Events happening today
-
12
AM
19 May 2023 12:00 AM 12:50 AM
Much of the evidence on educational virtual reality (VR) is based on quasi-experimental, cross-sectional research designed to measure the effectiveness of a specific VR application. This research is commonly conducted by university or industry researchers on mainly adult populations. This presentation showcases a different framework for research from the VR School Study, now in its 7th year (www.vrschoolresearch.com). The VR School Study is predicated on a participatory model where teachers are co-researchers and student are VR content creators. The study is conducted over long periods of time in different primary (elementary), middle and secondary schools and across different subject areas to capture the practical, ethical, pedagogical and curriculum potential and constraints of integrating this emerging technology into everyday classrooms. The presentation will provide a comprehensive pedagogical framework, case studies on regulation and student creativity for deeper learning, and insights into effective curriculum design for teachers.
About Erica Southgate: Dr. Erica Southgate is Associate Professor of Emerging Technologies for Education (University of Newcastle, Australia) She is a teacher educator and maker of computer games for literacy. Erica is an expert on AI ethics for education and lead researcher on the VR School Study, the longest-running research on embedding VR into school classrooms across subject areas. She is lead author on the Australian Government commissioned report, ‘Artificial Intelligence and Emerging Technologies (AR, MR and VR) in Schools’ and author of ‘Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms’ (Routledge).
This event is part of the iLRN2023 Online Conference.
Click here to get more information and register.
ILRN2023 -
2
AM
19 May 2023 02:40 AM 03:00 AM
Augmented realty is increasingly used as a learning tool in educational settings. There are a wide variety of different AR implementations ranging from simple 3D model viewers to more interactive and dynamic content such as videos and animations. We developed two different types of AR experiences around ocean education: (1) a "tap-to-place" highly-immersive narrated experience that uses the principles of gamification, simulation, role-playing to engage students in scientific concepts around basking sharks and (2) a species learning modules that use realistic and animated 3D representations of marine and freshwater species to teach students about their physiology, morphology and ecology. We conducted a controlled experimental study comparing the impact of each experience on motivation and student engagement. We tested each module in a large, first-year environmental sciences class under remote learning conditions (~200 students). We measured how motivation, engagement, engrossment, and cognitive load differed between the two groups within the context of their attitudes towards science (as assessed by the Modified Attitudes Towards Science instrument). The results of the study and its consequences will be discussed.
www.marinexr.ca
About the presenters:
Dr Paul Mensink is the Director of Graduate Environmental Programs and Teaching Fellow for the Faculty of Science at Western University. Paul’s project, Engagement through Immersion: Immersive Education in Science, focuses on the impact of immersive technologies (e.g., virtual reality, augmented reality, immersive video) on student motivation, engagement, and scientific literacy in undergraduate and graduate courses at Western. Paul’s work has a particular focus on interdisciplinary environmental courses and engaging students with STEM subject matter related to sustainability and climate change education.
Dr. Lisa K. Briona is an entrepreneur in the area of gamification. Her research focuses on engaging and retaining students by leveraging game mechanics in K-20 STEM education. She is the recipient of several education and educational technology awards recognizing innovation in technology enhanced teaching.
Dr Isha Decoito focuses on two major aspects of STEM education: 1) curriculum, pedagogical perspectives and practices that reflect EDID, and 2) professional development of educators. Dr Decoito's research interests are organized under the following overarching themes: 1) EDID in science/STEM education; 2) digital technologies to improve scientific and technological literacy, given that a current barrier to their wider adoption is the learning curve associated with implementation by both instructors and students; and 3) mentoring and professional development.
