Synthesis Of Framework Of Virtual Immersive Learning .
International Education Studies; Vol. 12, No. 4; 2019ISSN 1913-9020 E-ISSN 1913-9039Published by Canadian Center of Science and EducationSynthesis of Framework of Virtual Immersive Learning Environments(VILEs) Based on Digital Storytelling to Enhance Deeper Learning forUndergraduate StudentsThada Jantakoon1, Panita Wannapiroon1,2 & Prachyanun Nilsook1,31Department of Information and Communication Technology for Education, Faculty of Technical Education, KingMongkut’s University of Technology North Bangkok, Bangkok, Thailand2Innovation and Technology Management Research Center, Science and Technology Research Institute, KingMongkut’s University of Technology North Bangkok, Bangkok, Thailand3Vocational Educational Technology Research Center, King Mongkut’s University of Technology NorthBangkok, Bangkok, ThailandCorrespondence: Thada Jantakoon, Department of Information and Communication Technology for Education,Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.Received: November 26, 2018doi:10.5539/ies.v12n4p198Accepted: December 30, 2018Online Published: March 25, 2019URL: https://doi.org/10.5539/ies.v12n4p198AbstractThis study aimed to synthesize theoretical and designing framework of Virtual Immersive Learning Environments(VILEs) based on digital storytelling to enhance deeper learning for undergraduate students. Documents analysisand survey research were employed in this study. The procedures were as follows: (1) to examine and analyze theprinciples, theories and related researches, (2) to study instructional context, (3) to synthesize the theoreticalframework, and (4) to synthesize the designing framework. The results revealed that the theoretical frameworkcomprised of four bases was as follows: (1) immersive technology, (2) digital storytelling, (3) Stories evaluationand (4) deeper learning. The designing framework consisted of 4 elements, were as follows: (1) VILEs based ondigital storytelling to enhance deeper learning, (2) Supporting Cognitive, (3) Supporting Interpersonal and (4)Support Intrapersonal.Keywords: virtual reality, augmented reality, digital storytelling, virtual immersive learning environment (VILE),deeper learning1. IntroductionVirtual learning environments (VLEs) are consolidated within education institutions. Therefore, it does not seemrelevant to question their acceptance (Zitter et al., 2011). However, it is a challenge to turn them into an importantcontribution to enhance deep learning for students. Virtual immersive learning environments (VILEs) is a learningscenario created using virtual reality technology or augmented reality, as well as a learning environment withsimulation games and virtual worlds. Virtual worlds like Second Life have been widely utilized. VR whichemerged several decades ago is a technology that allows users to explore 3D interactive environments in real time(Sampaio et al., 2010). Virtual environments effectively compliment traditional higher education. VR technologieshave been extensively utilized for training professionals in high-risk occupations such as pilots, surgeons, andnuclear power plant operators. Expanding attention has also been paid to AR and its potential to improve on-siteconstruction processes. AR supplements the real world with relevant synthetic data, allowing real and virtualobjects to coexist in an augmented space (Azuma, 1997). Numerous studies have developed AR based applicationsand systems for on-site tasks such as data visualization, work inspection and omission checking (Park et al., 2013).These developments have improved on-site safety performance to some scope. A few studies have also attemptedto adapt VR and AR in construction training and education. The integration of technology in education has benefitswhich can be seen from different aspects. According to Abbot, Townsend, Johnstone-Wilder, and Reynolds (2009)Information Communication Technology (ICT) can improve deep learning, as learners can experience conceptsfrom diverse points of view in ways that would not have been possible otherwise.Digital Storytelling is the up-to-date version of traditional storytelling. Digital Storytelling is the use and expressof interactive media components such as picture, audio, and text in a certain harmony (Ming et al., 2014).198
