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It explains how virtual 3D rooms can increase presence beyond video conferencing, enabling participants to act as avatars and supporting group didactic concepts. A concrete example is provided through the simulation of robot programming, alongside the use of conversational and pedagogical agents to reduce teachers’ workload and assist learners at different competence levels while using natural language interfaces.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-distributed-learning-through-immersive-learning-environments-paper/593273/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Elsa","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"Why do the authors propose virtual 3D environments for teaching?","Question",{"text":106,"@type":107},"They propose them to create a more authentic learning environment and increase immersion and presence compared with common online options like video conferencing.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What learning scenario is used as a concrete demonstration?",{"text":111,"@type":107},"The paper demonstrates a scenario based on simulating robot programming within a virtual 3D environment.",{"name":113,"@type":104,"acceptedAnswer":114},"How do conversational or pedagogical agents contribute in the virtual environment?",{"text":115,"@type":107},"They act as additional participants to provide support, such as companions when entering the environment and help in achieving learning objectives across different competence levels.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},593273,1792076954,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Supporting Distributed Learning through Immersive Learning Environments  \nBy Carsten Lecon ∗  \nIn this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario:  \nthe simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations.  \nKeywords: e-learning, e-teaching, immersion, virtual 3D rooms, gamification, cyber-physical systems  \nIntroduction  \nSince the pandemic epidemic, it was common for teaching to switch from the classroom to online places like, for example, video conference systems. But even now we still have challenges, in addition to the aftermath of the corona: For example, the current crisis is leading to much higher energy costs, which concerns the arrival to the training location and in particular external training (ride costs). Working and learning from home has also become more and more established. To create a learning environment that is as authentic as possible, virtual 3D environments are an option. We will go into the special properties of virtual 3D rooms and show their suitability for training, especially in university teaching and adult education.  \nSince there was not enough time for the creation of e-learning self-learning materials (self-directed, asynchronous learning) and synchronous accompaniment of the learning process (at schools, universities, and also in companies) was still expected, appropriate on-line tools were used, especially video conferencing systems. However, to achieve a better sense of presence, virtual 3D rooms are available in which participants can act as avatars (“alter ego”) in an environment conducive to learning. In the following, we will explain the properties of such virtual worlds and use specific scenarios to illustrate their effectiveness.  \nFirst, we will discuss the general properties of 3D virtual spaces (Section 2). We use this environment to implement a learning scenario for computer science  \n∗Professor, Aalen University, Germany.  \nstudents in higher semesters (Section 3). The virtual environment designed for distributed learning should be integrated into the existing e-learning infrastructure (Section 3.1).  \nThe task to be completed is carried out in group work (collaboration). What needs to be considered is explained in Section 3.2. Especially in the virtual 3D environment, in which the learners are connected in a distributed manner, pedagogical agents or conversational agents (Section 3.3) can be used as additional participants to provide support, including as companions when entering the virtual environment for the first time, for example, or to assist in the fulfilment of learning objectives, whereby the agents can be targeted to test and support different levels of competence (section 3.4).  \nThe first results are depicted in Section 5. The paper ends with a summary and an outlook on the next steps.  \nIn this paper we only describe scenarios, which are currently being implemented. The evaluation of the scenario is currently in progress.  \nVirtual 3D Rooms  \nImmersion plays an important role in a virtual learning environment, that is,‘immersing’ or ‘sinking’ in an artificially generated environment. Studies have shown that immersion in virtual environmen","cbCaiu3BhdjkAi7N","https://ap.wps.com/l/cbCaiu3BhdjkAi7N","pdf",197248,14,"English","# Introduction\n## Virtual 3D Rooms\n## Immersion and learning efficiency\n## Sense of presence and user experience\n## Social proximity and embodiment","[{\"question\":\"Why do the authors propose virtual 3D environments for teaching?\",\"answer\":\"They propose them to create a more authentic learning environment and increase immersion and presence compared with common online options like video conferencing.\"},{\"question\":\"What learning scenario is used as a concrete demonstration?\",\"answer\":\"The paper demonstrates a scenario based on simulating robot programming within a virtual 3D environment.\"},{\"question\":\"How do conversational or pedagogical agents contribute in the virtual environment?\",\"answer\":\"They act as additional participants to provide support, such as companions when entering the environment and help in achieving learning objectives across different competence levels.\"}]","Supporting Distributed Learning through Immersive Learning Environments - Paper | PDF",35]