Problem Based Learning in Metaverse.-猫眼课题宝

元宇宙中基于问题的学习。

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发表时间：

2010

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作者：

D. Barry;H. Kanematsu;Y. Fukumura

基于问题的学习(Problem Based Learning，PBL)是现实世界中科学和工程教育的有力工具。因此，日本教育工作者/研究人员(在美国教育工作者的协助下)进行了一项试点研究，以确定在Metverse中使用PBL活动的有效性。他们的项目由来自美国和日本的学生团队完成。每个团队都在同一个PBL项目上独立工作。对这一成功的中试研究进行了讨论。前言：基于问题的学习(Problem Based Learning，PBL)是理工科教育的有力工具。它可以增强创造力，并已成功地在现实世界中开展了许多项目。由于我们的全球社会在继续变化，科学家和工程师需要创造性地解决未来的新的和具有挑战性的问题。PBL作为一种教育工具，可以用来解决这一问题。基于问题的学习可以简单地定义为一种教学环境，在这种环境中，学生以小组形式工作，解决结构不良的问题。他们的老师提供指导，并充当促进者。在过去的几年里，日本和美国的教育组织在他们为学生提供的课程中使用并分析了PBL的效果。由于PBL在真实课堂中非常有用，一些日本教育者想知道它在虚拟世界中是否有效。为了找出答案，他们尝试了一项针对Metverse的PBL项目的试点研究。他们的项目由来自美国和日本的学生团队完成。每个团队都在同一个PBL项目上独立工作。Metverse的PBL项目详情：Metverse在世界各地提供三维虚拟空间服务。它提供传统面对面学习和电子学习之间的补充活动，并利用可用于实验教育的尖端技术。它的一个代表性的例子是Second Life(SL)，这是一个在线3D社区，于2003年开始提供服务。在这里，人们可以购买土地，在土地上建立建筑，并通过化身(代表其人类用户)开展活动。首先，日本的教育工作者/研究人员在SL买了一座岛。这个岛属于长冈工业大学(NUT)。该大学的研究人员建造了包含虚拟教室的虚拟建筑，这样PBL项目就可以在虚拟空间中进行。他们希望虚拟学习环境尽可能地接近真实生活的情况。一个典型的教室通常有足够的空间让一群学生见面和交流想法。它包括桌子、椅子和黑板等物品。在这个项目中，建立了两座结构相似的建筑，并将它们放置在一起。这样，关于PBL的小组讨论可以同时和独立地进行。参见图1。图1。SL中的日本岛上的虚拟建筑。每栋建筑都有一个虚拟教室，每张桌子有两张桌子和七把红色椅子。参见图2。在这里，学生可以通过聊天进行交流。他们的谈话由自动录音系统录音。虚拟教室墙上的蓝色框(图2)收集聊天对话。它是由林登脚本语言为SL制作的。这些录音使用Post方法通过HTTP发送到Web服务器。数据存储在那里，教师和学生以后可以使用IE和Fire Fox等浏览器访问这些数据。在准备了虚拟学习环境后，日本教育工作者安排了一群日本学生(16岁及以上)在SL开展PBL项目。与此同时，他们邀请了一位美国教育工作者和她的一群美国学生(16岁及以上)独立开展相同的PBL项目，使用他们在SL的虚拟教室。参见图2。学生团队被要求解决以下问题。在不久的将来(在全球变暖的时代)，普通(典型)的房子会是什么样子？他们的最终答案包括关于房子功能的信息以及房子本身的信息。图2.美国团队成员在虚拟教室中举行头脑风暴会议。必须指出的是，为了让学生在二语中开展PBL活动，他们需要在虚拟世界中执行各种功能。首先，他们注册并命名一个化身来代表他们开展活动。他们通过行走、跑步和飞行等任务来移动他们的化身。他们使用传送功能将他们的化身传送到SL中的不同位置。学生通过使用聊天功能集思广益，参与(虚拟教室中的)小组讨论。此外，他们还设计和准备Prim(三维物体，如用林登文字写的立方体)，以建造他们典型的未来房屋。每个学生小组通过集思广益并就需要解决的问题进行讨论来开始这个项目(在虚拟教室中)。在本项目期间，教育工作者提供指导并担任促进者。一些美国学生的聊天录音(关于他们未来房子的用途)写在下面。阿凡达对话时间日期老师：你认为房子的用途应该是什么？乔伊“舒适的住房”19：53：4