ies.ccsenet.orgInternational Education StudiesVol. 12, No. 4; 2019According to Kocaman (2015), Digital Storytelling is an up to date method that is often used in education, causedby the use of traditional storytelling in conjunction with multimedia elements. Many multimedia elements areutilized in the process of creating stories in which Digital Storytelling was used (Kotluk & Kocakaya, 2015). Thissituation allows for more effective learning environments. According to Hathorn (2005), Klaebe, Foth, Burgess,and Bilandzic (2007), Digital Storytelling is bringing together the skills such as language, literature, and art invirtual environment with the use of technology and represent the story in virtual environment. Digital storytellingwhich has come out in recent years as a strong learning-teaching tool (Campbell, 2012) can be used at differenteducation levels; however, it is new for higher education and in the process of developing (McLellan, 2006).Therefore, the researchers recognize the of importance of synthesizing the theoretical framework and designingframework of the VILEs based on digital storytelling to enhance deeper learning for undergraduate students, as aguide line for developing deeper learning for undergraduate students. This framework may help to confirm thevalidity in design the VILEs based on digital storytelling to enhance deeper learning for undergraduate students.2. The Purpose of This Study1) To synthesize theoretical framework of VILEs based on digital storytelling to enhance deeper learning forundergraduate students.2) To synthesize the designing framework of VILEs based on digital storytelling to enhance deeper learning forundergraduate students.3. Research DesignDocument analysis and survey research were employed in this study.3.1 Target GroupThe target groups of this study consisted of five experts to assess the designing framework of virtual Immersivelearning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate.3.2 Research InstrumentsThe instrument in this study consisted of instrument as following:1) The experts review recording form for checking the quality of the designing framework. Three educationaltechnology experts and two deeper learning experts were selected to evaluate the designing framework of VILEsbased on digital storytelling to enhance deeper learning for undergraduate students by using five scales learningenvironment evaluation form. The experts selection criteria consisted of (1) the experts must have more than threeyears of experiences in the educational technology/deeper learning field, (2) the experts must have a related workin educational technology/deeper learning field, and (3) the experts must have experiences in designing learningenvironments or teaching with undergraduate students.2) The recording form for synthesis of the theatrical framework of the VILEs based on digital storytelling toenhance deeper learning.3.3 Data Collecting and AnalysisThe procedure of gathering and analysis data were as follows:1) Synthesis of theoretical framework of VILEs based on digital storytelling to enhance deeper learning. The datawere collected by using the recording from for synthesis of the theoretical framework. Summarization,interpretation and analytical description were used to analyze the data.2) Synthesis of designing framework of VILEs based on digital storytelling to enhance deeper learning. The datawere collected by using the recording from for synthesis of the designing framework. Summarization,Interpretation and analytical description were used to analyze the data.4. Results4.1 Theoretical FrameworkThe design theoretical framework of virtual Immersive learning environments (VILEs) based on digitalstorytelling to enhance deeper learning for undergraduate students are follows:Designing theoretical framework of VILEs based on digital storytelling to enhance deeper learning forundergraduate students. The researcher is documentary analysed principle, theories, and related researches. Studythe context teaching and learning; synthesize the theoretical framework and the designing framework of VILEsbased on digital storytelling to enhance deeper learning for undergraduate students. The results show that thetheoretical framework of VILEs based on digital storytelling to enhance deeper learning for undergraduate199
