining Speech Recognition and Created Realities VXInteractive? System to Create Authentic Spoken Language Learning. Austin, Tx: Created Realities Group.
The Future of Virtual Museums: On-Line, Immersive, 3D Environments.
The face of virtual on-line museums is entering another period of change. While the emphasis has been on expanding access to museums via the use of interactive web-based presentation, the next generation of virtual on-line museums will seek to create immersive environments that place the museum patron in a representation of the museum, not just viewing information about the collection. The use of state-of-the-art real-time rendering software on low-cost personal computers and next generation console game systems that support Internet access will allow students and instructors to have a 'lean-forward' seamless educational museum experience.
Jones, J. G. (2003). The future of virtual museums: Online, immersive, 3D environments. Retrieved December 16, 2003, from http://created-realities.com/wp0902.html