ILRN2023 -
7
AM
19 May 2023 07:00 AM 08:00 AM
CHAIR: Daniela Pedrosa (University of Aveiro & CIDTFF, Portugal) LOCATION: Zoom, foundations Development of a 3D Modelling Gallery Based on Virtual Reality PRESENTER: Zhaoyu Xu STEAM Project Exhibition in the Metaverse for Deaf High School Students Affective Empowerment PRESENTER: Stylianos Mystakidis Designing an AR-Based Materials Library for Higher Education: Offering a Four-Know Learning Structure for Design and Engineering Students PRESENTER: Yuanyuan Xu
ILRN2023 -
8
AM
19 May 2023 08:00 AM 10:00 AM
LOCATION: Virbela, Expo Hall Alexander Vanhulsel (Thomas More University of Applied Sciences, Belgium)
Carl Boel (Thomas More University of Applied Sciences, Belgium)
Lizzy Bleumers (Thomas More University of Applied Sciences, Belgium)
Dieter Struyf (Thomas More University of Applied Sciences, Belgium) Towards a University-Wide Implementation of Extended Reality PRESENTER: Alexander Vanhulsel ABSTRACT. While university educators worldwide start to see the benefits of using extended reality (XR) in their classes, they often lack a policy framework and support from their management to do so effectively. As a result, various XR initiatives arise throughout universities, leaving all knowledge, expertise and XR learning materials scattered and unexploited by the majority of the other staff. At Thomas More University of Applied Sciences, Belgium, we are working towards a framework for a university-wide implementation of XR in learning. To achieve this goal, there are several challenges to overcome: mapping the existing initiatives and needs, inspiring educators, sharing knowledge and expertise, purchasing hardware and related software within a limited budget, and drafting a pedagogical and organizational policy framework. In this work-in-progress paper, we explain how Thomas More addresses these challenges and works towards a university-wide implementation of XR for learning.
Louis Nisiotis (University of Central Lancashire, Cyprus Campus, Cyprus)
Aimilios Hadjiliasi (UCLan Cyprus, Cyprus) Work-in-Progress: Assessing the Feasibility of Playtesting Video Games Using Immersive Technologies as a Learning Method PRESENTER: Louis Nisiotis ABSTRACT. This paper assesses the feasibility of playtesting video games using immersive technologies as a method to support learning games development. It presents a study where university students and professional game developers collaborated in playtesting video games under development as part of the learning outcomes of their course. Data was collected investigating students’ perceptions of the effectiveness of playtesting as a learning method, the immersiveness of the experience, its value to learning, and to their professional awareness. The results of this research indicate that using video games and immersive technologies to support learning has promising potentials when utilised meaningfully and structured accordingly to meet specific learning objectives.
Lidia Yatluk (Independent researcher, Netherlands)
Iuliia Khukalenko (Sydney School of Education and Social Work, University of Sydney., Australia) Studying the impact of the virtual course “Magnetic field. Electromagnetic induction” on educational PRESENTER: Lidia Yatluk ABSTRACT. Spatial immersion is one of the key features of immersive virtual reality, which qualitatively distinguishes it from the desktop virtual reality. The spatial relative position of objects and forces is crucial to understanding the laws and rules in physics studying. Purpose: The special software for the school education program module "Magnetic Field. Electromagnetic induction" for Vive Focus was developed to explore virtual reality learning as an additional tool to study spatial rules. A study was conducted with 61 ninth-grade students from five schools. The results have shown that learning in virtual reality has a positive effect on practical skills in the short term, while in the middle term the effectiveness of VR was not revealed.
Diogo Cardoso (ESMAD, Portugal)
Isabella Bertucci (ESMAD, Portugal)
Bárbara Cleto (uniMAD/ESMAD, Portugal) The Impact World PRESENTER: Diogo Cardoso ABSTRACT. The project described in this article is a work in progress and describes the development process of the Immersive Web Environment, The Impact World, created under the curricular unit of Virtual and Augmented Reality and subordinated to the general theme ECO-SCHOOLS. The aim of this project is to create an educational resource to alert all visitors of the immersive space, for the impact that their daily habits, whether food, as can be seen in the museum, or small actions, often performed in an unconscious way, as can be seen throughout the space surrounding the museum, have on the planet. In this article we describe the immersive environment created, using the A-Frame framework. The project is still in a development phase, so there has not yet been a formal phase of testing with the target audience. However, before starting the formal testing phase, it is intended that this prototype already implemented, be tested with a test group, so that they can contribute to improve the immersive experience and/or graphical interface.
