Open AccessThe virtual education space: Concept, architecture, application
Author(s) -
Stanimir Stoyanov,
Todorka Glushkova,
Asya Stoyanova-Doycheva,
Irina Krasteva
Publication year - 2021
Publication title -
informatika i obrazovanie
Language(s) - English
Resource type - Journals
eISSN - 2658-7769
pISSN - 0234-0453
DOI - 10.32517/0234-0453-2021-36-9-47-54
Subject(s) - space (punctuation) , experiential learning , computer science , process (computing) , learning environment , virtual learning environment , architecture , active learning (machine learning) , the internet , multimedia , world wide web , mathematics education , artificial intelligence , psychology , art , visual arts , operating system
The e-learning environment known as VES (the Virtual Education Space) was created at the University of Plovdiv “Paisii Hilendarski” in Bulgaria step by step for years as each subsequent version was built on the previous one. Initially a learning system called DeLC (the Distributed e-Learning Center) has been implemented to support blended and independent learning at the Faculty of Mathematics and Informatics at the university. DeLC was a successful project, but we identified some problems, connected with interactions between the virtual and the physical world where in fact the learning process takes place. In the following period, we started the development of ViPS (the Virtual Physical Space) based on concepts of CPSS (Cyber-Physical-Social System) and IoT (Internet of Things). VES is the ViPS adaptation to education. VES is the successor to DeLC, it provides e-learning content and e-learning education services for planning, organizing, and conducting the learning process at the Faculty of Mathematics and Informatics of the University of Plovdiv. VES supports various forms of e-learning such as blended learning, self-paced learning, lifelong learning, inclusive and game-based learning (GBL). The following aspects of VES are essential: 1) users are the focus of attention; 2) physical “things” are virtualized; 3) there is integration between the virtual and the physical worlds. Since ViPS is developed as a CPSS ecosystem, users are the focus of attention. This determines the need to develop personal assistants to participate in the processes of the ViPS space on behalf of and in the interest of users. Three intelligent agents are modeled in VES: an internal educational agent, an external educational agent, and a career consultant. MATE (the Multi-Agent Testing Environment) is a component supported in the ViPS space for training and testing of students in a game-based manner. MATE is a set of autonomous agents, each one of which has responsibilities in the common architecture that arise from training and testing needs. As a CPSS space, VES introduces new approaches and scenarios to solve complex problems in the field of e-learning. VES provides a reference architecture, which can be adapted for various forms of education supported by information and communication technologies.