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Article
Publication date: 7 June 2011

Ross Brown, Jan Recker and Stephen West

Process modeling is a complex organizational task that requires many iterations and communication between the business analysts and the domain specialists. The challenge of…

3394

Abstract

Purpose

Process modeling is a complex organizational task that requires many iterations and communication between the business analysts and the domain specialists. The challenge of process modeling is exacerbated, when the process of modeling has to be performed in a cross‐organizational, distributed environment. This paper aims to suggest a three‐dimensional (3D) environment for collaborative process modeling, using virtual world technology.

Design/methodology/approach

The paper suggests a new collaborative process modeling approach based on virtual world technology. It describes the design of an innovative prototype collaborative process modeling approach, implemented as a 3D Business Process Modeling Notation (BPMN) modeling environment in Second Life. We use a case study to evaluate the suggested approach.

Findings

Based on a case study application, the paper shows that our approach increases user empowerment and adds significantly to the collaboration and consensual development of process models even when the relevant stakeholders are geographically dispersed.

Research limitations/implications

The paper presents design work and a case study. More research is needed to more thoroughly evaluate the presented approach in a variety of real‐life process modeling settings.

Practical implications

The research outcomes as design artifacts are directly available and applicable by business process management professionals and can be used by business, system and process analysts in real‐world practice.

Originality/value

This research is the first reported attempt to develop a process modeling approach on the basis of virtual world technology. It describes a novel and innovative 3D BPMN modeling environment in Second Life.

Details

Business Process Management Journal, vol. 17 no. 3
Type: Research Article
ISSN: 1463-7154

Keywords

Article
Publication date: 28 September 2010

Yong Hu, Dianliang Wu, Xiumin Fan and Xijin Zhen

Owing to the numerous part models and massive datasets used in automobile assembly design, virtual assembly software cannot simulate a whole vehicle smoothly in real time. For…

Abstract

Purpose

Owing to the numerous part models and massive datasets used in automobile assembly design, virtual assembly software cannot simulate a whole vehicle smoothly in real time. For this reason, implementing a new virtual assembly environment for massive complex datasets would be a significant achievement. The paper aims to focus on this problem.

Design/methodology/approach

A new system named “Grid‐enabled collaborative virtual assembly environment” (GCVAE) is proposed in the paper, and it comprises three parts: a private grid‐based support platform running on an inner network of enterprise; a service‐based parallel rendering framework with a sort‐last structure; and a multi‐user collaborative virtual assembly environment. These components would aggregate the idle resources in an enterprise to support assembly simulation with a large complex scene of whole vehicle.

Findings

The system prototype proposed in the paper has been implemented. The following simulations show that it can support a complex scene in a real‐time mode by using existing hardware and software, and can promote the efficient usage of enterprise resources.

Practical implications

Using the GCVAE, it is possible to aggregate the idle resources in an enterprise to run assembly simulations of a whole automobile with massively complex scenes, thus observably reducing fault occurrence rates in future manufacturing.

Originality/value

The paper introduces a new grid‐enabled methodology into research on collaborative virtual assembly system which can make the best use of idle resources in the enterprise to support assembly simulations with massively complex product models. A video‐stream‐based method was used to implement the system; this enables designers to participate ubiquitously in the simulation to evaluate the assembly of the whole automobile without hardware limitations.

Details

Assembly Automation, vol. 30 no. 4
Type: Research Article
ISSN: 0144-5154

Keywords

Article
Publication date: 31 July 2009

Zhen Xijin, Wu Dianliang, Fan Xiumin and Hu Yong

Automobile development needs more and more collaborative work involving geographical dispersed designers, that brings difficulty for model verification, conception review and…

Abstract

Purpose

Automobile development needs more and more collaborative work involving geographical dispersed designers, that brings difficulty for model verification, conception review and assembly process evaluation, so a collaborative virtual environment for automobile based on network is required. In this kind of environment, designers can do interactive assembly operations collaboratively, such as grasp, move, release, collision detection (CD), assembly evaluation report generation, etc. Furthermore, automobile structure becomes more complicated, how to process this large real‐time data effectively in real‐time interactive virtual environment is a great challenge. The purpose of this paper is focus on this.

Design/methodology/approach

A distributed parallel virtual assembly environment (DPVAE) is developed. In this environment, the mechanism of event synchronization based on high‐level architecture/run‐time infrastructure) is applied to realize multi‐user collaboratively interactive operation. To meet the large data set real‐time processing demand, a creative parallel processing approach supported by a single supercomputer or a parallel processing environment composed of common personal computer in a high‐speed local area network is developed. The technologies such as real‐time CD, multiple interactive operation modals are applied in DPVAE and several auxiliary tools are provide to help achieving whole scheme review, component model verification and assembly evaluation.

Findings

This paper finds that DPVAE system is an available and efficient tool to support automobile collaborative assembly design.

Practical implications

Designers can discuss and verify the assembly scheme to realize the previous design scenario in DPVAE, so it is useful for reducing costs, improving quality and shortening the time to market, especially for new type automobile development.

