VClass-3D: A Multimedia Educational Collaboration Platform with 3D Virtual Workspace Support

A.G. Malamos, G. Mamakis, P. Sympa, M. Tsirakis, G. Piperidis, J. Karakechagias, K. Mavraganis,

Keywords

Collaborative Virtual Workspaces, Education, Multimedia, X3D Informatics provides all the necessary tools for the next generation of education and adoption of highend technology in education has already produced substantial results [2,3,4,5,6,12]. However, there is a lot of work remaining since the distance between learning theory and learning application development is still great. As implied in [16], the technological driver for the next generation learning environments will be the p

Abstract

* Co-funded by European Social funds and Greek government Education has always been the grounds of experiments especially when regarding new technologies as it stands for the place of birth of many of the technological evolution. Still, strange as it may sound, very few from the technological advances find real application in educational society. In this paper, we are presenting an educational platform based on collaborative virtual workspaces, featuring advanced multimedia capabilities. The key feature to this platform is that it targets on assisted learning making use of interactive 3D technologies, in order to accommodate the needs of primary school education. These skills need also new kind of learning strategies to be adopted by the school environment. These learning strategies in the case of primary and secondary school education have been extensively investigated and presented in the literature of learning theory (an extensive literature background presentation focused in primary school education can be found in [1]). These strategies may be encoded into a dozen of learning approaches that should be followed in order to acquire a successful learning process. Thus, a successful learning should be “active”, “cumulative”, “constructive”, “goal-oriented”, “diagnostic”, “reflective”, “discovery-oriented”, “contextual”, “problem-oriented”, “case-based”, “social and intrinsically motivated”[19].

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