3D Virtual Environment for Project-Based Learning Andrey Karsakov, Anna Bilyatdinova, A.G. Hoekstra
A.G. Hoekstra
ITMO University Saint Petersburg, Russia
[email protected],
[email protected]
University of Amsterdam Amsterdam, The Netherlands
[email protected]
Abstract — In recent years virtual learning environments have become commonplace and are used in educational processes. Diversity of their implementation architectures is as varied as their application domains. This paper presents a 3D Virtual Learning Environment (hereafter 3DVLE) with client-server architecture for collaborative and constructivists learning. The proposed architecture allows us to provide high quality 3D visualization of desirable content on the client side and, on the other hand, to ensure easy, flexible and centralized management of 3D content and descriptive information. This paper also presents a study on the first attempts of implementation of 3DVLE in the educational process in the master's courses. The major findings of the present study disclosed participants’ supportive attitudes toward 3DVLE in providing training related to encyclopedically structured knowledge as well as communicational and interpersonal skills. In addition, section V discusses some advantages and disadvantages of the proposed type of the environment implementation, some applicability issues and the directions for future development of the system. Index Terms — Virtual learning environment, collaborative learning, constructivist learning, visualization, client-server architecture.
I. INTRODUCTION Diverse virtual reality environments took their place in education and learning processes for the last 15 years. An Educational Virtual Environment (EVE) or Virtual Learning Environment (VLE) can be defined as a virtual environment that is based on a certain pedagogical model, and incorporates or implies one or more didactic objectives, provides users with experiences they would otherwise not be able to experience in the physical world and redounds specific learning outcomes [1]. In Dillenbourg’s [2] and Mikropoulos’ [3] papers common and unique features, which clearly determine VLE were described and currently there are many research works about effectiveness and possibilities of VLEs [4]-[10]. Real application fields of VLEs are wide enough and they may vary depending on the learning activities, i.e. virtual teams [11], and learning outcomes [12] that can be gained using different environments. Quite a large number of existing works dedicated to the research of implementation of the existing solutions in the educational process, i.e. game-like environment Second Life [13]-[15]. Others use their own solutions [16][18], that are also based on the gaming activities.
Separately it is possible to allocate the VLEs that are used to train encyclopedic knowledge, such as anatomic atlases. The main purpose of such environments is to provide access to existing knowledge in conjunction with a three-dimensional representation of the object of study. In a case of anatomic atlases such object of study is a human body 3d model. Implementation architecture of anatomical atlases is very diverse. Some of them are fully web-based applications accessible through web browser [19]-[21]. Such applications have the advantage that the developers can always monitor the relevance of knowledge and keep it in actual condition without any difficulties for the end user. However, the use of web technologies for visualization of 3d content imposes certain restrictions on the display quality. Other type of implementation is applications that fully store and run directly on client’s computer [22]-[24]. Main problem of using such types of environments is that all of them are mainly locked on datasets, which were integrated by developers without abilities for users to change these datasets or change describing data. In addition, a local implementation imposes restrictions on the possibilities of collaborative use, but developer’s possibilities to use all available power of user’s computer give advantages in rendering quality. In this paper we present a 3DVLE for encyclopedic and constructivist learning based on client-server architecture, where client’s part consists of mainly visualization tools with user-friendly graphic interface. Server part of the system stores all information about 3D models, which were added to the environment. Section 2 describes the background and prerequisites to create the environment with a combined architecture. Architecture and all implementation details are described in section 3. II. BACKGROUND AND THE AIM OF THE WORK Since 2007 eScience Research Institute of ITMO University have successfully fulfilled several ambitious Research and Development tasks in scientific visualization domain such as Problem Solving Environment for Flood Protection Barrier of Saint Petersburg [25], original 3D engine with realistic sea waves and foam simulation, ship motion and sunlight system simulation and others. The one of the recent projects is a 3D anatomic atlas of normal human body that was developed for Immanuel Kant Baltic Federal University (IKBFU) for educational purpose. This application had some limitation in abilities to add new models and was precisely
locked to a certain set of the models. It has become a main prototype for the 3DVLE and it was used to test the key functions of technical (optimization of graphic engine for complicated structured models, implementation of immersion tools such as dual-head stereo and 3DVision, support of human-computer interaction tools like Microsoft Kinect and multitouch), and functional component (efficient structure of graphical user interface and content management system). A hard limitation of such type of environments, which consists in the use of a specific set of models in a narrow domain greatly, reduces the potential of such systems. In fact, many objects in a real world have spatial structured representation and can be added and described in VLEs for further individual or collaborative studying. There are two ways to obtain 3D models to study: to find ready-made models or to create them. The first way appeared due to the evolvement of the diverse platforms for sharing and selling 3D content (i.e. TurboSquid) and many companies which specialize in creating and selling the professional high quality 3D models for various purposes (i.e. Zygote, Evermotion etc.). The second way is more complicated, but currently free 3D editors have become rather widespread, powerful and userfriendly and the one example of the free software with a very powerful functionality is a Blender (blender.org). However, with the development of web technologies, there are many free editors that allow you to create new and edit already-made 3D models directly from the browser (Autodesk 123D, Clara.io, 3DTin.com, p3d.in etc.). Thus, users have the ability to create their own 3D content. Its quality in any case will depend entirely on the experience and abilities of the user, but in any case, the issue of the simplicity of the 3D content creation remains. The aim of the work was the creation of such system, which can be used to seamlessly embed custom models, manage information (encyclopedic knowledge) related to these models, and create tools for collaborative work of students and lecturer. The client-server system architecture was chosen to ensure common functions and abilities, which were listed above. Implementation details of architecture are described in section 3.
