Virtual reality and mixed reality for virtual learning 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:
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Knowledge Space provides integrated learning resource, including the tool that helps to access to learning resources, assessment and guidance.
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Communication Community supports general communications, including email, group discussion, web access and social communication.
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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.
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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.
Section snippets
Virtual learning environments
In this section, we discuss prominent capabilities by analyzing the educational using of VLE. Since VLE is a developing technique in most of the education/training areas, researchers from each of the main communities involved have different starting positions and still, rather different perspectives. Thus, these technologies are far from homogeneous or universally agreed.
Examples of VR/MR applications designed for learning
Since VLE plays an important role in learning, training and entertainment. In this part, we present some typical examples developed by two groups from China and Singapore.
Conclusion
This paper has given an overview on techniques for VLE, some existing examples of applications where different aspects of the possibilities of VLE were discussed. From the examples, we can see VLE for education meet the common demands. And VLE supported by VR/MR, as an effective means to update teaching material and innovate teaching methods, will reflect the newest achievement in education field.
Acknowledgements
This research work is co-supported by 973 project (Grant no. 2002CB312100), and Key NSFC project on “Study on Key Techniques for Immersive Digital Olympic Museum” (Grant no. 60533080) (2006–2009).
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