David Fernes (Goethe University Frankfurt, Germany)
Andreas Dengel (Goethe University Frankfurt, Germany)
Jonas Maurer (Goethe University Frankfurt, Germany)
Hai Hoang Pham (Goethe University Frankfurt, Germany) Preservice Teachers’ Perceptions of Advantages of Virtual and Augmented Reality Technology in the Everyday K-12 Classroom PRESENTER: David Fernes ABSTRACT. As immersive technologies enter school classrooms, teachers begin to adopt these technologies for their respective subjects. But the potentials and advantages differ between subjects and technologies, which is why it is interesting to investigate how future teachers perceive these advantages. Following the learning affordances from Dalgarno and Lee, the SAMR model of Puentedura, and the visualization forms of representation from Schwan and Buder, we analyzed fictional letters from preservice teachers attending a seminar on immersive teaching and learning according to these categories. This work-in-progress paper presents the results on the following research questions: 1) How do reported a) learning affordances, b) technology integrations, and c) visualization forms differ between virtual reality and augmented reality? and 2) How do reported a) learning affordances, b) technology integrations, and c) visualization forms differ between subjects? Results indicate that VR and AR offer different sets of advantages for learning. Based on these results guidelines for which technology to use under which circumstances can be derived. While there also may be differences between subjects this preliminary study could not offer clear insights in this regard.
Meena Jha (Central Queensland University, Australia)
Anupam Makhija (Central Queensland University, Australia)
Deborah Richards (Macquarie University, Australia)
Ayse Aysin Bilgin (Macquarie University, Australia) Designing Game-Based Assessments for Programming PRESENTER: Meena Jha ABSTRACT. Concern exists regarding the methods used to implement various assessment types and how they affect students' learning and participation. Assessments require a large amount of time to mark and to provide feedback to the student which comes after the task is completed and lacks interaction and engagement of students. Game-based learning has known to enhance the interaction between learner and teacher and is useful in embedding interactive tasks. Game mechanics and principles can be used to develop Game-based assessments (GBAs) to assess a student’s understanding of learning concepts enhancing the use of assessments in classroom settings, albeit GBA is still in its infancy. In order to incorporate assessment tasks for programming courses, this paper offers a basic prototype on how game mechanics, domain knowledge, pedagogy, and learning mechanisms can be linked to design GBAs to align with learning objectives.
Abhinav Mishra (Northumbria University, UK) Visitor Onboarding Strategies for Mixed Reality Experiences in Museums: Learnings from Curators, Designers, Researchers and Artists. ABSTRACT. A growing body of research highlights the positive impact of Mixed Reality (MR) experiences in museum settings on visitor engagement. However, MR has not yet seen widespread adoption in museums, and user experience (UX) design of such experiences remains a crucial concern. Moreover, as a relatively new media form, most visitors need to become more familiar with MR and need onboarding assistance. Additionally, museum visitors have a low threshold for investing time in learning new interfaces to experience the narrative. While individual MR projects have tackled this issue, there is a lack of research incorporating professionals’ perspectives in designing and planning MR exhibits in museums. This work-in-progress paper presents findings through thematic coding of semi-structured interviews of professionals who work with MR and identify as curators, designers, researchers, and artists. The results are divided into three parts. The first part looks at the need for onboarding flows in MR experiences in museums. The second part highlights common approaches to effective visitor onboarding for MR exhibits. The findings emphasise the need to create MR experiences that need minimal onboarding. The third part describes the types of MR experiences in museums that require minimal onboarding. The findings indicate a preference for designing experiences that respond to the spatial context, are well embedded in the museum’s physical space, and employ familiar interaction design due to the ability of such experiences to quickly onboard novice visitors.
Manuela Chessa (University of Genoa - DIBRIS, Italy)
Giorgio Delzanno (DIBRIS, Università di Genova, Italy)
Davide Giovannetti (DIBRIS- University of Genova, Italy)
Giovanna Guerrini (DIBRIS- University of Genova, Italy)
Filippo Manini (DIBRIS- University of Genova, Italy)
Davide Miggiano (DIBRIS- University of Genova, Italy)
Marianna Pizzo (DIBRIS- University of Genova, Italy)
Eros Viola (DIBRIS- University of Genova, Italy) iCoding: Immersive Coding in Unity PRESENTER: Eros Viola ABSTRACT. We present a novel application of Virtual Reality and Unity for introductory coding exercises. First of all, we have recreated a game room with arcade custom cabinets in a 3D scenario. Players move in the room and select a cabinet by simply approaching it (i.e. entering its bounding box). The novelty of our application is that each cabinet, besides providing a different arcade game, is equipped with a block editor through which players face different types of computational thinking and coding challenges (e.g. programming the behavior of sprites in the arcade game). Our framework thus enables traditional coding activities (based on visual languages and arcade games) in an immersive experience in a VR scenario. This combination requires additional skills such a rapid adaptation to the passage from 3D to 2D scenarios during the game. In the paper we describe the resulting application and the expected learning potential and outcomes.
