**7. Conclusion**

In this work we have demonstrated that the amplitude of the visual field can affect the type of navigational strategy used by humans in a virtual environment. This study shows that simultaneous access to spatial cues in the training period improves the finding of routes and pathways which can be relevant when one of the landmarks is missing or when the distance between the landmarks is increased. Therefore, our study also emphasizes the importance of the amplitude of the visual field in the exploration of a virtual environment. Indeed, the area covered by the visual field may facilitate or hinder the integration of available information that is scattered in the environment. The results of this study can provide guidelines to the development of virtual environments more realistic and compatible with natural conditions of visual stimulation.

#### **8. Acknowledgment**

This research was supported by a grant from the Spanish Ministerio de Ciencia y Tecnologia (Refs No. PSI2009-11062 /PSIC). We are very grateful to Antonio Alvarez-Artigas and Victoria Diez-Chamizo for your very valuable help in these experiments.

#### **9. References**


In this work we have demonstrated that the amplitude of the visual field can affect the type of navigational strategy used by humans in a virtual environment. This study shows that simultaneous access to spatial cues in the training period improves the finding of routes and pathways which can be relevant when one of the landmarks is missing or when the distance between the landmarks is increased. Therefore, our study also emphasizes the importance of the amplitude of the visual field in the exploration of a virtual environment. Indeed, the area covered by the visual field may facilitate or hinder the integration of available information that is scattered in the environment. The results of this study can provide guidelines to the development of virtual environments more realistic and compatible with natural conditions

This research was supported by a grant from the Spanish Ministerio de Ciencia y Tecnologia (Refs No. PSI2009-11062 /PSIC). We are very grateful to Antonio Alvarez-Artigas and

Astur, R. S., Ortiz, M. L., & Sutherland, R. J. (1998). A characterization of performance by

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Victoria Diez-Chamizo for your very valuable help in these experiments.

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**7. Conclusion** 

of visual stimulation.

**8. Acknowledgment** 

**9. References** 


**Virtual Worlds as an Extended Classroom** 

There is a growing trend in education and training towards the use of online and distance learning courses. This delivery format provides flexibility and accessibility; it is also viewed as a way to provide education in a more effective way to a broader community. Online courses are comfortable, they are built under the missive of "anyone, anywhere, anytime".

Online courses can be developed in a variety of ways, for example, using a LMS (Learning Management System), a LCM (Learning Content System), or a Web 2.0 tool (or some mixture). These options, however, show limitations in terms of communication and interaction levels that can be achieved between students. Most learning systems are asynchronous and don't allow an effective real-time interaction, collaboration and cooperation. Whilst they typically have synchronous chats and whiteboards, these capabilities are often sterile and don't stimulate the appropriate interactions that enhance learning. A rich interaction does not necessarily involve just verbal exchange since there is an huge learning value to be gained from interacting with the learning content in a more visual and practical way. For instance, imagine the learning benefits from collaborating on a 3D construction jointly and in real-time? Imagine watching the impact of soil erosion, or building and walking inside an heart model or a car engine? All this is possible in a 3D immersive virtual world. Students can engage at a distance building content in real-time, collaboratively and interactively. On the net there can be found an array of virtual worlds, however we have chosen Second Life® (SL®) to show how teaching and learning can be enhanced through the use of this platform. Second Life® is immersive, enabling users to interact, communicate and collaborate as if in the real world. SL® is a model of the real world, it shows an accurate physics simulation and it includes a meteorological and gravitational system; as such, anything can be modelled and simulated. Each user in the environment is represented by an avatar with all the features of a human being and avatars can manipulate the environment. Scientific experiments can be held in a very safe and controlled environment, and can be directly conducted by the scientist in charge. Scientific fields such as architecture, history, medicine, biology, sociology, programming, languages learning among many others can all be tested and researched through this

**1. Introduction** 

virtual world.

Everyone can participate from home or workplace.

Ana Loureiro, Ana Santos and Teresa Bettencourt

*CIDTFF/University of Aveiro & Polytechnic* 

*& CIDTFF/University of Aveiro* 

*Portugal* 

*Institute of Santarém,Polytechnic Institute of Viseu,* 

Wu, B., Ooi T. L., & He Z. J. (2004). Perceiving distance accurately by a directional process of integrating ground information. Nature, 428 (6978),73-77. **5** 
