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Wednesday, May 19
 

8:00am EDT

Poster Session 1
Posters

Integrated Reading Assistance in an Immersive Environment
Kojiro Yano
Osaka Institute of Technology, Japan

Relationship between Perceptions and Experiences on the Performance of Students in a Serious Game
Chioma Udeozor
Newcastle University, United Kingdom
Watch the presentation video

Virtual Learning for Virtual Times across the SUNY System
Roberta Sullivan(1), Alyssa Indelicato(2), Eileen O'Connor(3), Nicole Simon(5), Cynthia Tysick(6)
1: University at Buffalo, United States of America; 2: SUNY Upstate Medical University, United States of America; 3: Empire State College, United States of America; 5: Nassau Community College, United States of America; 6: University at Buffalo, United States of America
Watch the presentation video

Developing a Portfolio of Tools for Teaching Digital Logic
Harry Keith Edwards
University of Hawaii at Hilo, United States of America
Watch the presentation video

Game Design Informed by Learning Progressions for Science Practices
Shari Metcalf(1), Amanda Sommi(1), Sima Haddadin(1), Jennifer Scianna(2), David Gagnon(2)
1: Harvard University; 2: University of Wisconsin

Design and Evaluation of Mixed Reality Based Cybersecurity Curriculum for Middle School Students
Yan-Ming Chiou, Chrystalla Mouza, Teomara Rutherford, Chien-Chung Shen
University of Delaware, United States of America

Plant Cell Biology Education Using Advanced 3D Technologies for K-12 Students
Sayuri Tanabashi
The University of Tokyo, Japan

Virtual Geoscience Field Trip for Improved Physical Accessibility and Spatio-Temporal Reasoning
Matthew Donnelly(1), Adaobi Nebuwa(2), Jaclyn Baughman(1), Stacy Doore(2)
1: Bowdoin College, United States of America; 2: Colby College, United States of America
Watch the presentation video

Design Method of a Real-time Monitoring System for ICT Evaluation Process in Education Based on CesiumJS 3D Visualization
Chen Wu(1), Meng Chen(1), Di Wu(1), Jiman Ma(1), Jian Xu(1), Binbin Ma(2)
1: Central China Normal University, China, People's Republic of China; 2: South-Central University for Nationalities, China, People's Republic of China
Watch the presentation video

Language, Culture, and Heritage: The VR experience The Book of Distance and teaching the Family Folklore Project
Charles Willam MacQuarrie, Rachel Rebecca Tatro-Duarte
California State University Bakersfield, United States of America

Specific Heat of Water Experiment: Augmented Reality Chemistry Lab
Ryan Wirjadi, Alex Vuong, Frank Liu, Robert LiKamWa
Arizona State University, United States of America
Watch the presentation video

Building WaterWays: Investigating AR for Environmental Education
Corinne Brenner, Jessica Ochoa Hendrix, Mande Holford
Killer Snails, United States of America

Watershed Explorers: Designing a Virtual Reality Game to Promote Local Watershed Literacy
Robson Araujo-Junior(1), Alec Bodzin(1), Thomas Hammond(1), David Anastasio(1), Beigie Lam(1), Jeremy Mack(1), Daphne Mayer(2), Robert Neitz(3), Kathryn Semmens(4), Chad Schwartz(5), Jason Slipp(1)
1: Lehigh University, United States of America; 2: Delaware & Lehigh National Heritage Corridor National Canal Museum, United States of America; 3: Jacobsburg Environmental Education Center, United States of America; 4: Nurture Nature Center, United States of America; 5: Lehigh Gap Nature Center, United States of America
Watch the presentation video

Improve Spatial Learning by Chunking Navigation Instructions in Mixed Reality
Bing Liu(1), Zhicheng Zhan(2)
1: Technical University of Munich, Germany; 2: Ghent University, Belgium

Mathstation: A Grade School Math Supplement Serious Game
Jonathan Borowski, David Plecher
TU Munich, Germany


