ABSTRACT. With the increasing integration of electronics, software, and sensors, autonomous vehicles are becoming highly complex, distributed cyber-physical systems. Consequently, these systems are also getting increasingly vulnerable to various cyber- attacks. Nevertheless, — and despite its great need, — cyber-security of automotive systems needs to be better understood, even by critical stakeholders. This paper addresses this problem through an immersive virtual environment for exploring security vulnerabilities in automotive systems. Our approach enables the use of VR technologies to provide a comprehensive environment for non-experts to perform hands-on exploration of security attacks and understand the implications of these attacks. We demonstrate our platform in exploring and training users in attacks on automotive ranging sensors

ABSTRACT. Self-regulation of learning (SRL) plays a decisive role in learning success but characterizing learning environments that facilitate development of SRL skills constitutes a great challenge. Given the growing interest in Immersive Learning Environments (ILE), we sought to understand how ILE are built with attention to SRL, via a literature review of pedagogical uses, practices and strategies with ILE that have an explicit focus on SRL. From a final corpus of 25 papers, we collected 134 extracts attesting use of ILE for SRL. We classified and mapped them using the Beck, Morgado & O’Shea framework and its three dimensions of the immersion phenomenon: system, narrative and challenge. There is a predominance of uses of ILE for SRL aligned with Challenge-based immersion: Skill Training, Collaboration, Engagement, and Interactive Manipulation and Exploration. In contrast, uses aligned with System-based immersion (Emphasis, Accessibility, Seeing the Invisible) were not identified. There were few cases of use of Narrative-based immersion. Uses combining the three dimensions of immersive had residual prevalence. We concluded that there is greater tendency in studies of SRL in ILE to enact active roles (aligned with the Challenge dimension of immersion). The low prevalence of Narrative immersion and System immersion evidence gaps in the diversity of pedagogical uses of ILE to develop SRL, which indicate opportunities for research and creation of innovative educational practices.

ABSTRACT. It is undisputed that an increase in motivation among students also leads to increased learning success. The aim of the project is to enable students to personalize a basic "academic avatar" - short: "Acatar" provided by the instituiton/organziation/company, etc. The Acatar can be cusomzied by unlocking items based on the learners progress and success in their studies. The successful completion of a course, a semester, a module, etc. unlocks "perks" in the sense of competence-oriented teaching. The students get the opportunity to design their Acatar via a platform according to their personal preferences. This is intended to provide an increased incentive for a positive learning outcome and for the acquisition of key competencies specific to each course. Furthermore, students can use their Acatar to play mini-games with their respective fellow students during breaks. Unpopular tasks can also be incentified by this gamified approach. The Acatar should also provide a closer identification with the study program and the University. At the end of the studies, the Acatar is to be materialized by means of 3D printing and handed over at the graduation as a small memento.

ABSTRACT. Networks are essential to stay connected to what’s happening in our worlds. We become aware of best practices, trends, and the newest technology often through peers from across our professional community. Yet, there is still a reservoir of untapped potential lying deep with our network. A potential that can be tapped by making deeper connections with colleagues, identifying common interests, and undertaking new research opportunities. This workshop will set aside time specifically to meet with attendees to share ideas about potential projects and partnerships. While you don’t have to come away with any immediate ventures lined-up, the connections you make could lead to fruitful collaborations that help tap your potential.

ABSTRACT. Virtual reality’s (VR) unique affordances of enabling risk-free and exploratory behaviors [1] pose an unknown variable in its use as a learning environment for science education. In VR science laboratory simulations, do students follow typical safety and behavior norms or do they engage largely in “non-lesson related” behaviors [2]? In addition, VR is touted for increasing student interest and motivation in subjects but how exactly does this happen in these environments? We observed seventy-six 11-18 yr-olds (N=76) conduct a chemistry experiment in a VR lab simulation. Observations focused on lab safety behaviors and behaviors typically not exhibited in real-life situations (novel). Results showed that >75% of students still follow basic safety rules but only 49% conducted cleaning behaviors in VR. Novel behaviors were observed in 51% of the participants. Behaviors most observed were moving around the room with no obvious intent, throwing objects or breaking glassware, and playing with lab equipment. We argue that the existence of these behaviors can be viewed as students expressing their curiosities, an important step in encouraging STEM pursuits. The freedom to engage in this behavior is a clue to the motivational affordances VR can provide. Positive responses were confirmed through individual debrief interviews with the participants.

