Evaluating interactivity and presence in an online distance learning system
Melissa Jane Dark, Cindy S. York, Voicu S. Popescu, Cristina Nita-Rotaru · 2007
A new online distance learning system was created by an interdisciplinary team comprised of computer science, graphics, networking, security, and educational science faculty and graduate students to research, implement, and assess the ability to extend a face-to-face classroom to accommodate remotely located students. Comprised of a face-to-face classroom setting with remote students' images projected on the wall of the classroom, this "virtual classroom" is a 3-D rendering of a geometric model populated with real-time video avatars of remote students. Through increased presence, (i.e. being able to view remote students' facial expressions, general body language) and better integration of the virtual classroom into the local classroom, developers intended to increase both learning and motivation to learn. In a formative evaluation regarding the "presence" and "interactivity" afforded by the system, the following elements were analyzed: learning; social, cognitive, and physical presence; student-to-content interaction; and student-to-technology interaction. This paper reports on this new distance learning technology and the evaluation used to assess its effectiveness.