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The next table summarizes the 4DF in our MMOL experience

Table 1 The next table summarizes the 4DF in our MMOL experience

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Figure 1.A generic MMOL platform Architecture.
Figure 1.A generic MMOL platform Architecture.
Table 1. Using the 4DF to implement MMOL experience.
Table 1. Using the 4DF to implement MMOL experience.
Figure 3. MadriPolis evaluation meeting point
Figure 3. MadriPolis evaluation meeting point
Figure 2. MadriPolis in realX tend
Figure 2. MadriPolis in realX tend
Figure 4. MadriPolis collaborative space I
Figure 4. MadriPolis collaborative space I
Figure 6. Co-browsing view er
Figure 6. Co-browsing view er
Figure 8. In-world Google document to determine average values
Figure 8. In-world Google document to determine average values
conducted with 4DF (Table 2).
conducted with 4DF (Table 2).
4.4.2 The educational scenario
4.4.2 The educational scenario
Figure 9. Course over LCMS
Figure 9. Course over LCMS
Figure 10. Evaluated Learning O bject (http://www.ite.educacion.es/w3/novedades/dossiers/libro/) (Fig. 10).
Figure 10. Evaluated Learning O bject (http://www.ite.educacion.es/w3/novedades/dossiers/libro/) (Fig. 10).
Figure 11. Researchers participating in the MMOL platform
Figure 11. Researchers participating in the MMOL platform
Table 3. Density values of case studies. The last column shows the density increase trend when MMOL is used.
Table 3. Density values of case studies. The last column shows the density increase trend when MMOL is used.
students became removed from many of the day-to-day workings
students became removed from many of the day-to-day workings
in Table 8 (Ford, Moore and Harmon, 2005).
in Table 8 (Ford, Moore and Harmon, 2005).
Table 8. Bloom’s Taxonomy: Description and Possible Products. (A dantad from Fard at al ONNS) diversity content into the curriculum (see Table 9).
Table 8. Bloom’s Taxonomy: Description and Possible Products. (A dantad from Fard at al ONNS) diversity content into the curriculum (see Table 9).
educational situations in the fields of diversity. A translated version of
educational situations in the fields of diversity. A translated version of
Figure 20. Summary of Aldrich’s approach steps."
Figure 20. Summary of Aldrich’s approach steps."
Source: INE! (Spanish N ational Institute of Statistic)
Source: INE! (Spanish N ational Institute of Statistic)
showed in the next table (Table 11). On that basis, a summarized description of activity centers is Evaluation Level (
showed in the next table (Table 11). On that basis, a summarized description of activity centers is Evaluation Level (
planning of all activities. The same instructional unit was carried out in both real s; RCGR and VWGR. The next table (Table 13) shows the
planning of all activities. The same instructional unit was carried out in both real s; RCGR and VWGR. The next table (Table 13) shows the
confidence intervals for each simulation. Table 16 presents Total Score means, standard errors, and 95%
confidence intervals for each simulation. Table 16 presents Total Score means, standard errors, and 95%
totalizes results obtained in both groups.
totalizes results obtained in both groups.
Figure 27. Linear trend of simulations.
Figure 27. Linear trend of simulations.
Figure 28. Mean Differences between groups’ simulations
Figure 28. Mean Differences between groups’ simulations
As reviewed in earlier chapters, MMOL platforms or educational al., 2012). The generic representation of this architecture is shown in
As reviewed in earlier chapters, MMOL platforms or educational al., 2012). The generic representation of this architecture is shown in
Table 19. Teacher's Activity Plan Activity Plan
Table 19. Teacher's Activity Plan Activity Plan
Figure 31. Avatar to chatbot interaction
Figure 31. Avatar to chatbot interaction
Lattemann, 2008). The main survey items are showed in Table 21:
Lattemann, 2008). The main survey items are showed in Table 21:
significant antecedent to explain BIU. As we explain above, PEOU concerns PU
significant antecedent to explain BIU. As we explain above, PEOU concerns PU
in the following table (Table 22). Therefore, we define a new hypothesis associated with
in the following table (Table 22). Therefore, we define a new hypothesis associated with
variables and the hypotheses are depicted in Figure 32.
variables and the hypotheses are depicted in Figure 32.
Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.
Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.
carry out in this thesis.
carry out in this thesis.
Figure 35 . Data Analysis and collection method. analysis and oollection process used in this thesis: A.4 TAM method related: As a summary, the next figure (Figure 35) shows the data
Figure 35 . Data Analysis and collection method. analysis and oollection process used in this thesis: A.4 TAM method related: As a summary, the next figure (Figure 35) shows the data
Related topics:
Immersive Virtual Learning EnvironmentMixed RealityMMOL PlatformsTeacher Education and Professional DevelopmentPedagogy and LearningCognition and Instruction
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