GAZ VE TOZ BULUTUNDAN: 3B SANAL ÖĞRENME ORTAMI GELİŞTİRİRKEN KARŞILAŞILAN SORUNLARIN AŞILMASI

Yıl 2018, , 171 - 191, 15.07.2018

Burcu Topu , İlknur Reisoğlu , Türkan Karakuş Yılmaz , M. Ertuğrul Öztürk , Yüksel Göktaş

https://doi.org/10.17943/etku.389850

Öz

Üç boyutlu sanal dünyalar öğrenme ortamları olarak kullanıcılarına
yeni ufuklar kazandırmaktadırlar. Bununla birlikte, üç boyutlu öğrenme
ortamlarının belirlenen hedeflere ulaşılmasında etkili olabilmeleri için
dikkatli bir şekilde tasarlanmaları gerekmektedir. Bu çalışmada Second Life’ta
kış sporları teması altında bir öğrenme ortamının tasarım süreci ayrıntılı
olarak anlatılmaktadır. Analiz, tasarım, geliştirme ve uygulama aşamalarında
dikkat edilmesi gereken unsurlardan bahsedilmektedir. Çalışmada, 3B sanal dünyalarda
etkili bir öğrenme ortamı tasarımı sırasında kaçınılması gereken önemli
faktörler tartıştıldığı için gelecek tasarımcılara rehber olması
beklenmektedir.

Anahtar Kelimeler

3B sanal dünya, 3B sanal öğrenme ortamı, Second Life, tasarım

FROM CLOUDS OF GAS AND DUST TO 3D VIRTUAL LEARNİNG ENVIRONMENT

Öz

Three-dimensional (3D) virtual worlds represent a new horizon when used as learning
environments. However, three-dimensional learning environments need to be carefully
developed in order to be effective achieving the specified goals. In this study, the analysis,
design, development, imlementation and evaluation process to create a learning environment
in the form of an island with the theme of winter sports within Second Life (a virtual world) is
described in detail. Steps to be noted in the analysis, design, development and implemetation
phases are mentioned. We expect that this study will be helpful to future designers, as we
discuss several crucial factors to consider and pitfalls to avoid during the design of an effective
learning environments in this 3D virtual world.

Anahtar Kelimeler

3D virtual World, 3D virtual learning environment, Second Life, design, development