Problem Based Learning (PBL) is a powerful tool for both science and engineering education in the real world. Therefore, Japanese educators/researchers (with assistance from a US educator) carried out a pilot study to determine the effectiveness of using PBL activities in Metaverse. Their project was carried out by student teams from the US and Japan. Each team worked independently on the same PBL project. A discussion about this successful pilot study is provided. Introduction: Problem Based Learning (PBL) is a powerful tool for both science and engineering education. It can enhance creativity and has been used successfully to carry out many projects in the real world. Since our global community continues to change, scientists and engineers are needed to creatively solve the new and challenging problems of the future. PBL, as an educational tool, may be used to address this problem. Problem Based Learning may be simply defined as an instructional setting in which students work in small groups to solve ill-structured problems. Their teachers provide guidance and serve as facilitators. Over the past few years educational organizations in Japan and the US have used and analyzed the effect of PBL in the courses that they offer to their students. Since PBL is very useful in real classrooms, some Japanese educators wondered if it would be effective in the virtual world. To find out, they tried a pilot study for a PBL project in Metaverse. Their project was carried out by student teams from the US and Japan. Each team worked independently on the same PBL project. Details of the PBL Project in Metaverse: Metaverse provides three dimensional virtual space services throughout the world. It offers complementary activities between traditional face to face learning and e-learning, with cutting-edge technology that can be used for experimental education. A representative example for it is Second Life (SL), an online 3D community which started its service in 2003. Here one can buy land, establish buildings on it, and carry out activities through Avatars (which act on behalf of their human users). To start, the Japanese Educators/Researchers bought an island in SL. This island is owned by Nagaoka University of Technology (NUT). Researchers at the University built virtual buildings containing virtual classrooms, so that PBL projects could be carried out in virtual space. They wanted the virtual learning environment to resemble the real life situation as much as possible. A typical classroom usually has enough room for a group of students to meet and share ideas. It includes items such as tables, chairs, and blackboards. For this project, two buildings with similar structures were established and placed close to each other. This way, group discussions for PBL could take place simultaneously and independently. See Figure 1. Figure 1. Virtual buildings on the Japanese Island in SL. Each building contains a virtual classroom with two tables and seven red chairs per table. See Figure 2. Here students can communicate by chatting. Their conversations are recorded by an auto-recording system. The blue box on the wall of the virtual classroom (Figure 2) collects the chat dialogues. It was made by Linden Script Language for SL. These recordings are sent to a Web server through HTTP by using a Post Method. The data is stored there and can later be accessed by teachers and students by using browsers such as the Internet Explorer and Fire Fox. After preparing a virtual learning environment, the Japanese educators arranged for a group of Japanese students (16 years old and older) to carry out a PBL project in SL. At the same time, they invited a US educator and her group of US students (16 years old and older) to independently carry out the same PBL project, using their virtual classrooms in SL. See Figure 2. The student teams were asked to solve the following problem. What will the ordinary (typical) house look like in the near future (during the global warming era)? Their final answers include information about the function of the house as well as the house itself. Figure 2. US team members hold a brainstorming session in the virtual classroom. It must be mentioned that in order for students to carry out the PBL activity in SL, they need to perform various functions in the virtual world. To start, they register and name an Avatar to carry out activities on behalf of them. They make their Avatars move by using tasks such as walking, running, and flying. They use the teleport function to transport their Avatars to different locations in SL. The students brainstorm and participate in group discussions (in the virtual classroom) by using the chat function. Also they design and prepare prims (three-dimensional objects, such as cubes, written in Linden script) in order to build their typical house of the future. Each student group began this project (in the virtual classroom) by brainstorming and holding discussions about the problem that needed to be solved. For the duration of this project, the educators provided guidance and served as facilitators. Some US student chat recordings (about the purpose of their house of the future) are written below. AVATAR DIALOGUE TIME DATE Teacher “What do you think the 19:53:25 2009-03-05 purpose of the house should be?” Joey “Comfortable housing.” 19:53:4

Problem Based Learning in Metaverse.

元宇宙中基于问题的学习。

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