ABSTRACT. Abstract. Anatomy and physiology courses are an integral part of the curriculum of the many Health, Wellness, and Sciences diploma (e.g., acupuncture, biotechnology, massage therapy, occupational therapy assistant and physical therapy assistant) and degree programs (Honours Bachelor of Science – Nursing Honours Bachelor Degree program) offered at Georgian College. In 2020, Georgian College was the recipient of a Future Skills Centre (FSC) Shock-Proofing the Future of Work: Skills Innovation Challenge grant. As part of this grant, Georgian College is exploring, through two pilot projects, the benefits and challenges associated with integrating virtual reality (VR) technology in anatomy courses in Health, Wellness, and Sciences programs to enhance learning by offering to students in addition to the conventional content, new ways (i.e., VR or non-immersive 2D programs) to engage, experience, and learn course content. More specifically, the goal of the two pilots is to examine the effects of using either VR anatomy or 2D anatomy on experience-based learning outcomes (motivational and enjoyment) and content-based learning outcomes (pre/post-test comparisons). For the last eighteen months, students enrolled in specific Health, Wellness, and Sciences diploma and degree programs have had the chance to engage with either human anatomy VR experiences or 2D human anatomy. So far, these pilots have generated important discussions among different interested parties regarding the viability of incorporating VR technology in the curriculum of Health, Wellness, and Sciences diploma and degree programs, as well as how VR anatomy-based experiences can be improved to meet the needs of different diploma and degree programs.

ABSTRACT. Extended reality (XR), which includes VR and AR, has several applications in medical education and surgery. In terms of resources, the global virtual reality sector was valued USD 3.10 billion in 2019 and is expected to be worth USD 57.55 billion by 2027. The creation of such engaging resources, on the other hand, is based on several iterative implementations influenced by real user input. The problem of producing and making available material is then addressed using participatory design approaches like quacan. Through thematic analysis, qualitative evaluation is an efficient technique to comprehend the concepts, opinions, and personal experiences of the participants. Thematic analysis is a widely used technique for extracting meaning and arranging feedback from qualitative data. Developers and researchers can acquire extensive descriptions of the developed resources by applying qualitative methods and thematic analysis. Furthermore, qualitative research methods are useful in producing enhancements and features for continuous development, as well as outlining and resolving any concerns that may arise. This paper describes the design approach and implementation of a qualitative evaluation plan on a group of educational anatomy VR resources' pre-pilots. Six VR materials, three for neuroanatomy and three for hepatic anatomy, were examined in three European medical education institutions with distinct audiences. Personal semi-structured interviews were used to collect feedback on usability, acceptance, and perceived utility. Specific suggestions for additions and functionality were gathered. These multi-centric qualitative pre-pilots also yielded insights into the best design of XR resources for anatomy teaching.

ABSTRACT. This hands-on workshop will present strategies and examples of how to design game-based learning that treats games as multi-model texts in a broader ecology of learning. As part of the Walden, a game EDU project, an interdisciplinary team of educators, researchers, curriculum designers, evaluators outreach experts, and game designers have re-designed the core experience of the award-winning independent game, Walden, a game (https://www.waldengame.com/educators), to develop inclusive, classroom-friendly, and standards-aligned games-based learning modules. This workshop includes a hands-on demonstration of these new educational game modules and integrated curriculum. These lessons use the game as a text to prompt critical discussion and learning. The session reflects on what we learned when we applied a playcentric design method to the challenges of teaching during COVID-19 and beyond. Participants will engage collaboratively with the lessons and will take away best practices in the use and design of multimodal learning games.

ABSTRACT. The global virtual reality market size, valued at 21.83 billion USD in 2021, is expected to expand with an annual growth rate of 15.0% from 2022 to 2030. Virtual Reality, although massively known for immersive gaming and entertainment, has revolutionized education and training during the last years in many fields. In medicine, VR has been used from the simulated reconstruction of organs to preoperative planning and from teaching anatomy to rehabilitation. XR healthcare resources are enthusiastically accepted from healthcare learners and teachers alike. However, they still are not mainstream into formal academic curricula. The core precept for curricular integration is educational justification. In short, the question is whether the cost of an impressive VR resource will be returned as educational efficacy. Pivotal for positive reply in this question is the correct design of the educational resource for each use case. Is XR appropriate for clinical, manual skills, or decision-making training? Would you choose an exploratory «Human Atlas» for anatomy teaching or an interactive case study? How much «game» do you need in your educational experience? These are all questions that so far have been answered ad-hoc based on intuitive needs of the practitioners. This panel will present the results of the first healthcare practitioners’ worskhop that was co-organized by iLRN and several healthcare institutions to tackle these questions. Based on practitioner’s feedback, a select group of panelists will open the discussion to the audience of the conference for identifying features and practices for optimal XR design for healthcare use cases.

ABSTRACT. Digital Twins (DT) are real-time, high-fidelity, data-driven models that mirror and synchronise with physical or logical assets, processes, or systems. They use data to model and optimise system outcomes before they occur, enabling better-informed decision-making and ultimately saving time and resources. Though there are still challenges to be overcome, there are many potential applications of DT for training and support. This paper describes opportunities and challenges as well as introduces a case study based on a work-in-progress Augmented Reality (AR) proof-of-concept application to assist field engineers, aimed at reducing the learning curve for trainees and apprentices and increasing the effectiveness and efficiency of quality control checks in common installation faults towards creating real-time augmented assistance for field engineers.

