PresentationsPandemic pirouettes: AR Ballet Exploring Data Ethics for the Computing ClassroomGenevieve Smith-Nunes(1), Alex Shaw(2)
1: University of Cambridge, United Kingdom; 2: Glaston Bridge SoftwareWatch the presentation videoThis Doctoral Colloquium paper explores the pivot from in-person to virtual and digital means in developing an Augment Reality (AR) classical ballet experience due to Covid-19. This work-in-progress explores novel teaching and learning approaches to the computing concepts of data transmission, signal processing, and therefore necessarily data ethics through classical ballet and bio-metric data the body and brain waves as data artefacts, the data ethics implications of bio-metrics. Innovative approaches to subject knowledge, programming competency, and probing engender thinking of the field of computing if any. This study uses the emergent methodology of AgileDBR, a hybrid of design-based research (DBR) and Agile developed as part of author one's Ph.D.
Designing VR Environments For Distance LearningRichard Ngu Leubou(1,2),
Benoit Crespin(1), Marc Trestini(2)
1: XLIM UMR CNRS 7252, University of Limoges, France; 2: LISEC UR 2310, University of Strasbourg, FranceWatch the presentation videoVirtual reality takes learner participation to a higher level of interaction, offering a real experience and a new way to acquire real-world in a distance learning device. Designing VR environments for distance learning leads to an examination of the technical and methodological choices to ensure a useful, usable and efficient tool. Our work is based on the design approaches and recommendations from existing works related to VR and/or distance learning, in order to formalize the design of collaborative VR environments specifically dedicated to distance learning.
A Qualitative Study to Explore the Use of Augmented Reality as Performance Support in IndustriesYao HuangFlorida State University, United States of AmericaWatch the presentation videoWhen augmented reality (AR) technology is used in the learning and development field, it is often viewed from a training perspective. Human Performance Technology (HPT) professionals start to explore the potential of adopting AR on mobile devices as a performance support tool to help field workers across industries. This paper captures the adoption of how mobile AR is used in organizations to address performance issues. The study will use the Critical Incident Technique (CIT) to interview ten organizations. The purpose is to uncover the critical events on why mobile AR is considered an appropriate intervention, what benefits and challenges the organizations encounter, what processes are followed when designing and implementing mobile AR, and what types and functions of mobile AR are used to assist job performance.
Immersive Media in Remote Schooling: “I was surprised at how engaged I was”Eileen McGivneyHarvard University, United States of AmericaWatch the presentation videoWith protracted school closures forcing young people to learn remotely, schools are in urgent need of innovative approaches that can keep students engaged in their education and support their learning. Immersive technologies like virtual reality (VR) and 360-degree videos have been shown to increase motivation to learn and student focus, but little is known about their effectiveness in a remote schooling model. This paper reports preliminary results of a mixed methods case study using 360-videos and Google Cardboard viewers in remote high school engineering classes. The students’ surveys and interviews indicate they find online learning difficult, but that 360-videos are more engaging than other instructional media and may be particularly useful for facilitating observational learning.
VeRdict: Imbuing VR Language Learning Applications with Dictionary FunctionalityLouis Lecailliez,
Noel H. VincentKyoto University, JapanWatch the presentation videoAs VR hardware becomes increasingly performant and accessible, interest has grown among researchers regarding how to leverage its immersive qualities in an educational context. Immersion, however, often comes at the expense of multitasking functionality and use of supplementary learning resources. This presents an issue for language learners, who upon encountering an unfamiliar word in VR, may have to remove their goggles or switch applications to consult a dictionary. Thus, in order to make dictionary use more immersive and convenient for learners, we present VeRdict, a dictionary extension for VR learning applications that enables dictionary searches from directly within an application using motion controls. Its client-server architecture allows for the delivery of lexicographic content augmented with optional 3D object data, which can be used to display dictionary entries and accompanying 3D visuals. The dictionary can be used to perform manual vocabulary searches using a virtual keyboard, or be used through labels applied to elements within the virtual scene. Additionally, 3D objects loaded from the dictionary server can be used as virtual `props'—unlocking new gesture-based communicative possibilities.