Sebastian Egger-Lampl (Mindconsole GmbH, Austria)
Benjamin Roszipal (Mindconsole GmbH, Austria)
Markus Karlseder (Mindconsole GmbH, Austria)
Manuel Kaider (University of Applied Sciences St. Pölten, Austria) Work-in-Progress — Gamified Experiential Learning of Human Anatomical Structures for Undergraduate Students in eXtended Reality: Experiences, Results and Recommendations PRESENTER: Sebastian Egger-Lampl ABSTRACT. eXtended Reality (XR) environments appear to be a promising approach to learning in educational contexts where knowledge regarding spatial location and orientation in relation to a number of different structures has to be acquired. The aim of the presented research project is to report on insights and results gathered throughout the user-centered implementation of gamified experiential learning of human anatomical structures for undergraduate students in eXtended Reality. First, we report on the application design itself and certain design decisions we have taken based on input from the target group and related trainers. Second, we report on results from a preliminary study with 96 students (n=96) and feedback from three experts in the field of education and healthcare. Third, we contextualize these results and the feedback with respect to recommendations for improvements within the next iterations of the application.
Maria Andrei (University of St Andrews, UK)
Alan Miller (University of St Andrews, UK)
Iain Oliver (University of St Andrews, UK) Work-in-Progress-Visualising the Impacts of Climate Change with Immersive Technology PRESENTER: Maria Andrei ABSTRACT. This work-in-progress paper analyses how immersive technologies can contribute to overcoming psychological barriers which impede behavioural changes that are needed in response to Climate Change. Although Climate Change poses immediate and long-term challenges to many aspects of our lives, these are often perceived as psychologically distant because they are communicated in abstract ways, which inhibits pro-environmental behaviour. Virtual Reality (VR) has the potential to address this psychological barrier by enabling people to directly experience the impacts of global warming and visualise them in concrete ways, which in turn can induce ecological behaviour.
Joy Gisler (ETH Zurich, Switzerland)
Dominik Dedic (ETH Zurich, Switzerland)
Valentin Holzwarth (RhySearch, Switzerland)
Andreas Kunz (ETH Zurich, Switzerland) Effects of Attention Guidance on Virtual Reality Training for an Industrial Assembly Task PRESENTER: Joy Gisler ABSTRACT. One of the main objectives of Virtual Training Environments (VTEs) for industrial training is to train workers for a real world task. Prior work identified a multitude of factors influencing a VTE’s effectiveness. In this work-in-progress paper, we add to this body of research by evaluating the effect of attention guidance (AG) on a VTE’s effectiveness. In a controlled between-subject design pilot study with 42 participants, participants were trained in a VTE either with or without AG. Subsequently, learning transfer was assessed in a Real-World Evaluation (RWE). Our findings indicate that, while not necessary for a VTE’s efficacy, AG appears to be a substantial factor in a VTE’s effectiveness.
Yasamin Tahiri (Pädagogische Hochschule Karlsruhe, Germany)
Mutfried Hartmann (Pädagogische Hochschule Karlsruhe, Germany)
Thomas Borys (Pädagogische Hochschule Karlsruhe, Germany)
Daniela Maier (Pädagogische Hochschule Karlsruhe, Germany) Work-In-Progress – A Virtual Reality Application for Learning Geometry PRESENTER: Yasamin Tahiri ABSTRACT. Dynamic geometry software makes it possible to manipulate and adapt geometric constructions. This enables an extended exploration of geometric relationships. This can improve the understanding of geometry. However, this software is often difficult to use and there are only few applications in the field of Mixed Reality, thus disregarding possible advantages such as an improved spatial perception in virtual space. For this reason, this paper presents a VR application that can be used to create geometric constructions. It is described how criteria of intuitive usage and functions of dynamic geometry software are used to simplify the usage and to use the advantages of Mixed Reality.
