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Saturday, June 5 • 8:00am - 9:00am
Basic Research & Theory - Oral Presentations 1

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Presentations

VERITAS: Mind-mapping in Virtual Reality
Robert Sims, Abhijit Karnik
Lancaster University, United Kingdom
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Inquiry based learning is a modern and innovative learning strategy that aims to stimulate students’ interest in a topic and target Bloom’s higher order cognitive process. Reflective tasks, such as mind mapping, support inquiry-based learning. Virtual Reality (VR) presents novel opportunities to help scaffold reflective tasks in inquiry-based learning by supporting use of the 3D space which is not available via existing 2D mind mapping applications. In this paper we present VERITAS, a VR application for mind-mapping based reflective tasks operating on the low-cost Oculus Go device. We discuss the interaction design for the mind-mapping task and evaluate the system from a usability perspective. Our results show that novice participants are able to learn how to use the interactions quickly and utilize them effectively to build mind-maps in 3D. VERITAS establishes the usability of VR and essential interactions to successfully perform abstract and complex reflective tasks like mind-mapping.


Space, a Central Frontier – The Role of Spatial Abilities When Learning the Structure of 3D AR Objects
Jule Marleen Krüger, Daniel Bodemer
University of Duisburg-Essen, Germany
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Learning about three-dimensional (3D) objects is the focus of many augmented reality (AR) applications. Although this underlines the importance of spatiality in AR experiences, learners’ spatial abilities should be considered in this context. While spatial abilities may compensate for the lack of spatial information in 2D representations (ability-as-compensator hypothesis), they may also be necessary for learning with 3D representations in the first place (ability-as-enhancer hypothesis). In the current study, we examine the role 3D spatial visualization abilities and 2D spatial memory abilities may play when learning with 3D AR objects. Both variables were measured in an exploratory pilot study in which N = 33 participants learned about the spatial structure of the modules of the International Space Station (ISS) with either an AR or a non-AR mobile application. We found that spatial abilities indeed had moderating effects on achievement in the learning task and knowledge test, although the results are inconclusive concerning an ability-as-enhancer or compensator hypothesis. We discuss the results and conclude that it is necessary that researchers take a closer look at the role of learners’ spatial abilities when learning with 3D representations in AR. With additional insights, practitioners can then make informed decisions on using AR applications.


ELLE-ments of Learning: A Framework for Analyzing Multimodal Technical Communication Strategies in an Educational VR Game
Emily Kuzneski Johnson
University of Central Florida, United States of America
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This paper provides a brief overview of technical communication following Peirce’s [2] firstness (aesthetics), secondness (action promotion), and thirdness (explicit explanation), and identifies each of these categories in an educational language learning virtual reality (VR) game created at a university, ELLE-ments of Learning. The framework described here can help game researchers better understand, evaluate, and discuss the ways in which games communicate with players and can also be used by game designers and developers to ensure their games convey important and complicated information to players effectively in each of Peirce’s three categories.

Presenters
RM

Robert Matthew Sims

Lancaster University
avatar for Jule Marleen Krüger

Jule Marleen Krüger

Research Associate & Doctoral Student, University of Duisburg-Essen
I am a 4th year PhD student at the University of Duisburg-Essen in Germany with a background in Psychology. In my research I examine how AR can effectively and efficiently support learning. In this, I especially focus on three characteristics of AR, which are framed from a human-centered... Read More →
avatar for Emily Kuzneski Johnson

Emily Kuzneski Johnson

Assistant Professor, University of Central Florida
Please see the Zoom link for my video - the transcripts are inaccurate and partially missing in the iLRN YouTube version.https://ucf.zoom.us/rec/share/qID2ItKXv1bdCEc9WyKu8csQWoZSXNafOqB6WUkrKyCjUFyBlwgVvvWv_ABX9WOX.Y_mrxsIAHhRlT1c-


Saturday June 5, 2021 8:00am - 9:00am EDT
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