Authors:
Ahmad Ewais
1
and
Olga De Troyer
2
Affiliations:
1
Arab American University and Vrije Universiteit Brussel, Palestinian Territory, Occupied
;
2
Vrije Universiteit Brussel, Belgium
Keyword(s):
Graphical Modelling Language, Domain Specific Modelling Language, Adaptivity, Virtual Reality, 3D Virtual Learning Environments.
Related
Ontology
Subjects/Areas/Topics:
Authoring Tools and Content Development
;
Computer-Supported Education
;
Course Design and e-Learning Curriculae
;
Domain Applications and Case Studies
;
e-Learning
;
Game-Based and Simulation-Based Learning
;
Information Technologies Supporting Learning
;
Intelligent Learning and Teaching Systems
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
;
Social Context and Learning Environments
;
Technology Enhanced Learning
;
Ubiquitous Learning
;
Virtual Labs and Virtual Classrooms
;
Web-Based Learning, Wikis and Blogs
Abstract:
Adaptive three-dimensional (3D) Virtual Learning Environments (VLEs) offer many advantages for learning, but developing them is still far from easy and is usually only done by specialized people. However, involving teachers in the development of learning material is essential. One way to support teachers in authoring adaptive 3D VLEs is the use of domain specific modelling languages as such languages provide a high level of abstraction. In addition, graphical languages are recommended for non-technical users. Although such an approach, i.e. graphical domain specific modelling languages, seems to be promising there is a need for evaluating this in practice. Usability and acceptance could become a problem because the authoring process could become relatively complex. This paper reports on a pilot evaluation performed to evaluate the use of graphical modelling languages for designing (i.e. authoring) adaptive 3D VLEs.