ILRN2023 -
10
AM
19 May 2023 10:00 AM 12:00 PM
CHAIR: Noah Glaser (University of Missouri, United States) LOCATION: Zoom, workshops The Relationship between Presence, Flow and Interest in Immersive Learning Applications for Higher Education PRESENTER: David Fernes The Effectiveness of Immersive Soft Skills Training in Higher Education PRESENTER: Esra Çakı Doctoral Colloquium—a Comparison Between Immersive and Non-Immersive VR Technology on Individual and Collaborative Creativity PRESENTER: Jiayin Liu
ILRN2023 -
3
PM
19 May 2023 03:00 PM 04:00 PM
How can we use Alternate Reality Games (ARGs) for educational purposes. ARGs use transmedia storytelling to build a world and share a story across different platforms; which often uses real-world interactions to help tell this virtual story, such as phone calls, websites, social media accounts, and live events (Schrier, 2016; Schrier, Torner, & Hammer, 2018). ARGs have been used to market games like Halo 2, in the case of ilovebees, and to promote the launch of the film The Dark Knight or launch of the character, Sombra, from Overwatch. They could also potentially be used for teaching purposes (Hu, Zhang, & Rhea, 2016). However, there are limitations to using ARGs for learning, such as the current stigma that ARGs are associated with the propagation of disinformation and conspiracy theories (Davies, 2022). In this session, we will brainstorm ways to effectively use ARGs for learning, and we will also consider the limitations and how to constructively minimize those issues. How can we repair play (Trammell, 2023) and reclaim it for playing well together, rather than to harm or isolate others, or amass power (DeKoven, Zimmerman; ADL, 2022). The session will be collaborative, and use design thinking techniques to help participants brainstorm and learn from each others’ experiences. You are welcome no matter what your experience level is–even if you have never played or used an ARG, please join us!
ILRN2023
19 May 2023 03:00 PM 04:00 PM
CHAIR: Daniela Pedrosa (University of Aveiro & CIDTFF, Portugal) LOCATION: Zoom, foundations Shifts in Student Attitudes and Beliefs about Science Through Extended Play in an Immersive Science Game PRESENTER: Shari Metcalf Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment PRESENTER: Sebastian Oberdörfer An Immersive Laboratory Environment for a Customized Learning Experience PRESENTER: Michael Holly
ILRN2023
19 May 2023 03:00 PM 04:00 PM
CHAIRS: Maritina Keleri (University of Westminster, UK) Ian Roy (Brandeis University, United States)
Jordan Tynes (Wellesley College, United States) LOCATION: Zoom, workshops Jordan Tynes (Wellesley College, United States)
Ian Roy (Brandeis University, United States)
Maritina Keleri (University of Westminster, UK) The iLRN 2023 “Framework for Aggregation and Identification of Design Standards” (FAIDS) Workshop Series PRESENTER: Jordan Tynes ABSTRACT. What are the biggest design obstacles currently faced by the iLRN community? How do we quickly develop a shared understanding of these issues? As we begin working on these challenges, how do we allow interdisciplinary synergies to flourish?
To answer these questions, the iLRN working group for the “Framework for Aggregation and Identification of Design Standards” (FAIDS) is proposing a two-part workshop at the iLRN 2023 annual meeting, for the virtual and in-person conferences. This will be a continuation of the work that began at the annual meeting in 2022 in Vienna, where the FAIDS working group engaged in-person attendees to identify and describe “standards for the development and implementation of immersive learning environments,” which is summarized in the two-page proceedings document (https://immersivelrn.org/resources/ilrn-publications-proceedings/70/ilrn2022-synthesis-of-faids-workshops).
The two-part workshop proposed for 2023 will provide an opportunity for the iLRN community to discover a topic we want to better understand and then collaboratively explore that topic. Using the design thinking methodology developed for the conference in Vienna, FAIDS will guide attendees of the virtual conference in an ideation session, which will result in a topic to be more thoroughly explored by a large portion of the in-person attendees in California. This will allow the iLRN community to determine a large, pressing issue for which we are all interested in developing language and standards towards a shared understanding. The results of this workshop will be published in a proceedings document and/or paper by the FAIDS working group.
