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Chwen Jen Chen

Bio: Chwen Jen Chen is an academic researcher. The author has contributed to research in topics: Computer-mediated reality & Instructional simulation. The author has an hindex of 1, co-authored 1 publications receiving 2 citations.

Papers
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01 Jan 1998
TL;DR: This paper introduces a kind of virtual reality system that can provide a cost effective, but nevertheless stimulating educational tool and addresses the various aspects of the technical dimensions of desktop virtual reality that have to be taken into account when using this mean as a learning tool.
Abstract: Virtual reality is predicted to be the most significant technological transformation in educational media. It is a powerful tool that provides a far more stimulating learning environment and will have profound impact on the future shape of education. However, current immersive virtual reality systems are still of very high cost and hardly affordable within the educational sector. Moreover, some limitations in the immersive virtual reality technology are still observable. The recent development of desktop virtual reality, however, enables virtual reality to be accessible on low-cost computer platforms. This paper introduces this kind of virtual reality system. This system can provide a cost effective, but nevertheless stimulating educational tool. More' importantly, it will provide the opportunity for learning experiences that would not otherwise be available. Based on a study that has been carried out, this paper also addresses the various aspects of the technical dimensions of desktop virtual reality that have to be taken into account when using this mean as a learning tool. This study also leads to the construction of a set of guidelines or considerations that is useful for creating educational applications that would harness the benefits offered by desktop virtual reality.

2 citations


Cited by
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01 Jan 2009
TL;DR: In this article, the authors introduce VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment, and define three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study.
Abstract: This article elaborates on how the technical capabilities of virtual reality support the constructivis tlearning principles. It introduces VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment. The define phase of VRID consists of three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study. The design phase of VRID comprises the macro-strategy that provides guidance on the selection, sequencing, and organization of the subject-matter topics that are to be presented, and the micro-strategy that provides strategies for effective presentation of the learning contents. The development phase includes all the necessary tasks to implement the outcome of the design phase. Among the tasks for this development phase include determining the developmental platform, developing the various components of the educational virtual environment, performing specialist evaluation as well as conducting one to-one learner evaluation. Conducting a small group evaluation and performing an effectiveness evaluation study are the two important tasks of the evaluation phase.

47 citations

01 Jan 2009
TL;DR: In this paper, the authors introduce VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment, and define three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study.
Abstract: This article elaborates on how the technical capabilities of virtual reality support the constructivist learning principles. It introduces VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment. The define phase of VRID consists of three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study. The design phase of VRID comprises the macro-strategy that provides guidance on the selection, sequencing, and organization of the subject-matter topics that are to be presented, and the micro-strategy that provides strategies for effective presentation of the learning contents. The development phase includes all the necessary tasks to implement the outcome of the design phase. Among the tasks for this development phase include determining the developmental platform, developing the various components of the educational virtual environment, performing specialist evaluation as well as conducting oneto- one learner evaluation. Conducting a small group evaluation and performing an effectiveness evaluation study are the two important tasks of the evaluation phase.

35 citations