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CHAIR: Daniela Pedrosa (University of Aveiro & CIDTFF, Portugal) LOCATION: Zoom, researchers 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.

CHAIR: Andreas Dengel (Goethe-University of Frankfurt, Germany) LOCATION: Zoom, foundations Augmented Reality in Higher Education: a Case Study in Medical Education Danai Korre (University of Edinburgh, UK) Andrew Sherlock (University of Strathclyde, UK) 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.

CHAIR: Jeff Ferguson (University of Westminster, UK) LOCATION: ZOOM, workshops 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.

CHAIR: Daniel Lindenberger (The University of British Columbia, Canada) LOCATION: Virbela, Expo Hall Work in Process: Immersive Reality Simulator, a Proposal to Support Siderurgy Processes Exponenself: Exploring and Strengthening Your Cultural Identity from Virtual Reality to Reality Work-in-Progress—Exploring the Effectiveness of Multi-User Basic Workflow Assessment Training in Web XR Using Feedback to Support Learning Statistics in Higher Education Within a Game-Based Learning Environment The Metaverse Campus: Transforming Learning for International Students Simulation Training and Preparedness of Fellows in Reproductive Medicine: Comparing Value of Hybrid Workshops with Loan Programs Mystery of the Lehigh Gap: Summary of the Visual Aspects Designed and Developed for the Dialogue System for Desktop VR Game Independently Supporting Learners in VR with an AI-enabled Non-Player Character (NPC) The Role of Virtual Reality in Distance Learning: An Examination of the Efficacy on Student Learning Outcomes, Social Presence, and Collaborative Learning. Empathetic Chatbot: Enhancing Medical Education with Artificial Intelligence Action Research on Exploring the Educational Use of VR Platform in Art Education Gamification System Design for Promoting Heterophily in Accounting Education Applying Virtual Reality (VR) for Immersive Experiential Learning in Underserved Rural Schools Teachers’ integration of Immersive Virtual Reality in Enhancing Mathematics Competence among High School Students in an Online Learning Environment: A Narrative Review Work-in-Progress—Review of the Application of the Spherical Video-Based Virtual Reality in Education: A Case Study of EduVenture-VR and Its Use in Chinese Language Education Immersive Technology-Enhanced Learning System Design in Civil Engineering Education Work-in-Progress—Using Virtual Reality to Drive Social Inclusion for Children on the Autism Spectrum in West Africa

CHAIR: Jorge Luis Bacca (Fundación Universitaria Konrad Lorenz, Colombia) LOCATION: Zoom, foundations Outdated or Not? A Case Study of How 3D Desktop VR Is Accepted Today PRESENTER: Hao He Exploring Data Analytics in Mixed Reality Simulations to Measure Teacher Responsiveness paperlink.pngslides_icon.png PRESENTER: Rhonda Bondie Trial Assessment of Online Learners' Engagement with 360-degree Architecture Videos PRESENTER: May Kristine Jonson Carlon Multimodal Data as User’s Performance Recording in XR-based Training Simulation Environment slides_icon.png PRESENTER: Kukhyeon Kim Designing Interactive Space for the XR Boardgame slides_icon.png PRESENTER: Yuseon Jeong

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

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.

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.

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

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

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

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.