ILRN2023 -
4
PM
19 May 2023 04:00 PM 04:50 PM
Forecasts predict that by 2026 a quarter of the population will spend at least an hour a day in the Metaverse or digital virtual environments. Currently several tech companies are trying to understand how to design an entirely new immersive world, but when considering attitudinal, behavioral and social aspects of human diversity it is logical to ask how the Metaverse could be truly designed by people, with people and for people? There is no doubt that we are living in the immersive technology renaissance era, however how can we maximize this opportunity, by learning from what we have developed in the past with other technologies? With the Metaverse we are at a different point in history than when we created the Internet. We now have more knowledge of Inclusive Design, more understanding of DEI and ethics and integrity practices, and more accessibility standards and policies; therefore, businesses have no excuses for not designing a Metaverse and its technologies to be truly inclusive, accessible, and safe from the very start. As the society is rapidly moving towards addressing the United Nations Sustainable Development Goals for all human beings, safety, inclusion, diversity, equity, and accessibility are becoming fundamental pillars upon which develop the Metaverse and digital, virtual environments. With this plenary session Dr. Zallio will share cutting-edge research findings, case studies from businesses and initiate a conversation on a new discipline called the Metavethics (https://www.metavethics.com/), that deals with ethical and integrity implications of the Metaverse and digital, virtual environments. Scientists, businesses and organizations are in urgent need to develop new knowledge, and tools to best address new challenges and maximize future opportunities to build digital, virtual environments that make people thrive. The boundaries for what the Metaverse could be and what people could do with it and in it are just set by human’s abilities of imagination and we can nurture this imagination by working together to design more sustainable.
About Dr. Zallio: Matteo Zallio, MArch, PhD, is on a mission to make emergent technologies accessible and inclusive for all. Matteo is an award-winning designer, researcher, and professor. He has a unique background in helping businesses to develop futuristic technologies that are inclusive and consider different aspects of human diversity such as ability, language, culture, gender, and age. He is a Senior researcher at Autodesk and Senior research associate at the University of Cambridge, chairman at the National Standards Authority of Ireland, previously Fulbright fellow at Stanford University and an A. Graves fellow at Technological University Dublin. Along his academic and business roles he is constantly involved as a mentor for businesses and startups, as member of scientific committees at international conferences, and in his free time you can find him advocating about Inclusive Design.
ILRN2023 -
5
PM
19 May 2023 05:00 PM 05:50 PM
Healthcare organizations carry the responsibility to ensure caregivers demonstrate competency to maintain the highest standards of patient safety and quality of care. A lapse in that care can result in serious physical and emotional harm to the patient, and financial repercussions for the healthcare organization. The burden of education and training is overwhelming for the healthcare industry. Ever-changing protocols and standards, nursing shortages and constant turnover, and limited resources - including educators, training spaces, supplies, and equipment - complicates this herculean task. Finding alternative methodology to train caregivers with efficiency and measurable effectiveness is paramount. 3lbXR has developed a suite of VR training applications, partnered with Tucson Medical Center, for Registered Nurses and Primary Care Technicians. This project includes a module on Fall Prevention, which is currently part of a research study “Using Virtual Reality to Advance Education & Training for Nursing.” Robin Moulder will provide insight on how 3lbXR designed, implemented, and on boarded hospital staff, developed an academic study with our research partner to further VR initiatives for patient safety and quality, as well her thoughts on the future uses of XR technologies for training in the medical field.
About Robin Moulder:
Robin Moulder is the CEO of 3lbXR and 3lb Games. As a pioneer of Virtual and Augmented Reality, Robin led 3lb Games into the XR space with the Galactic planet-destroying game Space Dragon for Rift, the highly rated Movement system for Oculus, Slime Rancher VR Playground, and VR trainings and simulations for medical and manufacturing applications. She has previously served as President of an internet incubator, CTO of a technology manufacturing incubator, Director of a major consulting company, consultant and engineer serving Fortune 100 and 500 clients in medical, education, manufacturing, supply chain management and communications. Combining those experiences, Robin recently launched 3lbXR, an incubator that forges partnerships with companies to make their XR vision a reality. 3lbXR accelerates development by partnering with subject matter experts and building solutions aimed at successful outcomes for their business, as well as providing go-to market strategies for wide-spread commercialization. 3lbXR builds the highest quality immersive experiences using proprietary rapid development tools and production pipeline process, leveraged from 12+ years of game development experience with 3lb Games.