Kaynakça

• Coban, M. & Goktas, Y. (2013). Uc boyutlu sanal dunyalarda ogretim materyalleri gelistiren tasarimcilarin karsilastiklari sorunlar [Contradictory problems of designers who develop teaching materials in three-dimensional virtual worlds.]. Mersin Universitesi Egitim Fakultesi Dergisi, 9(2), 275-287.
• Niramitranon, J, Sharples, M. & Greenhalgh, C. (2010). Orchestrating learning in a one-to-one technology classroom. In Khine, M. S. & and Saleh, I. M. (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education (451-468). New York: Springer.
• Coban, M., Karakus, T., Gunay, F., & Goktas, Y. (2015). Technical Problems Experienced in the Transformation of Virtual Worlds into an Education Environment and Coping Strategies. Educational Technology & Society, 18(1), 37-49. http://www.jstor.org/stable/jeductechsoci.18.1.37
• Clark, S. & Maher, M. L. (2001). The role of place in designing a learner centred virtual learning environment. Computer Aided Architectural Design Futures 2001, 187-200.Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Strategies, concepts, and application. Upper Saddle River, NJ, MerrillDale, E. (1946). Audio-visual methods in teaching. New York: The Dryden Press.
• Arbaugh, J. B. & Hwang, A. (2006). Does “teaching presence” exist in online MBA courses?. The Internet and Higher Education, 9(1), 9-21. http://dx.doi.org/10.1016/j.iheduc.2005.12.001
• Dalgarno, B. & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
• Dede, C., Ketelhut, D. J., & Ruess, K. (2002). Motivation, usability, and learning outcomes in a prototype museum-based multi-user virtual environment. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping learning complex: The proceedings of the Fifth International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum.
• Horton, W. (2000). Designing web-based training. John Wiley & Sons, New York.
• Fleming, Q. W. & Koppelman, J. M. (2000). Earned value project management (2ndEd.). Newtown Square, Pennsylvania: Project Management Institute.
• Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Strategies, concepts, and application. Upper Saddle River, NJ, Merrill
• Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster ‘‘epistemic engagement” and ‘‘cognitive presence” in online education. Computers & Education, 52 (2009), 543–553. http://dx.doi.org/10.1016/j.compedu.2008.10.007
• Dale, E. (1946). Audio-visual methods in teaching. New York: The Dryden Press.
• Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp. 114-122). London: Croom Helm.
• Dickey, M. D. (2005). Three-dimensional virtual worlds and distance learning: two case studies of ActiveWorlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451. https://doi.org/10.1111/j.1467-8535.2005.00477.x
• Holmberg, B. (2003). Distance education in essence: An overview of theory and practice in the early twenty-first century, (2nd Ed.). Germany: Oldenburg.Horton, W. (2000). Designing web-based training. John Wiley & Sons, New York.
• Ibáñez, M. B., García, J. J., Galán, S., Maroto, D., Morillo, D., & Kloos, C. D. (2011). Design and implementation of a 3D multi-user virtual world for language learning. Educational Technology & Society, 14(4), 2–10.
• Jansen-Osmann, P. (2002). Using desktop virtual environments to investigate the role of landmarks. Computers in Human Behavior, 18, 427–436. http://dx.doi.org/10.1016/S0747-5632(01)00055-3
• Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
• Jelfs, A. & Whitelock, D. (2000). The notion of presence in virtual learning environments: what makes the environment “real”. British Journal of Educational Technology, 31(2), 145–152. http://dx.doi.org/10.1111/1467-8535.00145
• Kapp, K. M., & Driscoll, T. (2010). Learning in 3D: Adding a new dimension to enterprise learning and collaboration. San Francisco, CA: Pfeiffer.
• Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.
• Karaca, S. (2012). Türkiye'deki büyük ölçekli spor organizasyonlarinin kentin kültürel gelişimine etkileri: Trabzon ve Erzurum örnekleri [The effects of large-scale sports organizations on the cultural development of the city in Turkey: Examples of Trabzon and Erzurum]. ODA, 4, 42-47.
• Mayer, R. E., & Clark, R. C. (2007). Using rich media wisely. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 311–322). New Jersey: Pearson Education Inc.
• Merrick, K., Gu, N., Wang, X.: (2011) Case studies using multiuser virtual worlds as an innovative platform for collaborative design. Journal of Information Technology in Construction, Special Issue on Use of Virtual World Technology in Architecture, Engineering and Construction, 16,165-188. http://www.itcon.org/2011/12
• Messinger, P. R., Stroulia, E., Lyons, K., Bone, M., Niu, R. H., Smirnov, K., & Perelgut, S. (2009). Virtual worlds — past, present, and future: New directions in social computing. Decision Support Systems. 47(3), 204-228. http://dx.doi.org/10.1016/j.dss.2009.02.014
• Nokes, S., Greenwood, A., & Goodman, M. (2003). The definitive guide to project management: The fast-track to getting the job done on time and on budget. London: Prentice Hall.
• Morrison, G., Ross, S., & Kemp, J. (2007). Designing effective instruction. John Wiley & Sons.
• Mount, N.J., Chambers, C., Weaver, D., & Priestnall, G. (2009). Learner immersion engagement in the 3D virtual world: Principles emerging from the DELVE project. ITALICS, 8(3). http://dx.doi.org/10.11120/ital.2009.08030040
• Omale, N., Hung, Wei-Chen, Luetkehans, L., & Cooke-Plagwitz, J. (2009). Learning in 3-D multiuser virtual environments:Exploring the use of unique 3-D attributes for online problem-based learning. British Journal of Educational Technology, 40(3), 480–495. https://doi.org/10.1111/j.1467-8535.2009.00941.x
• Barab, S. & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14. http://www.jstor.org/stable/1466930
• OpenSimulator (2012). Retrieved February 17 2013 from http://opensimulator.org/wiki/Main_Page.
• Papagiannidis, S., Bourlakis, M. A., & Li, F. (2008). Making real money in virtual worlds: MMORPGs and emerging business opportunities, challenges and ethical implications in metaverses. Technological Forecasting and Social Change, 75, 610-622. http://dx.doi.org/10.1016/j.techfore.2007.04.007
• Wang, F. & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53 (4) (2005), 5–23. https://doi.org/10.1007/BF02504682
• Procter, R., Rouncefield, M., Poschen, M., Lin, Y., & Voss, A. (2011). Agile project management: A case study of a virtual research environment development project. Computer Supported Cooperative Work, 20,197–225. https://doi.org/10.1007/s10606-011-9137-z
• Reisoğlu, I., Topu, B., Yılmaz, R., Yılmaz, T. K., & Göktaş, Y. (2017). 3D virtual learning environments in education: a meta-review. Asia Pacific Education Review, 18(1), 81-100. https://doi.org/10.1007/s12564-016-9467-0
• Yilmaz, R. M., Reisoglu, I., Topu, F. B., Karakus, T., & Goktas, Y. (2015). The development of a criteria list for the selection of 3D virtual worlds to design an educational environment. Croatian Journal of Education. https://doi.org/10.15516/cje.v17i4.1239
• Driscoll, M. (2002). Web-based training: Creating e-learning experiences (2ndEd.). San Francisco, CA:Jossey- Bass/Pfeiffer.
• Yilmaz, R. M., Topu, F.B., Coban, M. & Goktas, Y. (2013). Social presence and motivation in three-dimensional virtual worlds: An explanatory study. Australasian Journal of Educational Technology. 29(6), 823-839. https://doi.org/10.14742/ajet.425
• Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43-58. https://doi.org/10.1007/BF02297091
• Barab, S., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou. M. (2012). Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context. Computers & Education, 58 (1), 518–533. http://dx.doi.org/10.1016/j.compedu.2011.08.001
• Carlon, S. Bennett-Woods, D., Berg, B., Claywell, L., LeDuc, K., Marcisz, N., Mulhall, M., Noteboom, T., Snedden, T., Whalen, K., & Zenoni, L. (2012). The community of inquiry instrument: Validation and results in online health care disciplines. Computers & Education, 59, 215–221. http://dx.doi.org/10.1016/j.compedu.2012.01.004