contains several drop-down lists with hierarchical tree of the uploaded models for editing supplementary content and additional lists of options for setting up and managing CMS itself; right area contains the dynamic fields for entering and changing information. Purpose and content of the dynamic fields in the right area depend on the currently selected item in the left area. Due to the system of differentiation of the rights, we have the ability to restrict access to the different CMS sections depending on the user types. We have decided to allocate four types of user’s rights: x Student - able only to log in US application (view-only rights) and cannot log in to the CMS. x Advanced student - in addition to the above user can log in to the CMS but only have access to “Edit content” section. x Lecturer - this type adds additional access to “Users” section and can create new users and define their type, except “System Administrator” type. x System administrator - has all possible rights and access to the all sections of CMS. We draw a conclusion that the suggested above separation of the groups of rights provides the most efficient use of our VE in its implementation cycle in compliance with educational purposes shown in Figure 3 from Section 4. B. User Shell US is a main visualization application with graphic user interface. It is based on self-developed Fusion Engine platform. The last one is mainly implemented using C#, it runs under Windows 7 or Windows 8 and uses Direct3D 11 technology for visualization. US, when starting, prompts for a login and password to define the level of user rights. After this application propose a model selection screen, where it is possible to select already loaded 3D model for exploration (for all user types that was described in section 3.1) and to upload their own 3D model (for all user types except “Student”) that is also a very simple process. A standard Open File dialog window appears by
III. ARCHITECTURE Main architecture of the presented 3DVLE is shown on figure 1. Client System consists of two parts - Content Management System (CMS) that is described in details in section 3.1 and User Shell (US) is described in section 3.2. Server part of the VE is an ordinary web-server deployed on a remote PC. It is based on Apache or IIS with installed PHP interpreter (version 5.2 or higher) and all basic modules that are necessary for normal work. In addition, the system requires database server with MySQL 5.1.7 or higher. A. Content Management System Content Management System and the data storage are implemented using PHP language and MySQL. CMS interface has been implemented in the simplest form, in order to avoid difficulties in its acquisition. It is similar to most ubiquitous CMS of web sites. It consists of two main fields: the left area
Fig. 1. Main architecture of 3D VLE.
clicking the Add button; there user must select model by double-click. Application analyzes model’s file and sends model hierarchical structure to the CMS, that adds it to the server’s database, and then model will appear in the list of the available models. Users with “System administrator” right also have Delete button near the model’s name in the selection list that deletes information about the model from database. Now 3DVLE supports only most common 3D models exchange format - Autodesk FBX. After selecting of the desired model and pressing “Enter” button, the user gets to the main interface of the application that is presented on figure 2. The graphical user interface is the one of the fundamental elements of user and application interaction. Proper filing structure strongly influences to the information perception level of the end-users. At the same time, it was necessary to consider the possibility of easy focusing of the user’s attention to the one data area and the ability to return the interface to its initial state. For this reasons, the principle of separation of display on the distinct workspaces by relevant data types was selected. The interface is represented as a horizontal panel divided to the vertical sections. If a full length of panel is more than display width, user can move it by mouse wheel. Such type of navigation clearly reminds metro-style interfaces experience in Windows 8 and should not be a difficult obstacle for interface acquisition. Main sections of the panel are (on figure 3 from left to right) Toolbar, Projection Window, Element Description and Media Gallery. Length of the two last sections depends on the amount of the uploaded through CMS accompanying materials, and differs for each element of the model. Toolbar contains icons of the all main tools to work with the 3d model: x Tools for navigation through hierarchy of the model and alphabetical list of the model’s elements x Shading parameters - normal shading, x-ray shading and highlight color selection x Visibility parameters - show/hide selected element,
show all elements, isolate selection Supporting tools - extend/shrink projection window, open options and open manual Projection Window displays 3D model. It is possible to orient camera view and select desired elements of the model, also by hovering the mouse over any element its name can be seen in the bottom of the window. Element Description and Media Gallery serves to display all accompanying materials about selected element that are downloading from server. Element Description shows a path to the element in model’s hierarchical tree, element’s name, text information and uploaded additional documents. Media Gallery is represented in a form of tiles board, where displaying thumbnails of uploaded images and videos. Each tile can be enlarged to the full window height by clicking on it and reduced by clicking on it again. After increasing of video files, playback panel appears in the bottom of the screen. Due to the Fusion Engine’s support of the NVidia 3DVision and dual-head stereo technologies it is possible to view images, video and, of course, 3D model in 3d-stereo mode. In addition, engine’s support of the modern humancomputer interaction tools like touch-tables or Microsoft Kinect give the ability to enable additional functionalities to the user shell. With the help of presented infrastructure of 3DVLE students can open 3D models, and either learn hierarchical connection of its components in spatial representation or study supplementary materials. Optionally they can edit it (both description of the objects and information about it). In fact, we have a tool for collaborative learning, individual encyclopedic learning and knowledge control. More than that, our environment is not tied to a specific subject matter, which gives a wide range of opportunities to apply our learning environment in any field of knowledge, where the subject matter can be visualized in a spatial or temporal-spatial manner (animated objects, processes in or with the objects of study). x
Fig. 2. Human anatomy 3d model in Graphical interface of User Shell and supplementary materials.
IV. 3DVLE IMPLEMENTATION IN EDUCATION PROCESS To disseminate the results of our R&D works we have implemented a group project with graduate students of the first year of the Double Degree Master's program in Computational Science “Computational Science in Multidisciplinary Research” at ITMO University. Our test group project was carried out during 2 days. We have approached the goal setting from the point of view of the developers - to run VLE in real life and, to be more precise, receive feedback VLE functionality and from the point of view of the teachers – what is the efficiency scale of VE implementation in the courses of Masters Programs in Computational Science (for example, Scientific Visualization and Virtual Reality, etc.) and the format of creative group projects for master’s students. We have formulated three principal objectives of the group project: x to teach students not only to (retrieve) already available information (from lectures, www), but to generate knowledge, x to define methods of research and assessment of learning outcomes, x to determine the scope of the fields to study and influence of the proposed approach, x to identify the possible impact of the implementation of VE for master courses. While designing the task for the group project we presupposed that students would go through several stages: x application of already received knowledge (discussion of the given task); x analysis (estimate resources and define the ways to solve the task); x synthesis (develop a working plan in a group); x evaluation (appraise, compare and assess their peers). To follow that logic we have chosen the following instructional techniques: x group work (to improve collaborative and communicative skills), x competition of the groups (to motivate students to win), x presentations (to develop creativity), x self-assessment. Fifteen master students were divided into 5 groups of 3 people. Four out of five groups had a female member. Each group was offered a system of a human body and the basic tasks were defined: x to explore, find the information about the offered system, x to define the most important from the point of view of the group parts of the system, x to learn to use the functions of the 3DVLE. During the first day of the group project a short presentation of our 3DVLE describing its prerequisites and technical aspects, followed by explanation of the general purpose of the event. While presenting the task to the groups we intentionally did not provide the detailed specification of the problem to solve.
Fig. 3. Scheme of the proposed knowledge transfer with 3DVLE.
We specified only general criteria to assess the result of the group work aiming at development of creative thinking of our master students. The rest of the day was devoted to the group work. Technical support was provided at all times. On the second day master students in finalized their group presentations and supplementary materials in VE. Before the group presentations every student received a questionnaire asking to rate the experience giving a number from 1 to 10 (1 = lowest, 10 = highest) and/or write down their opinion. The questionnaire was divided into the major sections: Program, Facilities, Presentations of each group (including such parameters as view, shading, constructive display, general visual quality, illustrations’ quality, texts’ quality, and adequacy of described elements), Opinion Poll Section and Software User’s feedback section. Group presentations took place in the Center of Scientific Visualization and students had a chance to view the results of their work on a large screen with 3D effect. According to the results of the questionnaire, the two groups showed the best results, but the quality of oral presentation defined the winner. Students in general enjoyed the experience, especially the project group learning technique. We have obtained curious results in the Opinion section asking a multiple choice question if the students gained any skills/ideas that are useful for your own research work and activities. While 35,7% of the pollees indicated that they haven’t gained so much from group work, VLE and presentations of the groups, at the same time when offered to describe the experience by writing down a couple of words we came up with rather positive feedback showed at the tag cloud at the Figure 4. V. CONCLUSIONS AND FUTURE WORK This article describes VLE based on the client-server architecture to acquire classic encyclopedic knowledge as well as to train soft skills. Presented environment corresponds to the all general features that specify the VLEs. Having performed a test group project with the master students in Computational Science with certain background knowledge in Visualization and VR, we draw a conclusion that the use of 3DVLE could increase efficiency of academic activity of the students. Nevertheless, many thoughts should be given to the proper planning and form of implementation of such type of learning environments in acquisition of new knowledge and skills, most likely in combination with other techniques, e.g. project or game based learning.
Meanwhile there are several directions in the development of the system. The first one is the evolvement of internal functionality of the environment. Secondly, what is more
Fig. 4. Tag cloud showing the main words obtained from the questionnaire.
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