This thesis reports on a usability study conducted on the Virtual Learning Spaces (VLS) computerbased educational adventure game. The aim of the game is to improve the acquisition of knowledge through play in an interactive, entertaining and intrinsically motivating computer-based environment. The objective of this study centred on assessing the quality of the VLS game user interface, and determining faults and problems that may hinder implementation Literature on usability of virtual reality educational game systems and related phenomenon of usability of other types of computer application systems was reviewed, including, to a lesser extent, literature on usability of web pages. The major issues of interest included, usability issues concerning principles of good user interface design, factors that influence how a user interface promotes user satisfaction and the objectives of playing the game, from player, game and the game as medium of learning perspectives. These principles provided a set of usability requirements for the VLS game user interface on which the evaluation was based. A series of data collection methods comprising a cognitive walk through, heuristic evaluation, usability testing and post-test questionnaire, were used in this study. Despite some usability problems, results indicate that the VLS user interface design conformed, extensively, to the principles of good user interface design in appearance, interaction and user help. It was also found to be engaging, comprehensible and unbiased (in terms of gender and variable computer skills). / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.

Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 225-237.

Thesis--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 45-47).

Typescript. Includes bibliographical references (leaves 43-51).

Chemistry is a difficult subject for many students and often deters them from pursuing related careers or other paths of study. An obstacle that causes students to stumble is the comprehension of chemistry’s myriad abstract concepts. Strong visuospatial skills and modelling are required to understand the nuances of topics such as atomic structures, molecular behaviors, and others. Teaching tools like “ball and stick” molecule kits or virtual demonstrations are useful but have their limitations. Especially when presenting the connections between the macroscopic world and their abstract, atomic-scale representations (i.e., the sub-micro world (Johnstone, 1982)), there are few tools that have proven effective. In this 2 x 2 between-subjects experimental study, a virtual reality (VR) laboratory simulation is utilized in conjunction with a sub-micro intervention. The timing of the sub-micro intervention (pre-lab vs. integrated into a specific point in the simulation) and the level of embodiment (physical manipulatives vs. VR) are the two independent variables. Eighty students (N = 80), ages 11-18 years old, from a local community center participated in this study, completing a pretest, the laboratory simulation, the sub-micro intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, drawing questions, and an attitudinal survey. Key findings were that integrating the intervention, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise demonstrated the most gains, although the VR Integrated condition also showed improvement. The VR Integrated condition also showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes), more than any other condition. The VR conditions also showed significant growth in positive student attitudes towards science, technology, and potential future careers in these subjects. The implications are that while practically, VR may not provide enough advantage over physical manipulatives to replace them as classroom learning tools, VR is an effective tool to teach abstract chemistry concepts. It enabled students to perform better on visuospatial measures and proved to be highly motivating for furthering learning in science and technology.

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Jong, Siu-yung = 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / 莊紹勇. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; includes Chinese. / Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.

Virtual Reality (VR) applications in medicine had significant improvements. 3D visualization of various anatomical parts using advanced medical scanner images, anatomy education, surgery operation simulation, virtual simulator for laparoscopic skills, virtual endoscopy, psychotherapy and rehabilitation techniques are some of the VR applications in medicine. Integration of the haptic devices into VR applications increased quality of the systems. By using haptic devices, the user can not only feed information to the computer but can receive information from the computer in the form of a felt sensation on some part of the body. In this thesis a dental education simulator is developed by using a computer, a monitor, a haptic device and stereoscopic devices. The entire jaw model, all teeth and decay is modeled in the virtual environment. It is possible to diagnose the decay and remove the decay region by using different dental instruments developed in the system. Different graphical rendering methods like Marching Cubes, Ray-casting on GPU are implemented and compared. The system is used by dentists from METU Health Center and Ankara University and performance tests are applied to the system. By this system it is expected to develop a more realistic and effective preclinical education. Several advantages offered by the simulator include: an effective learning environment without undue fear of mistakes, facilitation of repetition, provision of opportunities to quantitatively assess student skills, rapid training environment without an instructor and lower the cost of dentist training.

Research in second language acquisition has typically focused on classroom and laboratory settings. This study explores second language use in a non-classroom setting. It is based on research from divergent fields including theories of social interaction from sociology, theories of practice from anthropology, and nonlinear dynamics from the physical sciences. This study is a qualitative study, which employs both ethnographic and discourse analytic methods. The study examines native and non-native English speaker interactions on a MUD, a text-based online game. Data was collected for one year. The data for analysis consist primarily of logs of online interactions. The major conclusion of this study was that individuals acquire language appropriate to a particular environment by interacting with others in that environment. As individuals come to an environment and strive towards particular non-linguistic goals, they necessarily interact with others in the environment. As they do, they create shared ways of interacting. Through interaction, they refine the ways in which they speak. By employing multiple perspectives to guide the analysis, new insights into second language use and interaction can be obtained. This broadens our understanding of second language use in non-classroom settings. Implications for pedagogy in foreign language education are discussed.

This dissertation highlights the importance of computer networking education and the challenges in engaging and educating students. An exploratory learning approach is discussed with reference to other learning models and taxonomies. It is felt that an exploratory learning approach to wireless networks improves student engagement and perceived educational value. In order to support exploratory learning and improve the effectiveness of computer networking education the WiFi Virtual Laboratory (WiFiVL) has been developed. This framework enables students to access a powerful network simulator without the barrier of learning a specialised systems programming language. The WiFiVL has been designed to provide “anytime anywhere” access to a self-paced or guided exploratory learning environment. The initial framework was designed to enable users to access a network simulator using an HTML form embedded in a web page. Users could construct a scenario wherein multiple wireless nodes were situated. Traffic links between the nodes were also specified using the form interface. The scenario is then translated into a portable format, a URL, and simulated using the WiFiVL framework detailed in this dissertation. The resulting simulation is played back to the user on a web page, via a Flash animation. This initial approach was extended to exploit the greater potential for interaction afforded by a Rich Internet Application (RIA), referred to as WiFiVL II. The dissertation also details the expansion of WiFiVL into the realm of 3-dimensional, immersive, virtual worlds. It is shown how these virtual worlds can be exploited to create an engaging and educational virtual laboratory for wireless networks. Throughout each development the supporting framework has been re-used and has proved capable of supporting multiple interfaces and views. Each of the implementations described in this dissertation has been evaluated with learners in undergraduate and postgraduate degrees at the University of St Andrews. The results validate the efficacy of a virtual laboratory approach for supporting exploratory learning for wireless networks.