Collaboration and learning within immersive virtual reality
Proceedings of the third international conference on Collaborative virtual environments
Computers & Education - Documenting collaborative interactions: Issues and approaches
Building Virtual and Augmented Reality museum exhibitions
Proceedings of the ninth international conference on 3D Web technology
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Multimedia Tools and Applications
Using multimedia and Web3D to enhance anatomy teaching
Computers & Education
WebTOP: A 3D interactive system for teaching and learning optics
Computers & Education
3D Social Virtual Worlds: Research Issues and Challenges
IEEE Internet Computing
Development and evaluation of a virtual campus on Second Life: The case of SecondDMI
Computers & Education
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Network and content analysis in an online community discourse
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
The Long History of Gaming in Military Training
Simulation and Gaming
Interacting through avatars: Virtual worlds as a context for online education
Computers & Education
A review of interoperability and possibilities for data analysis from virtual world environments
International Journal of Metadata, Semantics and Ontologies
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Massively Multiuser On-line Learning (MMOL) Platforms, often called ''virtual learning worlds'', constitute a still unexplored context for communication-enhanced learning, where synchronous communication skills in an explicit social setting enhance the potential of effective collaboration. In this paper, we report on an experimental study of collaborative evaluation in an MMOL setting with 21 graduate students enrolled in university courses in technology-mediated teaching and learning. This study was carried out using a prototype of a 3D MMOL platform built around an interactive space called ''MadriPolis''. This space was used to recreate an adequate scenario for a collaborative experience about Learning Object evaluation using the mainstream Learning Object Review Instrument (LORI), which is based on a Convergent Participation Model (CPM). The same experience was carried out using a conventional LCMS (Learning Content Management System) platform with the aim of contrasting the outcomes and interaction patterns in the two settings. This study makes use of Social Network Analysis (SNA) measures to describe the interactions between tutors and learners. By dwelling on the advantages of immersive environments, SNA indexes revealed that these interactions were rather dense and that student participation was rather broad-based in the case of the MMOL. The results suggest that MMOL platforms could be used in collaborative evaluation tasks as a means to enhance both tutor interaction patterns and the strength of the group's relationship.