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Dr. Noha Saleeb
Design Engineering & Mathematics Department, Faculty of Science & Technlogy, Middlesex University, London NW44BT, UK

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0 Architecture
0 Sustainable Design
0 digital twins
0 Building information modeling management
0 Integrated digital delivery

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Journal article
Published: 31 August 2020 in International Journal of Safety and Security Engineering
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ACS Style

Dene R. Warren; Noha Saleeb. Improving Productivity by the Automation of Checking of 3D Parametric Modelling. International Journal of Safety and Security Engineering 2020, 10, 441 -450.

AMA Style

Dene R. Warren, Noha Saleeb. Improving Productivity by the Automation of Checking of 3D Parametric Modelling. International Journal of Safety and Security Engineering. 2020; 10 (4):441-450.

Chicago/Turabian Style

Dene R. Warren; Noha Saleeb. 2020. "Improving Productivity by the Automation of Checking of 3D Parametric Modelling." International Journal of Safety and Security Engineering 10, no. 4: 441-450.

Chapter
Published: 01 January 2019 in Computer-Assisted Language Learning
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This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

ACS Style

Noha Saleeb; Georgios A. Dafoulas; Martin Loomes. Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning. Computer-Assisted Language Learning 2019, 474 -502.

AMA Style

Noha Saleeb, Georgios A. Dafoulas, Martin Loomes. Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning. Computer-Assisted Language Learning. 2019; ():474-502.

Chicago/Turabian Style

Noha Saleeb; Georgios A. Dafoulas; Martin Loomes. 2019. "Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning." Computer-Assisted Language Learning , no. : 474-502.

Conference paper
Published: 01 July 2018 in EDULEARN18 Proceedings
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ACS Style

Heba Sayed; Georgios Dafoulas; Noha Saleeb. INTRODUCING A MODEL FOR ASSESSING THE IMPACT OF USING SOCIAL NETWORKING SITES (SNS) ON DIGITAL TRANSFORMATION OF (EGYPTIAN) EDUCATION. EDULEARN18 Proceedings 2018, 11226 -11232.

AMA Style

Heba Sayed, Georgios Dafoulas, Noha Saleeb. INTRODUCING A MODEL FOR ASSESSING THE IMPACT OF USING SOCIAL NETWORKING SITES (SNS) ON DIGITAL TRANSFORMATION OF (EGYPTIAN) EDUCATION. EDULEARN18 Proceedings. 2018; ():11226-11232.

Chicago/Turabian Style

Heba Sayed; Georgios Dafoulas; Noha Saleeb. 2018. "INTRODUCING A MODEL FOR ASSESSING THE IMPACT OF USING SOCIAL NETWORKING SITES (SNS) ON DIGITAL TRANSFORMATION OF (EGYPTIAN) EDUCATION." EDULEARN18 Proceedings , no. : 11226-11232.

Chapter
Published: 01 January 2016 in Handbook of Research on Gaming Trends in P-12 Education
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This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.

ACS Style

Noha Saleeb; Georgios A. Dafoulas; Martin Loomes. Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning. Handbook of Research on Gaming Trends in P-12 Education 2016, 87 -114.

AMA Style

Noha Saleeb, Georgios A. Dafoulas, Martin Loomes. Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning. Handbook of Research on Gaming Trends in P-12 Education. 2016; ():87-114.

Chicago/Turabian Style

Noha Saleeb; Georgios A. Dafoulas; Martin Loomes. 2016. "Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning." Handbook of Research on Gaming Trends in P-12 Education , no. : 87-114.

Chapter
Published: 20 August 2013 in Assistive Technologies
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3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

ACS Style

Noha Saleeb; Georgios A. Dafoulas. Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments. Assistive Technologies 2013, 1382 -1404.

AMA Style

Noha Saleeb, Georgios A. Dafoulas. Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments. Assistive Technologies. 2013; ():1382-1404.

Chicago/Turabian Style

Noha Saleeb; Georgios A. Dafoulas. 2013. "Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments." Assistive Technologies , no. : 1382-1404.

Chapter
Published: 20 August 2013 in Assistive Technologies
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The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes, and their sub concepts of providing e-learning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users. Hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like Moodle, Blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above-mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated.

ACS Style

Georgios A. Dafoulas; Noha Saleeb. 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities. Assistive Technologies 2013, 421 -453.

AMA Style

Georgios A. Dafoulas, Noha Saleeb. 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities. Assistive Technologies. 2013; ():421-453.

Chicago/Turabian Style

Georgios A. Dafoulas; Noha Saleeb. 2013. "3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities." Assistive Technologies , no. : 421-453.

Chapter
Published: 23 April 2013 in Governance, Communication, and Innovation in a Knowledge Intensive Society
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Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.

ACS Style

Noha Saleeb; Georgios A. Dafoulas. Effects of Virtual World Environments in Student Satisfaction. Governance, Communication, and Innovation in a Knowledge Intensive Society 2013, 203 -221.

