Design of Virtual Learning Environments

dc.contributorAalto Universityen
dc.contributor.authorQvist, Pekka
dc.contributor.authorKangasniemi, Tuomas
dc.contributor.authorPalomäki, Sonja
dc.contributor.authorSeppänen, Jenni
dc.contributor.authorJoensuu, Pekka
dc.contributor.authorNatri, Olli
dc.contributor.authorNärhi, Marko
dc.contributor.authorPalomäki, Eero
dc.contributor.authorTiitu, Hannu
dc.contributor.authorNordström, Katrina
dc.contributor.departmentDepartment of Biotechnology and Chemical Technology
dc.contributor.departmentUniversity of Helsinki
dc.contributor.departmentDepartment of Chemistry
dc.contributor.departmentDepartment of Industrial Engineering and Management
dc.contributor.departmentDepartment of Mathematics and Systems Analysis
dc.contributor.departmentDepartment of Bioproducts and Biosystemsen
dc.contributor.departmentDepartment of Chemistry and Materials Scienceen
dc.description.abstractThe future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally created a system to gather behavioristic data during laboratory simulations for the purpose of learning analytics. This paper presents the design process of laboratory exercises and discusses the contentspecific learning goals and outcomes. Additionally, this paper discusses the use of heuristic usability review used to improve the virtual learning environment. Lastly, the results from student and teacher interviews are presented, together with results of the learning analytics study. The discussion also includes student identified affordances and barriers for learning. We conclude that authentic and deep learning is possible within virtual worlds. Furthermore, the results of this study are not only limited to virtual worlds, but could also apply to other areas of digital educational technology.en
dc.description.versionPeer revieweden
dc.identifier.citationQvist , P , Kangasniemi , T , Palomäki , S , Seppänen , J , Joensuu , P , Natri , O , Närhi , M , Palomäki , E , Tiitu , H & Nordström , K 2015 , ' Design of Virtual Learning Environments : Learning Analytics and Identification of Affordances and Barriers ' , INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY , vol. 5 , no. 4 , pp. 64-75 .
dc.identifier.otherPURE UUID: 5bd3a976-9d64-4b0d-ae2b-59b90f5fc74f
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dc.publisherKassel University Press GmbH
dc.relation.ispartofseriesVolume 5, issue 4en
dc.subject.keywordVirtual Worlds
dc.subject.keywordVirtual Learning Environments
dc.subject.keywordLearning Analytics
dc.subject.keywordEducational Technology
dc.titleDesign of Virtual Learning Environmentsen
dc.typeA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessäfi