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  • ILRN 2023: 9TH INTERNATIONAL CONFERENCE OF
    THE IMMERSIVE LEARNING RESEARCH NETWORK
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    WEDNESDAY, JUNE 28TH (ALL TIMES IN ARE IN USA PACIFIC TIME ZONE (PDT))
    07:00-08:30 Registration / Breakfast
    08:30-10:30 Session 44A: T4. IDEAS
    Chair:
    Sarune Savickaite (University of Glasgow, UK)
    Location: CALPOLY - 03-113
    08:30
    Rogelio Romero (California State University, Fresno, United States)
    Hubert Cecotti (California State University, Fresno, United States)
    A Multimodal Document Viewer in Fully Immersive Virtual Reality
    PRESENTER: Rogelio Romero

    ABSTRACT. Immersive learning using fully immersive virtual reality (VR) is typically utilized to present 3D objects that cannot be represented easily on a computer screen. In the last few decades, the use of e-books to visualize documents has become prevalent. However, transferring an original document designed to be printed requires extraction of the document's logical structure. The document must be broken down into fragments of text and images with the extraction of its logical structure. The fragments are then recomposed together to be presented as an e-book. In this paper, we propose a novel paradigm where documents can be presented in their original form without the need to be physically restructured, thanks to VR. With a VR headset, the proposed document visualizer allows users to access, display, and annotate documents. Such a system is particularly relevant for students and scholars in the humanities who investigate ancient documents where the distinct elements composing the document are intertwined. Furthermore, VR technology enhances the accessibility and equity of learning by offering various input modalities.

    08:50
    Amany Alkhayat (Teachers College, Columbia University, United States)
    Dr. Orchida Fayez (College of Humanities and Sciences, Prince Sultan University, Riyadh, Saudi Arabia, Saudi Arabia)
    Dr. Hala Ismail (College of Humanities and Sciences, Prince Sultan University, Riyadh, Saudi Arabia, Saudi Arabia)
    Abdullah Bamashmus (Technical development, Saudi Arabia)
    Six Power Steps: Implementing a Neurolinguistic Programming Technique in a Virtual Reality Game to Reduce Anxiety among University Students
    PRESENTER: Amany Alkhayat

    ABSTRACT. Six Power Steps is a VR game that was designed in 2021 to manage pandemic-induced anxiety that affects students’ mental health. As the pandemic forced many Higher Education institutions globally to shut down and deliver classes via video conferencing tools, students encountered several challenges including anxiety which hampered the learning process. Funded by the COVID19 Emergency Research Program at Prince Sultan University, Six-Power Steps merged affordances of virtual reality and Neuro-Linguistic Programming (NLP) intervention techniques to empower students and enhance their academic skills by reducing anxiety.

    09:10
    Paula Wiesemüller (Goethe-University, studiumdigitale, Germany)
    Saba Mateen (Goethe-University, studiumdigitale, Germany)
    Andreas Dengel (Goethe-University, Germany)
    Sarah Voß-Nakkour (Goethe-University, studiumdigitale, Germany)
    Access to Escape - An Immersive Game-Based Learning Experience for Accessibility Education in Virtual Reality
    PRESENTER: Saba Mateen

    ABSTRACT. The accessibility of digital systems determines the participation of a large number of people in everyday life. Therefore, it is important to teach this topic to future developers of the said systems. As accessibility can be hard to grasp due to one’s inability to experience the problematic barriers people with disabilities face, Virtual Reality (VR) comes into play. VR technology offers the opportunity to simulate situations encountered by persons with disabilities and enables the possibility of new experiences. To further analyze the suitability of a VR application to teach accessibility, we developed Access to Escape, an Immersive Game-Based Learning Experience for Accessibility Education in Virtual Reality. A first evaluation with 11 participants could show that the VR Escape Room helped to develop a different perspective through the simulated limitation of their senses and sensitize them to the issue of accessibility. The participants reported that they have discovered new connections concerning accessibility. Furthermore, the use of VR was perceived as very enjoyable, especially due to the increase of motivation and the simplification of the topic. Besides that, the results of the User Experience Questionnaire (UEQ) could show that the participants perceived the VR Escape Room as attractive, stimulating and novel. The evaluation demonstrates that a Game-Based Learning Experience in a virtual environment might lead to cognitive as well as affective learning outcomes. The use of the VR Escape Room in education has the potential to improve learning, especially to raise awareness of accessibility.

    09:30
    Noah Glaser (University of Missouri, United States)
    Matthew Schmidt (University of Florida, United States)
    Carla Schmidt (Bayada Home Health Care, United States)
    Heath Palmer (University of Cincinnati, United States)
    Did They Actually Learn Anything? Promoting Generalization from the Virtual World to the Real World for Autistic Adults
    PRESENTER: Noah Glaser

    ABSTRACT. This study explored how to program for generalization using a fully immersive virtual reality (VR) intervention for teaching transportation skills to autistic adults related to using a university shuttle. Using multi-methods, this research sought to identify similarities and differences in behavior between the VR environment and the real-world, participants’ perceptions of telepresence in the VR environment, and how participants characterized similarities and differences between the VR environment and the real-world. Male adult participants (N = 6) completed training and then engaged in two VR-based training sessions of increasing complexity, after which they enacted what was learned in the real-world. Fidelity of implementation was high across VR and real-world sessions and no significant differences were found in behaviors between the VR and real-world sessions, providing evidence for skills generalization from the contrived VR setting to the naturalistic real-world setting. Participants reported high perceptions of telepresence (e.g., being there) and social presence (e.g., being there with others), and qualitative evidence suggests they made connections between the virtual world and real-world. Implications and directions for future research are discussed.

    09:50
    Amany Alkhayat (Teachers College, Columbia University, United States)
    Dr. Wendy Whitner (Towson University, United States)
    Bret Peterson (Developer, United States)
    Ephraim Becker (Developer, United States)
    Beautiful Mind: A Virtual Reality Game Prototype for Adults with ADHD
    PRESENTER: Amany Alkhayat

    ABSTRACT. ADHD is a neurodevelopmental condition that affects a person's capacity to control their attention, and levels of hyperactivity and impulsivity. Hence, Numerous aspects of life, such as jobs, relationships, and daily activities, might be affected by these difficulties which may result in low self-esteem, and emotional and social challenges. Beautiful Mind is a VR game prototype that was designed for individuals with Attention Deficit Hyperactivity Disorder (ADHD). The VR game was developed to provide an engaging, stimulating, and rewarding immersive experience for adults with ADHD. It was also helpful to involve individuals with ADHD in the early stages of design to get their input and feedback.

    08:30-09:30 Session 44B: T8. NES
    Chair:
    Paula MacDowell (University of Saskatchewan, Canada)
    Location: CALPOLY - 03-213
    08:30
    Alec Bodzin (Lehigh University, United States)
    Robson Araujo-Junior (Lehigh University, United States)
    Thomas Hammond (Lehigh University, United States)
    David Anastasio (Lehigh University, United States)
    Chad Schwartz (Lehigh Gap Nature Center, United States)
    Evaluating the Efficacy of a Desktop Virtual Reality Field Trip for Public Outreach
    PRESENTER: Alec Bodzin

    ABSTRACT. This evaluation study examines the implementation of a desktop virtual reality field trip (dVFT) for public outreach. After experiencing the dVFT, 139 participants completed a survey to examine their immersion, presence, engagement, perceived learning about the local environment, VR design features, and affective learning. The majority of participants reported favorable outcomes regarding all the variables above. No significant differences were found between male and female learners for each of the six constructs. No significant differences were found between adults’ and youths’ perceptions of immersion, presence, and attitudes. Adults ages 19 and older had statistically significant higher mean engagement levels, mean perceptions of learning about the local environment, and VR design features than youth. Our findings support that learning about one’s local environment with a dVFT can have a positive impact on engagement and learning, particularly in public outreach settings.

    08:50
    Robson Araujo-Junior (Lehigh University, United States)
    Zilong Pan (Lehigh University, United States)
    Alec Bodzin (Lehigh University, United States)
    Kathryn Semmens (Nurture Nature Center, United States)
    Thomas Hammond (Lehigh University, United States)
    David Anastasio (Lehigh University, United States)
    Sarah Sechrist (Lehigh University, United States)
    Nathan Lerro (Lehigh University, United States)
    Evan Rubin (Lehigh University, United States)
    Jessica Vogel (Lehigh University, United States)
    Flood Adventures: Final Prototype Usability Study
    PRESENTER: Robson Araujo-Junior

    ABSTRACT. It is vital that individuals of all ages know what preparations to make prior to a flooding event and what actions to take during an actual flood event. To address this, we have designed and developed a fully functional prototype of a digital game-based learning experience in desktop VR called Flood Adventures to be used in non-formal and informal learning environments. We describe and illustrate the game final prototype as well as the gameful elements designed to promote increased motivation, engagement, and learning during gameplay. This paper presents the results of a usability study conducted with fifteen adults. The responses obtained in the sixteen-item survey were positive. The findings suggest that participants gained knowledge of flooding through gameplay. Feedback collected with four open-ended questions is discussed and players’ recommendations will improve the last iteration of the game.

    09:30-10:30 Session 45: T9.WDIT / T3.GLAM
    Chair:
    Leonel Morgado (INESC TEC & Universidade Aberta, Portugal)
    Location: CALPOLY - 03-213
    09:30
    Eileen McGivney (Harvard Graduate School of Education, United States)
    Tessa Forshaw (Harvard Graduate School of Education, United States)
    Rodrigo Medeiros (Harvard Graduate School of Education, United States)
    Mingyue Sun (Harvard Graduate School of Education, United States)
    Tina Grotzer (Harvard Graduate School of Education, United States)
    Opening the “Black Box” of VR for Workforce Development: Investigating Learners' Device, Usage, and Identities
    PRESENTER: Eileen McGivney

    ABSTRACT. Virtual reality (VR) technologies are increasingly used in workforce devel-opment and training, and studies show they can be effective tools to in-crease learning of procedural skills, content knowledge, and affective out-comes like confidence. Most studies of VR in education and training, how-ever, have focused on the hardware by comparing learning with VR to other devices in controlled lab experiments. This “black box” approach does not attend to variation beyond the device, such as how learners use an applica-tion and the influence of their identity and context on their learning with VR. This study addressed the need for more research on learning with VR in authentic workforce development contexts to better understand how di-verse participants use these programs and to what extent their individual characteristics impact their experience. Using data from 1,154 users of a VR-enabled job interview training for individuals affected by the criminal justice system, we assessed variation in how participants used the program and their reported changes in confidence, and estimated associations with device, usage, and learners’ characteristics. We find learners’ experience and context is a stronger predictor of increased confidence level than device or usage activities, particularly whether participants are currently or formerly incarcerated. Further, we demonstrate how cluster analysis on log-file data can distinguish learners’ use patterns, a promising method for personalizing feedback and training.

    09:50
    Hubert Cecotti (California State University, Fresno, United States)
    A Serious Game based on Hidden Objects for Art History in Fully Immersive Virtual Reality

    ABSTRACT. Fully immersive virtual reality has been recently used for the creation of virtual museums, art galleries, and other applications related to cultural heritage. While the content of these applications has typically an educational value, it remains difficult to engage users into art and the humanities by only presenting the artworks and their descriptions through an immersive experience. We propose in this paper to better engage users into the analysis of paintings through a serious game based on the principle of wimmelbooks and hidden picture book, e.g. ``Where is Waldo''. This serious game provides to the user different art galleries in which the player is asked to search for a piece of painting inside a collection of paintings, engaging the players in the visual analysis of paintings. The piece of paintings are selected manually and we also assess the extent to which machine learning may help in defining regions of interest such as faces as potential targets. The evaluation of the approach is a practical example of how serious games can be used for better engaging users into art history in immersive learning.

    10:30-11:00 Coffee Break
    11:00-12:00 SPECIAL SESSION: FrameVR Features and Updates

    Frame is a browser based tool for immersive collaboration and creation. This talk from Frame founder Gabe Baker will look at a few ways Frame is being used in the training and education space, and also review a few of its latest features that open up new possibilities. It will end with a brief discussion about upcoming AR headsets and how Frame will evolve and open up other AR-based used cases.

    Chair:
    Gabe Baker (FrameVR, USA)
    Location: CALPOLY - 03-113
    11:00-12:00 Session 46: Building NextGen of Student Activities : UN Sustainable Goals & Future iLRN Student Network Trends

    United Nations member States adopted in 2015 a shared blueprint to support peace and prosperity for people across the planets with horizon to formalize the agenda in 2030. At the center are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries. This session will provide insights for current and future trends that iLRN Network is targeting to support to engage the young generation of researchers and foster institutional partnerships , both in research and development aligned with SDG’s. 
    Workshop will include 1) outputs from this years iLRNFuser, 2) plans for next year/s expansion, 3) opportunities for academics & Institutions to engage on the program 4) Initiatives to include RND for young researchers across our global community 5) communication with iLRN members for other opportunities to grow the network

    Chairs:
    Markos Mentzelopolous (Westminster University, UK)
    Jonathon Richter (University of Montana, USA)
    Location: CALPOLY - 03-213
    12:00-13:30 Lunch Break
    13:30-14:30 Session 47: FEATURED: Dennis Beck and Leonel Morgado - "Growing the Knowledge Tree: Core concepts, methods, outcomes, and tools"

    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.

    Chairs:
    Dennis Beck (University of Arkansas, United States)
    Leonel Morgado (INESC TEC & Universidade Aberta, Portugal)
    Location: CALPOLY - 03-213
    14:30-15:30 Session 48A: Posters Session
    Chairs:
    Christian Eckhardt (CalPoly, United States)
    April Marie Grow (CalPoly, United States)
    Rodrigo Canaan (CalPoly, United States)
    Location: Open hall area
    Anasol Peña-Rios (BT Research Labs, British Telecom Plc, UK)
    Anthony Conway (BT Research Labs, British Telecom Plc, UK)
    Interactive Digital Twins in Field Service Operations Training and Support
    PRESENTER: Anasol Peña-Rios

    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.

    Syed Ali Asif (University of Delaware, United States)
    Raymond Patt (University of Delaware, United States)
    Teomara Rutherford (University of Delaware, United States)
    Chrystalla Mouza (University of Illinois, Urbana-Champaign, United States)
    Chien-Chung Shen (University of Delaware, United States)
    Work-in-Progress-Participatory Design of an Augmented Reality Firewall Game
    PRESENTER: Syed Ali Asif

    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.

    Kazuki Saito (Teachers College, Columbia University, United States)
    Joey Lee (Teachers College, Columbia University, United States)
    VR Implementation in Classrooms: A TPACK Perspective
    PRESENTER: Kazuki Saito

    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.

    Andrés David Castro Lotero (University of Passau, Colombia)
    António Baía Reis (Utopia Academy, Spain)
    Immersive Media and War Reporting in Colombia: Uses, Potentialities and Challenges of 360° Video to Narrate Armed Conflicts
    PRESENTER: Andrés David Castro Lotero

    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.

    Toks Bakara (asktoks.com)
    Using Virtual Reality to Drive Social Inclusion for Children on the Autism Spectrum in West Africa
    PRESENTER: Toks Bakara

    ABSTRACT. There is significant stigma associated with neurodiversity across the globe. In addition, education for children with learning disorders is severely under-resourced in West Africa. This work-in-progress paper describes how we are using virtual (VR) to create an engaged, informed community about autism spectrum disorders and the importance of appropriate, compassionate education for every child. Focusing on parents, teachers and healthcare workers, we used a 2-minute 360 film created by the National Autistic Society UK, from the perspective of a child with autism experiencing sensory overload to educate and sensitise the population to the impact of sensory overload. We reached over 1,000 school teachers, medical staff, family and friends in Lagos, Abuja, Enugu and Accra. We found people were willing to engage with the experience, and teachers expressed increased curiosity and acceptance of children with autism. By bringing the reality of lived experiences of marginalised groups to the public, we are using VR as a tool for social inclusion.

    14:30-15:30 Session 48B: PANEL: "Technical Considerations for Designing and Implementing Immersive Learning Applications"

    Immersive learning designers and developers constantly need help balancing pedagogical requirements, and user experience needs against available technical resources. A good framework, guidelines, and pipelines help ensure those requirements are met, facilitating the design and development process towards a more agile and faster process where pitfalls can be identified earlier. This panel will: (a) Initiate a discussion addressing the areas that require immediate consideration for the provision of a knowledge base to support the design and development of immersive learning applications to meet the pedagogical needs while facilitating a more agile and faster approach; (b) propose methodologies, technical considerations and best practices to achieve this goal, and (c) facilitate teams building to work in this direction, extending iLRN available resources and collaboration opportunities.

    Chairs:
    Markos Mentzelopoulos (University of Westminster, UK)
    Anasol Peña-Rios (BT Research Labs, British Telecom Plc, UK)
    Daphne Economou (University of Westminster, United States)
    Location: CALPOLY - 03-213
    Daphne Economou (University of Westminster, UK)
    Anasol Pena-Rios (BT Research Labs, UK)
    Markos Mentzelopoulos (University of Westminster, UK)
    Timur Martinez-Mukimov (Westminster International University in Tashkent, Uzbekistan)
    Jeff Ferguson (University of Westminster, UK)
    Technical Considerations for Designing and Implementing Immersive Learning Applications
    PRESENTER: Daphne Economou

    ABSTRACT. Immersive learning designers and developers constantly need help balancing pedagogical requirements, and user experience needs against available technical resources. A good framework, guidelines, and pipelines help ensure those requirements are met, facilitating the design and development process towards a more agile and faster process where pitfalls can be identified earlier. The proposed workshop and panel will: (a) Initiate a discussion addressing the areas that require immediate consideration for the provision of a knowledge base to support the design and development of immersive learning applications to meet the pedagogical needs while facilitating a more agile and faster approach; (b) propose methodologies, technical considerations and best practices to achieve this goal, and (c) facilitate teams building to work in this direction, extending iLRN available resources and collaboration opportunities.

    15:30-16:00 Coffee Break
    16:00-17:00 Session 49A: SPECIAL TRACK. LATAM
    Chair:
    Jorge Luis Bacca (Fundación Universitaria Konrad Lorenz, Colombia)
    Location: CALPOLY - 03-213
    16:00
    Gustavo Alberto Moreno López (Politécnico Colombiano Jaime Isaza Cadavid, Colombia)
    Hernando Recaman Chaux (Politécnico Colombiano Jaime Isaza Cadavid, Colombia)
    Paula Andrea Molina Parra (Politécnico Colombiano Jaime Isaza Cadavid, Colombia)
    Digital Twins, Metaverse, and Learning. Review and Proposal of Conceptual Framework
    PRESENTER: Gustavo Alberto Moreno López

    ABSTRACT. Digital twins (DT) technology has advanced and is gaining momentum of applicability in different contexts. The metaverse enables immersive experiences that integrate the real world with the digital. Given the importance of DT in the metaverse, this article seeks to review the literature (between 2018-2022) on the articulation of DT, metaverse, and learning, and propose a conceptual framework towards Education 5.0. The review indicates few works in this regard and specifically in Latin American countries the research and application in educational contexts is insufficient. There is an interest in defining frameworks and articulating with other extended reality technologies. The possibilities offered by DT and the metaverse are wide, and that is why it is necessary to reduce the gap in this regard, with more research, projects, dissemination, and agreements. This study contributes to the investigation and projection of the DT, metaverse in learning scenarios, as well as to continue delving into frameworks or models under the Industry/Society 5.0 approach.

    16:20
    André Roberto Guerra (UNINTER, Brazil)
    Luciano Frontino de Medeiros (PPGENT - Postgraduate Program in Education and New Technologies Centro Universitário Internacional UNINTER, Brazil)
    Manuel Gericota (ISEP/IPP - School of Engineering - Polytechnic University of Porto, Portugal, Portugal)
    A Review of Immersivity in Distance Higher Education STEM subjects paperlink.pngslides_icon.png
    PRESENTER: André Roberto Guerra

    ABSTRACT. Immersive augmented reality, in practical terms, is a real-time, immersive processing experience which bind together elements of real life with the images presented. The study is a Systematic Literature Review, which aimed to analyze throughout literature the main methods and projects for the development of virtual learning environments, especially STEM disciplines, with immersive scenarios in the field of distance higher education. The analyzed scientific productions underwent revision on the search strings, which presented a high growth in the application of Virtual Reality, Augmented Reality, Mixed Reality and Extended Reality in education. The studies revealed that the use of Immersive Augmented Reality in education is able to increase students' motivation and interest in studies, mainly due to the teaching and learning environment becoming more dynamic. Additionally, it enables students in the immersive environment to interact and achieve effective learning.

