Virtual and Mixed Reality has gained momentum in the recent years. COVID-19 pandemic has also accentuated this phenomenon as strict constraints in mobility and outdoors activities were in place. In the past, Virtual Reality (VR), and Mixed Reality (MR) technology more broadly, has been investigated on how it affects people's User Experience (UX) and performance on daily tasks or specialised contexts. Limited research has looked on how VR/MR can be used to support conducting remote research activities. This talk will provide a short introduction on some results and insights generated through research on Multimodality and Synaesthetic-approaches in VR that we have conducted during COVID-19. We utilised a multisensory remote Virtual Environment (VE) approach to bridge the gap between the Virtual and Physical realms and between remoteness and co-location. The talk will present some lessons-learned and implications on conducting and learning from different (and novel) research practices.
The Covid 19 pandemic and associated work-from-home culture reignites the importance of immersive media. Major industries used various terms like Metaverse (Facebook), Mesh (Microsoft), Nth Floor (Accenture) and so on to invest and commercialize immersive media related products. Traditionally, immersive media is described through a continuum between reality and virtual reality along with intermediate systems known as Augmented and Mixed Reality systems. In the middle of the commercialization efforts and advertisements from software giants, end users are often confused about the best solution for their needs. There are not many studies on analysing end users’ feedback across the continuum of immersive media. This talk will present a comparative study on XR Technologies with respect to ocular, EEG and hand movement parameters of users. This presentation will introduce a comparison of cognitive load for a virtual flight simulator and between VR and MR interface for a welding task and an Advance Driver Assistance System.
Augmented Reality in Higher Education: a Case Study in Medical Education paperlink.png
PRESENTER: Danai Korre
ABSTRACT. During lockdown, we piloted a variety of augmented reality (AR) experiences in collaboration with subject matter experts from different fields aiming at creating remote teaching and training experiences. In this paper, we present a case study on how AR can be used as a teaching aid for medical education with pertinent focus on remote and social distanced learning. We describe the process of creating an AR experience that can enhance the knowledge and understanding of anatomy for medical students. The Anatomy Experience is an AR enhanced learning experience developed in collaboration with the Medical School of the University of Edinburgh aiming to assist medical students understand the complex geometry of different parts of the human body. After conducting a focus group study with medical students, trainees, and trainers, we received very positive feedback on the Anatomy Experience and its effects on understanding anatomy, enriching the learning process, and using it as a tool for anatomy teaching.
Markos Mentzelopoulos (University of Westminster, UK)
Anasol Peña-Rios (BT Research Labs, British Telecom Plc, 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.
Andreas Dengel (Goethe-University of Frankfurt, Germany)
Although the adoption of the Metaverse is evolving at a slower speed than anticipated, it is still happening worldwide. In many cases, when creating an environment for the Metaverse, the aim is to simulate reality, a certain condition or an activity taking place in the physical world. However, when a simulation is not required, creating a virtual world involves the composition and development of a multisensory, synthetic environmental representation, which does not necessarily resemble physical spaces and within which these activities may appropriately unfold. This direction of research and education will be discussed with the help of relevant theoretical frameworks and several case studies. Furthermore, the art of creating virtual form, spaces and narratives for the Metaverse can ideally be taught within the Metaverse and towards this end, relevant implementations will be presented and discussed.
It's understood that Team Building relates to the cohesion of groups that already identify as a team while community building help groups of relative strangers to find a shared identity and reason to be together. Remio, a Social VR platform designed explicitly for team building, is expanding it's features and services to include community building going forward. Let's talk about how lessons from team building can be applied to this endeavor, and the core elements being introduced to make these communities possible.
Lets delve into the Metaverse concept and explore it through a Latin American lens. Join me as we embark on a journey to discover how Latin American culture, creativity, and innovation are influencing and shaping the metaverse landscape.
Latin America is a region with many developing countries in which the adoption of immersive learning has been restricted by different factors such as connectivity, affordability of technology, lack of training and lack of content. Despite these constraints, some researchers and companies have been developing immersive learning projects that consider the limitations in the region and the possibilities of the technology. This special track is proposed by the Colombia and Ecuador iLRN chapters in an effort to disseminate and give visibility to the projects created in the region. The purpose of this special track is twofold: 1) To showcase the work done by academics, practitioners, companies and other stakeholders in the region in this prominent conference in the field of immersive learning. 2) To foster the collaboration between Latin America and the rest of the world in the field of immersive learning and strengthen of existing collaborations. This special track is relevant for the conference because it allows to collect evidence about the current state of research in immersive learning across Latin America and identify opportunities for collaboration and opportunities for further research in the field. Contributions for this special track should have been developed in Latin America or tested/evaluated in Latin American countries. Research conducted in collaboration between Latin American countries and other regions in the world is acceptable.
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.
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.
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.
Practitioner Paper – Implementation of an XR Center in a Higher Education Institution in Brazil: A Case Study
PRESENTER: Cinthia Bittencourt Spricigo
ABSTRACT. This practitioner paper describes an institutional initiative on extended reality (XR) education, which took place at a higher education institution in southern Brazil. The XR Center project involved the creation of specialized learning environments, the formation of a development team, and the selection and development of XR educational proposals from faculty members. The ongoing project's results and features are presented, and several challenges are discussed.
"Mujer Aumentada" (Augmented Woman): Promoting Participation in Augmented Reality through Learning and Innovation
ABSTRACT. "Mujer Aumentada" is an initiative that seeks to encourage the creation of augmented reality experiences, through the use of frameworks, to promote learning, creativity, and innovation. The initiative has emerged as a response to the decrease in attention span and intellectual quotient of society, which has been shown to be related to the excessive use of new digital media. The goal of "Mujer Aumentada" is to promote the inclusion of more women in leadership roles in the technology field, considering that less than 20% of women hold leadership roles in these areas currently.
Role of adaptation phase in educational results of Virtual Reality communication training for managers
PRESENTER: Dmitriy Vinitskiy
ABSTRACT. Adaptation to new devices and interfaces is actively studied by user experience and human-computer interaction specialists but is typically neglected by organizers and researchers of corporate training with virtual reality. The study tests how the adaptation phase to technology affects the educational outcome and cognitive load. For the study, 102 people (35.3 ± 11.2 years old), including students and working managers, were trained to give feedback to a colleague. They were divided into three groups: general adaptation, specialized adaptation for communication training, and no adaptation. EEG was used to measure cognitive load score. As a result, it was found that both groups with pre-adaptation showed higher educational outcomes and experienced less cognitive load during the main training. No difference was found between the types of adaptation.
Immersive Educational Recycling Assistant (ERA): Learning Waste Sorting in Augmented Reality
PRESENTER: Qiming Sun
ABSTRACT. For a sustainable living, it is everyone's responsibility to do our best at recycling. However, waste classification can be complex. The existing resources may not have sufficient information or dynamic feedback to resolve our everyday garbage disposal. In this work, we design an interactive mobile Augmented Reality (AR) application, Educational Recycling Assistant (ERA), to educate people in doing sound day-to-day waste management. ERA utilizes dynamic object detection and provides in-situ guidance for proper garbage disposal. A user study was designed and conducted to investigate the effects and the user experiences. We found that the users achieved significantly higher garbage binning accuracy with the ERA app. The participants also improved their recycling and garbage disposal knowledge after using the app, particularly in complex items.
The talk explores the virtually endless potential of immersive learning. New technologies like virtual reality and the metaverse have removed physical obstacles from schooling. We'll look at how immersive learning is changing the way people learn and opening up new options for both teachers and students.