Masaryk University Brno (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 7868-7881
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0725
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
Human-computer interaction has entered the 3D era. The use of immersive virtual 3D environments in the area of education and learning is important field of research interest. 3D virtual worlds can be dynamically modified, updated or customized and more operators can cooperate in virtual space when solving specific task regardless to their physical presence. With respect to the features of immersive human-computer interaction as well as specific proximal cues included in virtual environments it is necessary to consider every aspect of 3D interface in the way how it influences the process of collaboration and learning.

Especially, the social and communicational aspects of Collaborative Virtual Learning Environments (CVLEs) are the state of the art for the current research. Based on our previous research of interactive geographical 3D environments, we summarize and discuss the relevant theoretical and technological aspects entering into the issue of interaction with 3D virtual environments. The operators' manipulation and evaluation of the displayed content is discussed regarding such phenomena as fidelity, presence/immersion, informational and computational equivalence, situation awareness, cognitive workload or human error. We also describe specific interface we developed for recording and measuring the participants’ behavior in virtual spaces, we discuss its limits and alternatives.

Further we suggest the methodological background for the research and design of 3D virtual interfaces with respect to learning.
CVLEs, virtual collaboration, 3D virtual environment, HCI, situation awareness, presence, immersion, fidelity, human error, cognitive workload, Proteus effect.