S. Movafaghi, S. Hojjati, H. Pournaghshband, T. Chan, J. S. Collins (2012) Impact of Virtualization Technology in the IT Classroom
In this paper virtualization technology, especially the virtual operating system, and its usage within an appropriate environment for the information technology (IT) classroom is discussed. We will categorize two types of environments using virtual technology, namely stable and unstable environments. Some universities are dismantling IT labs because of high cost to support and based on the assumption that all IT students have laptop computers. We agree with this assessment as long as the appropriate virtual lab is established for courses that require a stable environment. However, we continue to recommend that appropriate physical lab(s) be available also for courses that require an unstable environment. In this paper we will discuss the recommended number of guest operating systems for a specific number of students and resources.
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Angel del Blanco, Javier Torrente, Pablo Moreno-Ger, Baltasar Fernández-Manjón (2011) Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games, Intelligent Learning Systems and Advancements in Computer-Aided Instruction: Emerging Studies
The rising acceptance of Virtual Learning Environments (VLE) in the e- Learning field poses new challenges such as producing student-centered courses which can be automatically tailored to each student’s needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players’ activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter we discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. We also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. We present a case study with the implementation of the architecture in the <e-Adventure> game authoring platform, along with three examples of video game integration in educational settings.
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Jamshid Beheshti (2012) Teens, Virtual Environments and Information Literacy, Bulletin of the American Society for Information Science and Technology, Volume 38, Issue 3
As digital natives, the vast majority of teens are used to cellphones, text messaging, social networking sites and other forms of electronic communications and technologies. Though rooted in the digital world for many of their daily activities, teens lack basic information literacy skills for academic tasks and other demands. Specific instruction through the educational system may not be feasible, but it may be possible to build teens’ information competence through interactive virtual learning environments. Game-style virtual environments are highly motivating and engaging, providing opportunities for repeated practice and reward for persistence and achieving goals. A virtual reality library, VRLibrary, was constructed, collaboratively designed by young teens and adults, based on the metaphor of a physical library. Teens could wander the virtual space and browse links to age-appropriate websites presented as virtual books. VRLibrary was very positively received and succeeded at engaging teen users. A librarian avatar could be incorporated to provide help as needed with a user’s information seeking.
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