    16:40
    Jorge Bacca-Acosta (Fundación Universitaria Konrad Lorenz, Colombia)
    Myriam Sierra-Puentes (Fundación Universitaria Konrad Lorenz, Colombia)
    Cecilia Avila-Garzon (Fundación Universitaria Konrad Lorenz, Colombia)
    Natalia Molina-Pinzon (Fundación Universitaria Konrad Lorenz, Colombia)
    Guillermo Luigui Nieto (Fundación Universitaria Konrad Lorenz, Colombia)
    Carol Torres-Urrea (Fundación Universitaria Konrad Lorenz, Colombia)
    Juan Rodriguez-Velasquez (Fundación Universitaria Konrad Lorenz, Colombia)
    Empatía emocional, Cognitiva, Disfrute y Facilidad de Uso de un Ambiente de Realidad Virtual sobre Migración en Colombia
    PRESENTER: Jorge Bacca-Acosta

    ABSTRACT. Virtual Reality environments have been used to build empathy in different contexts. However, research on empathy-driven VR experiences for building empathy with migrants is still in its infancy. In this paper, we present the results of a comparative study between two VR environments that show stories about migrants in Colombia (South America). In total, 47 university students participated in this study and a self-reported instrument was used to collect information about emotional empathy, cognitive empathy, enjoyment and perceived ease of use. The results suggest that VR improves emotional empathy but not cognitive empathy. In particular, students of psychology show higher levels of emotional empathy than students of engineering. Moreover, enjoyment and ease of use are higher in immersive VR environments to build empathy when compared to less immersive VR environments.

    Immersive learning research and practice cannot hold their promises without setting inclusivity as a high priority. This workshop aims to raise awareness of inclusivity and accessibility in education; identify opportunities and challenges for inclusivity when creating and deploying immersive learning experiences; share good practice; and induce reflection on one’s own practice and research agenda. A 90-minute hybrid interactive event is proposed during which participants will work in small groups on several activities, and then discuss how these activities enabled them to reflect on their own practice. Participants will then be asked to discuss their reflections with the whole group, and facilitators will summarize with a call to action, which will be either a collaborative project or a white paper to capture the findings of the workshop.

    Chairs:
    Marie-Luce Bourguet (Queen Mary University of London, UK)
    Sarune Savickaite (University of Glasgow, UK)
    Location: CALPOLY - 03-113
    Sarune Savickaite (University of Glasgow, UK)
    Marie-Luce Bourguet (Queen Mary University London, UK)
    Immersive Learning and Inclusivity: Raising Awareness, Identifying Opportunities and Challenges, and Adapting Practice
    PRESENTER: Sarune Savickaite

    ABSTRACT. Immersive learning research and practice cannot hold their promises without setting inclusivity as a high priority. This workshop aims to raise awareness of inclusivity and accessibility in education; identify opportunities and challenges for inclusivity when creating and deploying immersive learning experiences; share good practice; and induce reflection on one’s own practice and research agenda. A 90-minute hybrid interactive event is proposed during which participants will work in small groups on several activities, and then discuss how these activities enabled them to reflect on their own practice. Participants will then be asked to discuss their reflections with the whole group, and facilitators will summarize with a call to action, which will be either a collaborative project or a white paper to capture the findings of the workshop.

    18:00-20:00 SOCIAL EVENT: iLRN Banquet & Awards
    Chairs:
    Jonathon Richter (University of Montana, United States)
    Andreas Dengel (Goethe-University of Frankfurt, Germany)
    Anasol Peña-Rios (BT Research Labs, British Telecom Plc, UK)
     
  • ILRN 2023: 9TH INTERNATIONAL CONFERENCE OF
    THE IMMERSIVE LEARNING RESEARCH NETWORK
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