Virtual reality and mixed reality for virtual learning environments

Abstract

This paper explores educational uses of virtual learning environment (VLE) concerned with issues of learning, training and entertainment. We analyze the state-of-art research of VLE based on virtual reality and augmented reality. Some examples for the purpose of education and simulation are described. These applications show that VLE can be means of enhancing, motivating and stimulating learners’ understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult. Furthermore, the users can learn in a quick and happy mode by playing in the virtual environments.

Introduction

Virtual reality (VR) is the use of computer graphics systems in combination with various display and interface devices to provide the effect of immersion in the interactive 3D computer-generated environment. We call such an environment a virtual environment (VE). Research and development into VR and VE applications can be found in many places all over the world.

Mixed reality (MR) refers to the incorporation of virtual computer graphics objects into a real three dimensional scene, or alternatively the inclusion of real world elements into a virtual environment. The former case is generally referred to as augmented reality, and the latter as augmented virtuality. Azuma [1] has defined three characteristics that are integral to an augmented reality interface. Firstly, it combines the real and the virtual. Secondly, it is interactive in real time. Third, it is registered in three dimensions.

VR and MR have been proposed as a technological breakthrough that holds the power to facilitate learning. The research and application of VR/MR technology in education have enriched the form of teaching and learning in current educational strategy. Virtual learning environment (VLE), not only provides rich teaching patterns and teaching contents, but also helps to improve learners’ ability of analyzing problems and exploring new concepts. Integrated with immersive, interactive and imaginational advantages, it builds a sharable virtual learning space that can be accessed by all kinds of learners inhabited in the virtual community.

Based on VR/MR techniques, learning action may be processed as following scenery: History students can learn about ancient Greece by walking its streets, visiting its buildings, and interacting with its people. Biology students can learn about anatomy and physiology through adventures inside the human body. The range of worlds that people can explore and experience is unlimited, ranging from factual to fantasy, set in the past, present, or future [2]. That is the VLEs’ first important task. In the virtual community, learners can model, act and express anything they want as long as the system provides the tool. As an advanced facility toolkit for learning, training and simulation, the principal components of a VLE requires:

• Knowledge Space provides integrated learning resource, including the tool that helps to access to learning resources, assessment and guidance.

• Communication Community supports general communications, including email, group discussion, web access and social communication.

• Active Action functions as the tool for learners that express their active actions. In VLE, learners are not simple knowledge accepters. They are information providers, question askers, question answers and concept analyzers.

• Facility Toolkit helps to map of the curriculum into elements (or ‘chunks’) that can be assessed and recorded, helps to track student activity and achievement against these elements.

In addition, precision of knowledge visualization for learning materials and realistic social interaction among learners are two critical technical factors for building VLEs.

At present, E-Learning shows its power on global learning market. Though lack of immersion factor, it still hits the peak of learning market. Estimated by IDC [3], the E-learning market in 2001 was US$ 5.2 billion and will grow to $23.7 billion in 2006, an increase of 35.6% worldwide. With the application of VR/MR to E-Learning, the market will bloom in the near future.

This paper overviews recent works and applications in several fields related to VLE. Some examples of applying VLE in different fields are presented. Finally, a conclusion is drawn.