ies.ccsenet.orgInternationnal Education StuudiesVol. 12, No. 4; 2019students coomprised of 4 basicbtheories:: (1) Immersivee Technology bbase are followws: Virtual reallity: Virtual Reeality(VR) is a vvirtual environnment that is eestablished withh demonstratinng an applicatiion to the userr in such a wayy thatthe user promote belief and acknowleedge it as an aauthentic enviironment (Yasin et al., 20122); and Augmeentedreality: Auugmented reallity (AR) is a mixed enviroonment whichh mixes virtuaal and physicaal environmennts inimmediateely. Appliance--based on thiss technology feeel on three baases: tools to track informattion about phyysicalenvironmeents of liking; software and hardware to system computter; and devicees to show thee human the viirtualenvironmeent integrated into the physiccal environmeents (Webster, 2016). (2) Diggital storytellinng is full regaard ascreating sttories some toopics by use software tools and for generrating and disttributing this sstory in the viirtualenvironmeent (Nguyen, 2011). (3) Stoories evaluatioon (Koerner & Otto, 2017) follows scieentific contentt andknowledgee, the plot of thhe story, Artisttic & creative expression, Orriginality of thhe story/ resourrces used, the storyas collaboorative work, communicatingcg the story efffectively, Incluusion of probllem solving prrocesses withinn thestory, and Story connectivity. (4) Deeeper learning ((Pellegrino et al., 2012) basses are the folllowing: Cognitive,Interpersonnal, and Intrappersonal. As shhown in Figuree 1.Figuure 1. Theoreticcal frameworkk of VILEs based on digital storytelling to eenhance deepeer learning forundergrraduate studennts4.2 Designning FrameworkAccordingg to this studyy, the findings of synthesis of the designiing frameworkk of the VILEEs based on digitalstorytellingg to enhance deeperdlearningg for undergradduate students found 4 cruciaal bases as thee following details:4.2.1 VILEEs Based on DigitalDStorytelling to Enhancce Deeper LearrningThe first ccrucial bases ofo the designinng framework were VILEs bbased on digitaal storytelling to enhance deeeperlearning, iit illustrated thet underlinedd theories useed to design iinvolves threee major compponents (1) DigitalStorytellinng, (2) Immerssive Technologgy, and (3) Stoories Evaluatioon. The underliined theories uused for suppoortingfor VILEs based on digiital storytellingg to enhance ddeeper learningg were as follows: Digital Stoorytelling (Jakkes &Brennan, 22005) includes 1) Writing; 2) Script; 3) SStoryboardingg; 4) Locating multimedia; 55) Creating DigitalStory; andd 4) Sharing DigitalDStory. Immmersive techhnology can bee categorized iinto virtual reaality (Adams ete al.,2016) andd augmented reeality (Chujitarrom & Piriyassurawong, 20117). While storries evaluationn (Koerner & Otto,2017) commprise Scientifiic content and knowledge, Thhe plot of the sstory, Artistic & creative exprression, Originnalityof the storry/resources ussed, The storyy as collaboratiive work, Commmunicating tthe story effecttively, Inclusioon ofproblem-soolving processses within thhe story and SStory connecttivity and releevance. This may help learnerssupportingg for enlarging cognitive struucture as shownn in Figure 2.200
ies.ccsenet.orgInternationnal Education StuudiesVol. 12, No. 4; 2019Figure 2. Thhe designing frramework of vvirtual Immersiive learning ennvironments (VVILEs)4.2.2 Suppporting CognitiiveThe seconnd crucial basees of the desiggning framewwork were suppporting cognittive, it illustraated the underrlinedtheories ussed to design canc be classifieed into (1) Maaster core academic content aand (2) Think critically and solvecomplex pproblems. It is illustrated thee relationship bbetween the unnderlined theories as followss: Coaching. Itt wasdesigned bbased on methoods in promotiing good teachhing (Stalmeijeer et al., 2009) as the componnent of Masterr coreacademic content. Thinkk critically annd solve compplex problems: It is illustratted the relatioonship betweenn theunderlinedd theories as follows:fConsttructivist theorry (Jonassen, 1999). Exampple of cognitivve constructivist iscognitive cconflict. Probleem Solving invvolves six stepps: (1) Select ann appropriate pproblem, (2) Prrovide related casesc(3) Providde learner-selecctable informaation just-in timme (4) Provide cognitive toools (5) Providde conversationn andcollaboratiion tools and (6)( Provide soccial/contextuall support (Figuure 3).Figure 3. Thhe designing fframework of ssupporting coggnitive4.2.3 Suppporting InterpeersonalThe third crucial base ofo the designiing frameworkk was Supporrting Interpersonal, it illustrrated the undeerlinetheories used in design the componeent called “Woork collaborattively” and “CCommunicate effectively” of the201