ABSTRACT. To ensure children’s online safety in response to cyber threats, such as hacking, phishing, and misinformation, children must learn about cybersecurity. Through an iterative design process in collaboration with middle school teachers, we developed an Augmented Reality (AR) firewall game for middle school students (aged 10-14 years) to familiarize them with cybersecurity fundamentals. The iterative design process consisted of a series of design sprints in which the teachers detailed how they teach cybersecurity in the classroom and discussed the design choices of a firewall game. Through this process, we developed an AR game to teach about firewalls that teachers feel is suitable for classroom use and capable of making cybersecurity education concrete and interactive. This work-in-progress paper presents the AR firewall game's iterative design and initial prototype. Future work will explore the cybersecurity knowledge students develop from using this gamified platform and potential games of other cybersecurity concepts.

ABSTRACT. Research studies have generally focused only on VR learning’s advantages and the introduction of learning content through VR, rather than providing useful information to support educators in integrating VR into their classrooms. In this article, we aim to determine what preparations should be considered and organized as a VR-based learning arrangement. The Technological Pedagogical Content Knowledge (TPACK) framework is a useful lens that provides insight on how to successfully implement VR in the classroom. Through a literature review of research studies, we identify considerations teachers and instructors should consider before implementing VR in their classrooms. Aligned with the TPACK framework’s Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) areas, VR features such as demanding a high quantity of data and enough space require teachers and instructors to prepare sufficient internet connection, batteries, individual physical spaces and prior experience as TK components. Similarly, VR experiences depend on personal activities, and the arrangement of educational goals, assessment systems and applications for the classroom’s diversity is crucial.

ABSTRACT. This research project analyzes how reportage with 360° video is currently being used to narrate armed conflict, while providing a holistic understanding about the potentialities and challenges of implementing immersive technologies within journalistic storytelling. We will focus on the Colombian armed conflict as the first case study to be analyzed in Latin America. We expect to develop an innovative, qualitative tool to analyze 360° video and similar immersive media productions related to the coverage of armed conflict. Finally, we seek to generate a set of guidelines and good practices that might be valuable tools to educate journalists and media producers experimenting with immersive media across Latin America.

ABSTRACT. Research efforts in the Immersive Learning research community cover a broad area of interests and perspectives on teaching and learning with immersive technologies. As a young research field, those scientific interests and perspectives are developing quickly, like the rapid development of the corresponding technology. Based on existing efforts to map the field of research, we gathered 29 people at the iLRN 2022 conference during a hybrid workshop and formed expert groups focusing on five possible perspectives on Immersive Learning. The expert groups gathered and summarized possible research questions with regards to an “Agenda 2030”, meaning the most intriguing questions that should be addressed during the years to come. After formulating these questions, we let all participants vote on these research endeavors regarding their academic value and importance for the community. As a results, we gathered a total of 23 ranked questions. These questions were subsumed into ten topics forming a Research Agenda for Immersive Learning 2030 (RAIL.2030) including i) communication & collaboration, ii) interoperability, iii) use cases, iv) assessment, v) cognition, vi) standards \& terminology, vii) ethics \& culture, viii) security, ix) barriers & accessibility, and x) pedagogy.

ABSTRACT. It is easy to assume that virtual reality will naturally lead to improved learning outcomes, as there is a tendency to view VR as an exciting new technology as a “silver bullet” that can dramatically enhance learning. However, several research studies revealed surprising or counterintuitive findings – for example, when low-immersion media led to better learning outcomes than VR. We provide a systematic review and discuss specific cases in which results were not as expected. Factors that adversely affect learning include extraneous cognitive load, poor user experience, or other environmental or classroom factors. Through this study, we argue that designers and educators can avoid pitfalls by studying what did not work. We also provide recommendations and offer principles based on these findings. In this way, we can gain insights on how to actually obtain desirable outcomes.

ABSTRACT. In this paper we wish to demonstrate how complex and abstract topics in undergraduate psychology, specifically developmental psychology, can be taught in immersive VR. We use three well known concepts in developmental psychology: the perspective taking task, the conservation task and the False Belief task, which are regularly taught in undergraduate psychology courses. We will briefly outline each task, present our version of the task in immersive VR (using the Edify VR platform) and discuss the benefits of immersive VR technology for complex and abstract concept teaching. We will also suggest further recommendations and best-practice tips.

ABSTRACT. As immersive virtual reality (iVR) is gaining popularity, interest from edu-cation and educational research is growing likewise. As such, it is of inter-est to investigate which factors thrive and inhibit acceptance of this iVR technology in education. In this study we investigated the perceptions of 2,640 Flemish secondary education students on iVR as an instructional tool. As a theoretical framework, we adopted the UTAUT2 model extended with the factor of personal innovativeness in the domain of information technology. Students watched a video with several examples of iVR educational experiences. Next, their perceptions on iVR as an instructional method were measured using an online survey. To test the several hypotheses, we applied general linear modelling. The results account for 50% of variance in behavioral intention to use. These findings help to understand which factors contribute to the acceptance of iVR in secondary education and might guide the design of evidence-informed implementation plans by school managers and teachers.