View: a 3D virtual learning environment for introduction to multimedia subjects using cooperative learning approach

Abstract

Rapid advancement of technology can simplify and speed up communication processes. The development of information and communication technology (ICT) for instance, has allowed various learning activities to be conducted virtually. Some of the activities that have extensively exploited such a technology are cooperative and collaborative learning, in which ICT can strongly support the vital elements of the learning activities. The elements of these activities are interaction and communication between students, which are often carried out in a two-dimensional virtual learning environment (2-D VLE) by utilizing Web 2.0 applications such as chat rooms, online discussion forums, social networking sites, and blogs. Despite being extraordinarily capable of supporting online learning activities, ICT has several drawbacks. The technology is limited to text-based communication; it provides less support in the use of nonverbal communication to convey messages; and it provides users with limited tools to collaborate. These limitations make the applications inferior in supporting communication and interaction hence the learning activities performed in a VLE are considered very limited and not realistic since they are executed merely through text conversations or discussions without any other forms of interactions. Several problems have emerged from these limitations, particularly on students’ interaction, participation, motivation, satisfaction dan sense of presence. Therefore recently, a threedimensional virtual learning environment (3-D VLE) or a virtual world has been utilized as a platform of online learning as it possesses potentials in supporting online and virtual learning. However, 3-D VLE is still new in Malaysia, especially at Universiti Teknologi Malaysia (UTM), although it is very beneficial for online learning and especially for distance Statistical analysis showed that there are significant performance improvements between students' scores in pre and post test. While interaction and communication of the students were evaluated by analyzing the recorded video of the learning activities using the content analysis technique based on a coding scheme which is related to cooperative learning. The results of this analysis indicate that the frequencies of seeking input and contributing about the tasks and also technical matters among the students were high. Therefore it shows that majority of the students were active during the learning process and none of them was a sleeping partner. In terms of satisfaction and sense of presence, it was assessed through questionnaires that were distributed to the students upon completion of all learning activities. Based on statistical analysis that has been carried out, the findings showed that scores of social presence, place presence and co-presence were high, thus showing that the students can feel that they were really in the virtual world along with their friends. From the interview conducted with several selected students, they were satisfied with the cooperative learning in ViEW. They feel that learning in 3-D VLE was enjoyable and has great potential to be further implemented in all subjects.