ILRN2023
19 May 2023 05:00 PM 07:00 PM
CHAIR: Noah Glaser (University of Missouri, United States) LOCATION: Zoom, workshops Charles Thull (Old Dominion University, United States)
Noah Glaser (University of Missouri, United States) Doctoral Colloquium—Social, Technological, & Pedagogical Design Considerations of SVVR Systems for Autistic Learners: a Systematic Literature Review PRESENTER: Charles Thull ABSTRACT. Autistic learners benefit from instructional design that accommodates learning differences (i.e. communication, social skills, and executive functions). Spherical video virtual reality (SVVR) is a cost effective approach that allows designers to provide a supportive learning environment for autistic users. This systematic literature review considers learner experience design and the socio-technical-pedagogical framework for usability to evaluate and describe SVVR research for autistic learners.
Eden Hartigan (University of Missouri, United States)
Noah Glaser (University of Missouri, United States)
Matthew Schmidt (University of Florida, United States) Evaluating the Usability of Autistic Adults Using a Public Transportation Virtual Reality System PRESENTER: Eden Hartigan ABSTRACT. This study presents Virtuoso, a virtual reality program that was designed to teach skills related to using public transportation on a university campus for autistic adults. The study evaluated the Virtuoso program using a design-based research framework, with a focus on evaluating the second prototype of the VR system with a focus on examining system usability.
Genevieve Smith-Nunes (University of Cambridge, UK) Exploring the Intersection of AI, Art, and Immersive Learning: AI imagery as Data Analysis as AI Art Exhibition ABSTRACT. AI Art as a Form of Data Analysis: Exploring the Intersection of Technology, Creativity, and Post-Humanism. This exhibition/paper explores the ways in which AI art can be used as a form of data analysis, and explore its potential to shape the future of creativity and post-humanism. Showcase the current state of AI art and its role in the intersection of technology and creativity, as well as its implications for post-humanism. Additionally, analyse the ways in which immersive learning can enhance the understanding and appreciation of AI art. Through a combination of literature review and examples, this exhibition/paper aims to provide a deeper understanding of the potential of AI art as a form of data analysis for immersive learning and educational research.
ILRN2023
19 May 2023 05:00 PM 07:00 PM
CHAIR: Leonel Morgado (INESC TEC & Universidade Aberta, Portugal) LOCATION: Zoom, foundations Session 17B: T1. Foundations in Immersive Learning Research and Theory ZOOM Learning Analytics & Classroom Management in Specialized Environments: Enhancing the VR Classroom for CS Teacher Education PRESENTER: Birte Heinemann A Portable Multi-User Cross-Platform Virtual Reality Platform for School Teaching in Malawi PRESENTER: Neil A. Gordon Framework of Pedagogic and Usability Principles for Effective Multi-user VR Learning Environments PRESENTER: Anna Marija Ansone Teachers’ Experience When Using Interactive Applications with Augmented Reality Glasses PRESENTER: Tryfon Sivenas Teachers’ Perceptions Towards the Use of Augmented Reality Smart Glasses in Their Teaching PRESENTER: Georgia Kazakou
ILRN2023 -
6
PM
19 May 2023 06:00 PM 06:50 PM
Location ZOOM Researchers
The Immersive Learning Knowledge Tree is a conceptual framework that supports a common understanding of the diverse field of immersive learning. The ILKT is based on 1) The premise of the importance of developing a common language; 2) The premise of the importance of not only using similar terminology as other researchers, but also having a deep understanding of how the methods researchers utilize in their own research are similar or different from those used by others; and 3) The premise of advancing the use of common theoretical approaches and models. Since its initial inception, the ILKT has developed core concepts, methods, outcomes, and tools/instruments. The ILKT also has significant plans for future development. This presentation will provide a brief overview of what the ILKT is, what has been done to develop it thus far, and what our plans are for the future.