Originality/value

A combination of distributed technology and parallel computing technology is applied in product virtual assembly, solving the problems including collaborative work of multi‐user and large data real‐time processing successfully, that provides a useful tool for automobile development.

Details

Assembly Automation, vol. 29 no. 3
Type: Research Article
ISSN: 0144-5154

Keywords

Article
Publication date: 17 February 2012

Xiangyang Li, Qinhe Gao, Zhili Zhang and Xianxiang Huang

The paper aims to provide an integrated system for collaborative maintenance training of complex equipment based on virtual maintenance and immersive virtual reality environment.

1085

Abstract

Purpose

The paper aims to provide an integrated system for collaborative maintenance training of complex equipment based on virtual maintenance and immersive virtual reality environment.

Design/methodology/approach

An integrated platform for collaborative virtual maintenance operation and training of complex equipment is developed. The simulation supporting platform for collaborative virtual maintenance is designed with the combined hierarchical structure and modularized members to support the interactive communication of heterogeneous data and information. By analyzing the collaboration mode of multi operators, the maintenance task allocation model, maintenance operation model and Extensible Markup Language‐based object information template are presented.

Findings

The research finds that the proposed system is an efficient platform for collaborative maintenance training of complex equipment.

Practical implications

Appropriate and efficient maintenance task allocation and collaborative maintenance operation of multi operators can significantly improve the maintenance efficiency of complex equipment.

Originality/value

A collaborative virtual maintenance training system of complex equipment based on immersive virtual reality environment is presented.

Article
Publication date: 14 January 2022

Gloria Lihotetso Matee, Nthabiseng Motlohi and Palesa Nkiwane

This study aims to investigate emerging perspectives and challenges which teaching staff and students in the Faculties of Business and Accounting, Health and Education as well as…

Abstract

Purpose

This study aims to investigate emerging perspectives and challenges which teaching staff and students in the Faculties of Business and Accounting, Health and Education as well as Computing encountered in using Virtual Collaborative Learning during their classes in one accredited institution of higher education in Maseru district Lesotho. Previously conducted studies reveal that although similar studies to the current one have been conducted in different countries across the globe, conducting them in another different country such as Lesotho and in a different context might provide new information.

Design/methodology/approach

The study draws on Lev Vygotsky’s social constructivism as the theoretical framework because it is relevant and appropriate. The study was buttressed by constructivism paradigm, qualitative design as well as a qualitative case study. A purposive sampling technique was used in this study. A sample of 35 students and 11 teaching staff from the 3 respective faculties were used as participants of the study. This qualitative case study was based on online questionnaires issued to the participants using emails for data collection. Data were generated based on the themes which emerged.

Findings

The findings of the study suggest that majority of students found Virtual Collaborative Learning helpful and a user-friendly tool. However, lack of resources, clear instructions from the teaching staff and cooperation, internet connectivity issues, as well as data expenses have been identified as stumbling blocks that discourage students’ satisfactory engagement in Virtual Collaborative Learning. The findings further revealed various strategies including encouraging students to cooperate, grading students’ participation on online platforms and consultations could be used to overcome the challenges encountered in using Virtual Collaborative Learning. For generalisability and understanding of the breadth of the students and teaching staff experiences and challenges of Virtual Collaborative Learning, the authors recommend further study to be conducted on a larger representative sample, using the established themes of the current study.

Research limitations/implications

Using face-to-face interviews and classroom observations for data collection would have been more suitable for a qualitative methodology. However, due to COVID-19 regulations that restrict contact and limit lessons on online platforms, an online questionnaire was used for data collection.

Originality/value

This research reveals emerging perspectives and challenges which are encountered by teaching staff and students while using Virtual Collaborative Learning in one institution of higher education in Maseru Lesotho.

Book part
Publication date: 28 September 2011

Béatrice S. Hasler

This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as…

Abstract

This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a culture-aware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.

Details

Transforming Virtual World Learning
Type: Book
ISBN: 978-1-78052-053-7

Keywords

Article
Publication date: 1 September 2006

Jeffrey Hou and Min-Jay Kang

With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide unique opportunities for examining cultural, contextual…

41

Abstract

With the ability of linking distant partners and diverse bodies of students and faculty, virtual design studios provide unique opportunities for examining cultural, contextual, and methodological differences in design and design collaboration. However, most evaluations of virtual design studio in the recent literature have focused primarily on technical and operational issues. In contrast, the social and cultural dimensions of virtual design studio and their pedagogical implications have not been adequately examined. To address this gap, this article examines the experience and outcomes of a recent virtual design studio involving international collaboration between faculty and student partners. Specifically, it looks at how presence of differences and process of dialogic learning create pedagogical opportunities in a collaborative 'virtual' environment. Based on the case study, this article argues that through dialogues, collaboration, and negotiation of cultural, contextual and methodological differences, collaborative virtual design studio offers an alternative to traditional design studio based on the primacy of individual practice and the master-apprentice model of learning. By creatively utilizing the collaborative environment involving diverse partners, virtual design studio can foster a critical understanding of cross-cultural design process and the significance of dialogues and negotiation in design.

