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The system provides realistic terrains and leveling instruments that visually operate and produce results comparable to field equipment, supporting independent practice. Integrated into surveying courses for preparation, revision, and assessment, it was evaluated through formative and summative studies. 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The virtual environment, which includes realistic terrains and leveling instruments that look, operate, and produce results comparable to the physical ones, is not meant to replace field practice completely. It will be integrated in surveying courses as a preparation, revision and assessment tool. Initial findings from a formative study with sixty (60) undergraduate students and three (3) faculty show that the virtual environment is usable, engaging and useful for teaching/learning differential leveling. Results of a summative study with forty-eight (48) undergraduate students show that using the virtual environment led to an increase in subjects’ declarative knowledge by 28% and procedural knowledge by 30% . Compared to traditional practice in the field, interacting with the virtual environment led to significantly higher declarative knowledge gains; differences in procedural knowledge gains (e.g. the ability to perform the leveling exercise in the field) between students who used the virtual environment versus students who had practiced in the field were not significant.  \nKey Words: Virtual Learning Environments; Differential Leveling; Surveying Education; Formative Evaluation  \nWINTER 2014 1  \nadvances in engineering education  \nan interactive virtual environment for Learning differential Leveling  \nINTRODUCTION  \nThe objective of the work reported in the paper was to develop and evaluate a virtual environment for teaching/learning differential leveling concepts and practices. Differential leveling is one of the main topics covered in undergraduate surveying courses; in general, during lecture the students learn fundamental principles of differential leveling, best practices to minimize errors and improve precision and accuracy, and finally evaluate and distribute the errors. In the lab students are introduced to leveling equipment and are given hands-on tasks to demonstrate proficiency at operating the instruments, accurately reading the measurements and correctly recording the data. Traditional methods for teaching differential leveling present several limitations. For instance, students work in teams and therefore it is difficult for the instructor to accurately assess the performance of each individual student; the ability to practice in the field is greatly affected by weather and lighting conditions; the number of terrains on which to practice is usually limited to the terrains that are available on the university campus; the students’ ability to repeat assignments and further practice with the equipment is limited by the availability of the instruments.  \nThe tool described in the paper overcomes many of these limitations. It provides students with an opportunity to practice the concepts and procedures of leveling independently from team members; it allows students to practice regardless of weather or lighting conditions; it gives them the possibility to perform assignments in a variety of virtual terrains, thus breaking the monotony of redoing the same exercise in the limited available space; it enables the students to repeat the assignments as many times as they need. Our virtual learning environment (VLE) includes realistic terrains and instruments that look, operate and produce results comparable to the physical ones . Furthermore, it is tr","cbCaidnvV8PdqyCX","https://ap.wps.com/l/cbCaidnvV8PdqyCX","pdf",2634385,17,"English","# Introduction\n## Virtual Environments and Learning\n## Evaluation and Assessment\n# Differential Leveling Concepts and Practices\n# Studies, Findings, Conclusions, and Future Work","[{\"question\":\"What is the main objective of the interactive virtual environment described in the document?\",\"answer\":\"It aims to help undergraduate students learn and review differential leveling concepts and practices through an interactive virtual setup.\"},{\"question\":\"How does the virtual environment support learning compared with traditional field practice?\",\"answer\":\"It enables practice independently of team members, without relying on weather or lighting, across multiple virtual terrains, and with repeatable assignments as needed.\"},{\"question\":\"What were the reported outcomes from the evaluation studies?\",\"answer\":\"Formative findings indicated the tool was usable, engaging, and useful, while summative results showed increases in declarative knowledge (28%) and procedural knowledge (30%), with higher declarative gains than traditional field practice.\"}]","An Interactive Virtual Environment for Learning Differential Leveling - Volume 4 Number 1 - Winter 2014 | PDF",1792067189,43]