AR-supported Collaborative Game for Understanding Complex Systems
Man Su
Arizona State University, United States of America

Presenters
avatar for Man Su

Man Su

Research Assistant & Ph.D. Student, Arizona State University
My research focuses on the design, development, integration, and evaluation of immersive learning experience. Currently, I am conducting research on agent-based simulation to help students learn natural selection and understand nonlinear, decentralized, and emergent processes of complex... Read More →
DP

David Plecher

Technical University of Munich
avatar for Corinne Brenner

Corinne Brenner

Director of Learning, Killer Snails
Corinne Brenner is a researcher and learning scientist with Killer Snails, where she helps create and study games that inspire a love of science. She is also pursuing a PhD in Educational Communication and Technology at NYU. Corinne's research interests include applying quantitative... Read More →
avatar for Eileen O'Connor

Eileen O'Connor

Professor, SUNY Empire State College
Dr. Eileen O'Connor began her career in chemistry in government and industry in the 1970\'s and in technology at IBM in the 1980\'s. After pursuing a doctorate in science education and instructional technology, in the 1990's, she moved into the academic side of science and technology... Read More →
avatar for Nicole Simon

Nicole Simon

Instructional Designer/STEM Faculty/Assessment Fellow, Nassau Community College
Dr. Nicole Simon teaches General Science Studies courses in the Engineering/Physics/Technology Department at Nassau Community College. She holds a doctorate in Educational Technology Management and Instructional Design. Her research has focused on the uses of technology within the... Read More →
CT

Cynthia Tysick

Librarian, University at Buffalo
AI

Alyssa Indelicato

SUNY Upstate Medical University
avatar for Kojiro Yano

Kojiro Yano

Associate Professor, Osaka Institute of Technology
I research and practice VR-assisted education. For more information, please follow my twitter account (@kojiriovr)!
avatar for Chioma Udeozor

Chioma Udeozor

Research Associate and Doctoral candidate, Newcastle University
Chioma Udeozor is a Marie-Curie research fellow based at Newcastle University, UK. Her research project is focused on assessments in immersive learning technologies. Her focus is specifically on the use of digital games, virtual realities and augmented realities for engineering education... Read More →
avatar for Roberta (Robin) Sullivan

Roberta (Robin) Sullivan

Teaching & Learning Strategist, University at Buffalo
I am a connector of people and ideas. My role within the University at Buffalo Libraries is as a Teaching and Learning Strategist in Education Services. I conduct research regarding innovative digital pedagogy to assist students, faculty, and other stakeholders to explore and implement... Read More →
avatar for Harry Keith Edwards

Harry Keith Edwards

Professor - Computer Science, University of Hawaii at Hilo
I'm a teaching professor at the University of Hawaii at Hilo. I spend the majority of my time teaching students, but sometimes engage in a bit of research.“If there's a bright center to the universe, I'm on the campus that it's farthest from.”
SM

Shari Metcalf

Project Director, Harvard Graduate School of Education
ST

Sayuri Tanabashi

The University of Tokyo
MD

Matthew Donnelly

Student Lab Mgr - Bowdoin Emerging Tech. Lab, Bowdoin College
CW

Chen Wu

Central China Normal University
CW

Charles Willam MacQuarrie

Professor of English, California State University, Bakersfield
RW

Ryan Wirjadi

Undergraduate student, Arizona State University
Hi! I'm a computer science major at Arizona State University. Professionally, I enjoy mixed reality and the possibilities it provides along with the development process that resembles a huge brain teaser that hasn't been solved yet. Other than mixed reality, I'm also interested in... Read More →
avatar for Robson Araujo-Junior

Robson Araujo-Junior

Ph.D. Candidate, Lehigh University
avatar for Bing Liu

Bing Liu

Ph.D. Candidate, Technical University of Munich
In her Ph.D. study, Bing focuses on spatial learning during MR-based navigation. She is also experienced in using eye-tracking and fMRI in spatial ability and cognition research.