AMA Style

Noha Saleeb, Georgios A. Dafoulas. Effects of Virtual World Environments in Student Satisfaction. Governance, Communication, and Innovation in a Knowledge Intensive Society. 2013; ():203-221.

Chicago/Turabian Style

Noha Saleeb; Georgios A. Dafoulas. 2013. "Effects of Virtual World Environments in Student Satisfaction." Governance, Communication, and Innovation in a Knowledge Intensive Society , no. : 203-221.

Chapter
Published: 01 January 2012 in Blended Learning Environments for Adults
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3D Virtual Learning Environments (3D VLEs) are increasingly becoming prominent supporters of blended learning for all kinds of students including adult learners with or without disabilities. Due to the evidenced effect of architectural design of physical learning spaces on students’ learning and current lack of design codes for creating 3D virtual buildings, this case study aims at evaluating the suitability of the architectural design elements of existing educational facilities and learning spaces within 3D VLEs specifically for delivering blended e-learning for adult students with disabilities. This comprises capturing student contentment and satisfaction levels from different design elements of the 3D virtual spaces in an attempt to issue recommendations for the development of 3D educational facilities and hence initiate a framework for architectural design of 3D virtual spaces to augment accessibility, appeal and engagement for enhancing the e-learning experience of under-graduate, post-graduate and independent-study adult learners with disabilities within these virtual worlds.

ACS Style

Noha Saleeb; Georgios A. Dafoulas. Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments. Blended Learning Environments for Adults 2012, 50 -74.

AMA Style

Noha Saleeb, Georgios A. Dafoulas. Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments. Blended Learning Environments for Adults. 2012; ():50-74.

Chicago/Turabian Style

Noha Saleeb; Georgios A. Dafoulas. 2012. "Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Environments." Blended Learning Environments for Adults , no. : 50-74.

Journal article
Published: 01 June 2011 in International Journal for Digital Society
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ACS Style

Noha Saleeb; Georgios Dafoulas. Affordances and Constraints to E-Learning: Role of Architecture in 3D Learning Space Digital Design. International Journal for Digital Society 2011, 2, 478 -488.

AMA Style

Noha Saleeb, Georgios Dafoulas. Affordances and Constraints to E-Learning: Role of Architecture in 3D Learning Space Digital Design. International Journal for Digital Society. 2011; 2 (2):478-488.

Chicago/Turabian Style

Noha Saleeb; Georgios Dafoulas. 2011. "Affordances and Constraints to E-Learning: Role of Architecture in 3D Learning Space Digital Design." International Journal for Digital Society 2, no. 2: 478-488.

Chapter
Published: 25 May 2011 in Assistive and Augmentive Communication for the Disabled
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The significance of newly emergent 3D virtual worlds to different genres of users is currently a controversial subject in deliberation. Users range from education pursuers, business contenders, and social seekers to technology enhancers and many more who comprise both users with normal abilities in physical life and those with different disabilities. This study aims to derive and critically analyze, using grounded theory, advantageous and disadvantageous themes, and their sub concepts of providing e-learning through 3D Virtual Learning Environments (VLEs), like Second Life, to disabled users. Hence providing evidence that 3DVLEs not only support traditional physical learning, but also offer e-learning opportunities unavailable through 2D VLEs (like Moodle, Blackboard), and offer learning opportunities unavailable through traditional physical education. Furthermore, to achieve full potential from the above-mentioned derived concepts, architectural and accessibility design requirements of 3D educational facilities proposed by different categories of disabled students to accommodate for their needs, are demonstrated.

ACS Style

Georgios A. Dafoulas; Noha Saleeb. 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities. Assistive and Augmentive Communication for the Disabled 2011, 25 -69.

AMA Style

Georgios A. Dafoulas, Noha Saleeb. 3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities. Assistive and Augmentive Communication for the Disabled. 2011; ():25-69.

Chicago/Turabian Style

Georgios A. Dafoulas; Noha Saleeb. 2011. "3D Assistive Technologies and Advantageous Themes for Collaboration and Blended Learning of Users with Disabilities." Assistive and Augmentive Communication for the Disabled , no. : 25-69.

Journal article
Published: 01 December 2010 in International Journal for Infonomics
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ACS Style

Noha Saleeb; Georgios Dafoulas. Turning Immigrants to Citizens: Merits of the pedagogical shift in 3D Virtual Learning Environments. International Journal for Infonomics 2010, 3, 369 -381.

AMA Style

Noha Saleeb, Georgios Dafoulas. Turning Immigrants to Citizens: Merits of the pedagogical shift in 3D Virtual Learning Environments. International Journal for Infonomics. 2010; 3 (4):369-381.

Chicago/Turabian Style

Noha Saleeb; Georgios Dafoulas. 2010. "Turning Immigrants to Citizens: Merits of the pedagogical shift in 3D Virtual Learning Environments." International Journal for Infonomics 3, no. 4: 369-381.