Details

Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

Keywords

Article
Publication date: 13 April 2012

Mikhail Fominykh and Ekaterina Prasolova‐Førland

Collaborative virtual environments (CVEs) have become increasingly popular in educational settings and the role of 3D content is becoming more and more important. Still, there are…

Abstract

Purpose

Collaborative virtual environments (CVEs) have become increasingly popular in educational settings and the role of 3D content is becoming more and more important. Still, there are many challenges in this area, such as lack of empirical studies that provide design for educational activities in 3D CVEs and lack of norms of how to support and assess learning in with such technology. The purpose of this paper is to address these challenges by discussing the use of a 3D CVE in a university course for three years and suggesting practical guidelines based on the data from observations.

Design/methodology/approach

The main research question of the discussion in this paper is: How to facilitate learning by means of educational visualizations in 3D CVEs? The authors discuss data from several explorative case studies conducted within the Cooperation Technology course at the Norwegian University of Science and Technology. In these case studies, the authors focused on a particular type of collaborative work with 3D content – educational visualizations. Groups of students were asked to build creative visualizations of a certain topic (e.g. a research project or a curriculum topic) and present the construction to the public. The data were collected from the direct observation of students' activities online, virtual artefacts, such as chat log and 3D constructions, and users' feedback in a form of group essays or blogs.

Findings

Following the analysis of these data, the authors introduce an original methodology for facilitating collaborative work with 3D content in an educational context and provide a characterization framework – Typology of 3D Content and Visualization Means, which can be used together with the methodology for analysing constructions in 3D CVEs. Constructionism and social constructivism were used as a theoretical grounding.

Research limitations/implications

Although the research method applied has certain limitations related to the settings of the conducted studies, such as observing the same course each year and impossibility of having a control group, this research still provides important insights, as it identifies overall tendencies in conducting educational activities in 3D CVEs.

Practical implications

The suggested methodology was developed for teachers, instructors, and technicians. It can be used as a guideline for organizing educational activities using collaborative work with 3D content.

Originality/value

Results of the authors' research indicate that the methodology suggested in the paper benefits structuring and planning of educational visualizations in 3D CVEs. It can be considered as a contribution to the field, as it helps to fill the gap in practical guidelines for the advanced use of 3D CVEs in educational settings.

Details

Interactive Technology and Smart Education, vol. 9 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 12 March 2018

Mina Ranjbarfard and Mahboobeh Heidari Sureshjani

This research aims to convert the traditional teacher–student models, in which teachers determine the learning resources, into a flexible structure and an active learning…

Abstract

Purpose

This research aims to convert the traditional teacher–student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).

Design/methodology/approach

Mixed-methods (qualitative–quantitative) approach has been used. First, to develop the primary framework, papers were content-analyzed. Then, to validate the results of the content analysis, responses of the questionnaires distributed among students and teachers at five virtual universities in Iran were analyzed.

Findings

VALEs have the value co-creation potential. The students and teachers in this sample identified and confirmed three dimensions including partnership requirements (including organizational capabilities, structural requirement, individual competencies, motivational factors and resources), collaborative learning services (including IT infrastructure, common services and educational services) and social networks. The foundation of value co-creation is a partnership requirement. Collaborative learning services are flexible services that redesign methods and curriculum and promote deep learning among students. In addition, the wide use of social networks enables dialogue, communication, participation and establishment of virtual learning groups.

Practical implications

By means of the suggested framework, it is possible to achieve value co-creation in VALEs.

Originality/value

The paper presents outcomes of the research that is focused on technical, human and organizational aspects for value co-creation in VALEs that have not been much discussed previously.

Details

Interactive Technology and Smart Education, vol. 15 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 7 August 2017

Xusen Cheng, Shixuan Fu, Yajing Han and Alex Zarifis

The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance…

Abstract

Purpose

The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance in school.

Design/methodology/approach

Longitudinal questionnaires and interviews are conducted during the case study. By analyzing the data from the questionnaires and the grade earned by the students, the sample students are ranked with respect to the trust level and individual performance. Furthermore, the Wilcoxon signed-rank test is used to compare individual trust level and performance in the computer supported semi-virtual collaborative environment.

Findings

The distribution of an individual’s trust level is roughly consistent with the distribution of the individual’s performance in the collaboration. Besides, the relationship between a student’s trust level and the student’s performance is positively correlated.

Research limitations/implications

This study integrates the issues of trust, school performance, and collaboration in an educational context. Furthermore, the conclusions drawn from this paper extend the literature of multiple disciplines including education, management, and psychology.

Practical implications

The conclusions could apply in the fields of education and management since the analysis revealed the relationship between an individual’s trust level and their performance.

Originality/value

This study contributes to the field of trust and collaboration research with a link to trust development and performance. The study also provides an insight into how to successfully improve the performance of student semi-virtual collaboration groups.

Details

Information Technology & People, vol. 30 no. 3
Type: Research Article
ISSN: 0959-3845

Keywords

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