William Winn

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Students in grades four through twelve from fourteen schools learned to build their own immersive virtual environments (VEs). This required them to decide on the theme of their VE, to determine what objects to place in it and what behaviors these objects would exhibit, to model their objects using CAD software, to specify the form and function of the VE for(More)
We briefly introduce the online learning environment INFACT, and then we describe its textual feedback system. The system automatically provides written comments to students as they work through scripted activities related to image processing. The commenting takes place in the context of an online discussion group, to which students are posting answers to(More)
Children without dyslexia (n=10) received nonphonological treatment, and those with dyslexia received phonological (n=11) or nonphonological (n=9) treatment. Before and after treatment they performed aural repeat, visual decode, and aural match pseudoword tasks during functional MRI scanning that separated stimulus input from response production. Group map(More)
In researching educational applications of virtual reality, it is now possible to place several students within a single virtual environment simultaneously. This raises questions regarding the impact of collaboration within the virtual environment on overall learning processes. A preliminary study of 18 sixth graders was conducted for the purpose of(More)
The need for contextually rich educational experiences in construction education has led researchers to explore alternatives using gaming and simulation environments. The work done so far has concentrated on special and general purpose simulations of construction operations with limited interactivity. We claim that it is necessary to have an extensible(More)
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