Three Dimensional Virtual Laboratories and Simulations for Education: Classification, Criteria for Efficacy, Benefits, and Criticism

Three Dimensional Virtual Laboratories and Simulations for Education: Classification, Criteria for Efficacy, Benefits, and Criticism

Mohamed Khamis Tolba Mahmoud Abdalla (University of South Wales, UK & Alexandria University, Egypt & National Guard Health Affairs, Saudi Arabia)
DOI: 10.4018/978-1-5225-5790-6.ch007

Abstract

This chapter provides a detailed study of the current literature surrounding instructional animation. After discussing definitions and classifications of these technologies, the chapter reviews how they can be differentiated from games. The chapter covers subtypes of instructional animation, including experiential, symbolic, and forms considered animation but lacking criteria of effective animation. The three types differ in some points. Important criteria must be considered before, during, and after designation when designing educationally effective software of these animations. If simulations are prepared according to evidence-based guidelines mentioned in the chapter, many benefits will be developed, including pedagogical, motivational, and daily life profits. However, disadvantages exist. Criticisms in literature will be mentioned on an evidence-based level.
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Objectives

After reading this chapter, the audience will understand the:

  • 1.

    Definition and classification of educational technology

  • 2.

    Definitions of games, simulations, and animation as instructional technologies

  • 3.

    Categories and examples of instructional animation

  • 4.

    Criteria of effective instructional multimedia (EIM)

  • 5.

    Benefits of the integration of educational animation technology

  • 6.

    Criticism of instructional animation in literature

Key Terms in this Chapter

Animated Education (AE): Computerized education relying on effective instructional multimedia (EIM).

Individualized Animated Learning (IAL): Animation tailored according to students’ mental and cognitive capabilities.

Collaboration Enhancing Animations (CEA): Animation to enhance interaction among recipients. This animation does not isolate recipients in restricted microenvironments. Instead, it enhances discourse and open discussion.

Pre-Engagement Orientation Sessions (PrEOSs): Concise, precise, nonstressing, and nondistressing sessions in which educationalists and targeted recipients are aware of best strategies for multimedia use, background attempts, and philosophy of programs.

Effective Instructional Multimedia (EIM): Animation proven by experimental research to improve long- and short-term pedagogical and cognitive aspects of the student.

Real Instructional Animations: Animation possessing the main criteria of effective instructional multimedia (EIM). It effectively enhances academic, cognitive, and practical performance of the students.

Marginal Instructional Animations: Animation possessing some main criteria of effective instructional multimedia (EIM). When evidenced-based, it enhances academic, cognitive, and practical performance of the students.

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