ies.ccsenet.orgInternationnal Education StuudiesVol. 12, No. 4; 2019supportingg interpersonal. The underlined theories used for Suppporting interppersonal were as follows: WorkWcollaboratiively (Guide, 2017)2and Commmunication pprocess (Mcpheeat, 2010) (Figgure 4).Figure 4. Thee designing fraamework of suppporting interppersonal4.2.4 Suppport IntrapersonalThe fourthh crucial base ofo the designinng framework wwas Support inntrapersonal, itt illustrated thee underline theeoriesused in deesign the compponent called “Learn how too learn” and ““Develop an accademic minddset” of the suppportintrapersonnal. The underrlined theories used for Support Learn howw to learn were as follows: Heelping studentss takecontrol of ttheir own learnning (Nicol & MMacfarlane-Dick, 2007): Steep 1) Helps, Steep 2) Facilitatees the developmment,Step 3) Deelivers high quuality informattion, Step 4) Enncourages teaccher, Step 5) EEncourages possitive motivatiional,Step 6) Proovides opportuunities, and Steep7) Provides iinformation. The underlined theories used ffor support devvelopan academmic mindset weere as follows: Four academicc mindsets (Faarrington et al.,, 2012). Four mmindsets in thee firstperson from the point off view of the learner: Step 1) I am in this academic commmunity, Step 22) My abilitiess andabilities grrow with my efforts, Step 3) I can succeed in this and 4) This work is vvaluable for me (Figure 5).framework of ssupport intrapeersonalFigure 5. Thhe designing fr202
ies.ccsenet.orgInternational Education StudiesVol. 12, No. 4; 2019Table 1. Element describes the elements of the framework of VILEs based on digital storytelling to enhance deeperlearning for undergraduate students.Element describethe elementdescribe the designing element of the framework of VILEs based on digital storytelling to enhance deeper learning forundergraduate studentsDigital storytelling process includes:The process of creating a digital story is described in six steps (Jakes & Brennan, 2005): Writing: In this step, the draft of the script has been developed and then will be reviewed and discussed byothers. The creator or author begins by searching for topics for the story. Finally, the draft of the script iscompleted according to comments and assessments. Script: This script also defines the multimedia elements that will be used in the stories and how to use these Storyboarding: The aim of the storyboard process is to see how the movie or digital story will work. Storyboardmultimedia components. In this sense, the script is considered the basis of digital stories.boards are plans for changing scenes, sequences and effects. The storyboard is used for planning the unity ofDigital Storytellingvideos, images, sounds and three-dimensional images. Locating Multimedia: This step can be defined in two steps (a) to complete the storyboard; the author willsearch for multimedia components. (Graphics, sounds, animations, videos, photos, music, etc) to be used toincrease the efficiency of the script using online sources and drafting in print To a USB flash drive (b) after thatwill record voice It should be focused and emotional Creating Digital Story: The digital story is produced using various technologies and software. All componentssuch as videos, music, 3D animations and photos are combined. In order to create digital stories, all componentsare linked to each other to organize a smooth VR / AR. Sharing Digital Story: For this step, the most important step will be to share digital stories with people in thesocial classroom or VR / AR classroom, such as Facebook, YouTube, twitter and so on. Comment from theaudience. VR refers to “virtual learning environments that motivate the real owning of human or thing and substantivesensory ways” (Adams et al., 2016). It uses 3D animation interactions that users can experience with thekeyboard and mouse or with a headset designed to immerse users in realistic virtual environments. In addition,some recent applications also allow users to "feel" and interact with objects via forced feedback. To date,ImmersiveTechnologyapplications that are commonly used for VR tools have been trained and learned in the learning environment. AR has the potential for teaching (Chujitarom & Piriyasurawong, 2017). There are various tools for workingwith AR capabilities. The lowest level method provides a complex set of tools, libraries and scriptingframeworks for application developers. Examples of such tools are ARToolKit, ArUco or Vuforia SDK. Thesehelp develop powerful and customizable AR applications. But they need high knowledge in programminglanguages such as C , Java or JavaScript. On the other hand, there are many higher level graphical writingtools on the internet.Stories Evaluation (Koerner & Otto, 2017) process includes: Scientific content and knowledge: Deep stories in the scientific theory show that will be confirmed; Facts aboutmissions that reflect current scientific knowledge Types of scientific data to be analyzed and compiled orsummaries that will be used within the story. The plot of the story: To what extent scientific vocabulary is used in the plot. How much each story reflects upon Artistic and creative expression: The quality of artistic expression or artistic content created by studentsstudents creative thinking skills. How does the story flow and if it makes a functional use of the language.indicates that students enjoy working together and presenting their creations or knowledge in a non-routinemanner.Story Evaluation Original of the story: Traditional methods in selected themes If the original source is developed or created by The story as collaborative work: Effective methods and the number of members of each team working together. Communicating the story effectively: The story style is sent to friends not only speaking but also using other Inclusion of problem solving processes within the story: If the related problems are different, the studentsstudents for the purpose of the subject.forms of non-verbal transmission or body language to be evaluated according to its effectiveness.should be advised and corrected in each issue. The more challenging topics are chosen, the knowledge of thekey principles associated with the problem is the key. Story connectivity and relevance: The story is created in different episodes and the inclination of the story as itmoves from one scene to another, should be completed.203
ies.ccsenet.orgInternational Education StudiesVol. 12, No. 4; 2019Methods in promoting good teachi
The designing framework consisted of 4 elements, were as follows: (1) VILEs based on digital storytelling to enhance deeper learning, (2) Supporting Cognitive, (3) Supporting Interpersonal and (4) Support Intrapersonal. Keywords: virtual reality, augmented reality, digital storyte lling, virtual immersive learning environment (VILE), deeper .
and this is still in the form of a PID controller but now the settings are: 2Ip W p c W T p c p K K, W W, and W T 1 Dp. . Colorado School of Mines CHEN403 Direct Synthesis Controller Tuning Direct Synthesis - Direct Synthesis - Direct Synthesis - Colorado School of Mines CHEN403 Direct Synthesis Controller Tuning File Size: 822KB
Milli-Q Synthesis/Synthesis A10 1 Chapter 1 INTRODUCTION 1-1 USING THIS MANUAL MATCHING THIS MANUAL WITH YOUR MILLI-Q This manual is intended for use with a Millipore Milli-Q Synthesis or Milli-Q Synthesis A10 Water Purification System. This Owner s Manual is a guide for use during the in
Organic Synthesis What are the Essentials in Synthesis? 5 Since organic synthesis is applied organic chemistry, to stand a realistic chance of succeeding in any synthesis, the student ought to have a good knowledge-base of organic chemistry in the following areas: Protecting group chemistry Asymmetric synthesis
Each NETLAB remote PC or remote server runs inside of a virtual machine. VMware ESXi provides virtual CPU, virtual memory, virtual disk drives, virtual networking interface cards, and other virtual hardware for each virtual machine. ESXi also provides the concept of a virtual networking switch.
"Virtual PC Integration Components" software must be installed into each virtual machine. In a Windows host, the "Virtual PC Integration Components" software for a Windows virtual machine is located at C:\Program Files (x86)\Windows Virtual PC\Integration Components\ Multiple virtual machines can access the same target folder on the host.
the advantages of microwave assisted synthesis in com-parison to conventional heating. First, we will discuss the microwave synthesis of 2-pyridones. In the second part, microwave assisted synthesis of 2-quionolones will be given. At the end of the review, examples of microwave synthesis of ring fused N-substituted 2-pyri-dones will be discussed.
Technical Terms ! Organic Synthesis-means the same as synthetic organic chemistry ! Total Synthesis: The chemical synthesis of a molecule from a relatively simpler starting materials ! Semisynthesis: the synthesis of
Reaction 9. Anschutz Anthracene Synthesis 10. Appel Reaction 11. Arndt-Eistert Synthesis 12. Aston-Greenburg Rearrangement 13. Aza-Claisen Rearrangement 14. Baeyer Indole Synthesis 15. Baeyer Oxindole Synthesis 16. Baeyer Pyridine Synthesis 17. Baeyer-Villiger Oxidation 18. Baltz-Schiemann Reac