About Dennis Beck: Dennis Beck is an Associate Professor of Educational Technology at the University of Arkansas. In his teaching, he enjoys teaching teachers/trainers how to use technology in their classrooms. His research focuses on and advocates for digital, educational equity for vulnerable populations, with an emphasis on culturally and linguistically diverse students, special education students, and older adults. In this stream, he has completed a mapping of reviews of educational practices and strategies within immersive learning environments, and he has examined the use of immersive learning environments for providing life skills training for low functioning adults on the autism spectrum. He has also studied special education parent and student satisfaction with cyber schooling, as well as the impact of homework and teacher-student and student-student interaction on achievement and student and parent satisfaction in cyber schools. In order to better understand the impacts of cyber schooling on vulnerable populations, he has studied whether bullying is pushing non-binary students away from traditional public schools and into cyber schools. He also has helped to lead the Immersive Learning Research Network, an international collaboration of scholars and practitioners who are committed to learning more about how to use immersive technologies in education.
About Leonel Morgado: Leonel Morgado is Associate Professor with Habilitation, at the Portuguese Open University, where he lectures on research methods, programming, and the use of virtual worlds. He is also Vice-President of the Audit Board of the Portuguese Society of Videogame Sciences, and board member of the international research association, Immersive Learning Research Network. His main research interest is the use and development of virtual worlds as tools for learning and business, which he pursues since 2000, focusing on immersive environments since 2006. He authored over 200 papers, in journals, conferences, and as book chapters. Before pursuing an academic career, he was business and technical manager of an hardware import, distribution, and retail company, terminologist for the localization teams of MS Office 97 and Oracle InterOffice, language quality specialist for IBM/Lotus, a coordinator of Web-development and software-deployment teams, and manager of a cooperative extension team fighting the digital divide in rural villages.
This event is part of the iLRN2023 Online Conference.
Click here to get more information and register.
ILRN2023 -
11
PM
19 May 2023 11:00 PM 20 May 2023 12:00 AM
Location MAIN STAGE
Experience the forefront of XR and immersive learning at our virtual showcase! Join Maya Georgieva and Jonathon Richter for an interactive session and virtual tour! Experience the iLRN's State of XR and Immersive Learning Report come to life as we dive into the three research questions: opportunities, barriers, and catalysts, along with the eighteen trends identified by our esteemed expert panel. In this unique session, step into the virtual realm as we explore the research questions of the report. Through this immersive journey, you'll gain valuable insights into the latest trends and findings in XR and immersive learning. Engage in live discussion and Q&A session with experts, educators, and practitioners. Gain insights into implementing XR technologies and harnessing their potential in your own learning initiatives. Be a part of shaping the future of education by experiencing the power of virtual reality and immersive technologies firsthand.
Presenter Bio:
Maya Georgieva is a leading voice in the fields of innovation, immersive storytelling, and frontier technologies. As the Senior Director of the Innovation Center and XR, AI, and Quantum Labs at The New School, she leads a team focused on driving innovation in spatial computing, AI, Quantum Computing, future interfaces, and design. In addition to teaching the signature Immersive Storytelling course at The Parsons School of Design, Maya is a sought-after speaker and has spoken about topics such as the Metaverse, AI, and Quantum at prestigious events such as SXSW and the MIT Media Lab. Her work has been featured in notable publications like The Atlantic and The Economist. Maya has been recognized as one of the 30 Higher Education Influencers to follow in 2022 and is the designer of the first-ever Quantum Computing Design Jam for creatives. She served as the final judge for the MIT Reality Hackathon in 2023 and actively writes and speaks on the topics of digital transformation, immersive storytelling, and the future of learning, creativity, and work. Maya also consults with organizations and startups in this space and serves as a judge and coach for several competitions and accelerator programs. Maya is the co-founder of Digital Bodies, a startup focused on XR and AI and their impact on media and society. She has worked with major tech companies such as IBM, Google, HP, Microsoft, and Meta. Maya has spoken at United Nations, UNESCO and European Commission forums on the ethics of XR and AI and education, policy, and corporate Innovation forums. Maya is also Board Director of Immersive Futures for the Immersive Learning Research Network and with iLRN CEO Jonathon Richter leads the State of XR & Immersive Learning Report project.
ILRN2023