Wednesday May 19, 2021 8:00am - 9:00am EDT
Expo & Convention Center iLRN Virtual Campus, powered by Virbela
 
Tuesday, June 1
 

9:00am EDT

Doctoral Colloquium 1
Presentations

Pandemic pirouettes: AR Ballet Exploring Data Ethics for the Computing Classroom
Genevieve Smith-Nunes(1), Alex Shaw(2)
1: University of Cambridge, United Kingdom; 2: Glaston Bridge Software
Watch the presentation video

This 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 Learning
Richard 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, France
Watch the presentation video

Virtual 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 Industries
Yao Huang
Florida State University, United States of America
Watch the presentation video

When 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 McGivney
Harvard University, United States of America
Watch the presentation video

With 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 Functionality
Louis Lecailliez, Noel H. Vincent
Kyoto University, Japan
Watch the presentation video

As 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.

Presenters
NH

Noel H. Vincent

PhD Student, Kyoto University
avatar for Genevieve Smith-Nunes

Genevieve Smith-Nunes

Ph.D. Candidate, University of Cambridge
Reimagining computing science education and data ethics through biometric data and classical ballet.
avatar for Benoit Crespin

Benoit Crespin

University of Limoges
Benoit Crespin is an assistant professor in Computer Science at the University of Limoges. His research interests include computer graphics, VR environments, GPU computing and computational fluid dynamics.
avatar for Richard Ngu Leubou

Richard Ngu Leubou

PhD Student, University of Limoges
avatar for Yao Huang

Yao Huang

Doctoral Candidate, Florida State University
Yao Huang is currently a doctoral candidate in the Instructional Systems and Learning Technologies program at Florida State University. Yao’s research focuses on Human Performance Improvement, especially how mobile and augmented reality technologies enhance performance support in... Read More →
avatar for Eileen McGivney

Eileen McGivney

Ph.D. Student, Harvard University


Tuesday June 1, 2021 9:00am - 10:00am EDT
Graduate Student Lounge & Meeting Room iLRN Virtual Campus, powered by Virbela
 
Wednesday, June 2
 

7:00am EDT

Galleries, Libraries, Archives, & Museums - Oral Presentations 1
Presentations

Great Paintings in Fully Immersive Virtual Reality
Hubert Cecotti
California State University, Fresno, United States of America
Watch the presentation video

Large collections of paintings have been digitized by museums (e.g. The Metropolitan Museum of Art, New-York, USA) and companies such as Google. These resources can be provided to a wide audience through virtual reality as an instructional means to fully convey the size and the magnificence of these paintings. Accessing these resources in an immersive virtual environment can be beneficial to all the students who live far away from museums. In addition, making these resources available to a wide audience answers a current need related to the closure of many museums, because of the Covid-19 pandemic. This paper provides a description of a fully immersive virtual reality museum where paintings can be accessed in two modes: individually (one painting per room), or in galleries (multiple paintings in a room) that are generated procedurally. More importantly, the proposed application provides a means for museums and art instructors to insert their own collections of paintings. Such an approach aims at improving the transition of high resolution images of paintings into art galleries in virtual reality. The application has been deployed on the Steam platform, is available for free, and has been evaluated by users, suggesting a high interest for such an application.


Alternative Design For An Interactive Exhibit Learning In Museums: How Does User Experience Differ Across Different Technologies-VR, Tangible, And Gesture
Pornphan Phichai(1), Julie Williamson(2), Matthew Barr(3)
1: School of Computing Science, University of Glasgow, United Kingdom; 2: School of Computing Science, University of Glasgow, United Kingdom; 3: School of Computing Science, University of Glasgow, United Kingdom
Watch the presentation video

This paper investigates three types of user interfaces: VR, Gesture-based interface, and Tangible-based interface. We examine how user experience differs across different technology and what are the factors that make the experience difference. To find the answer we conduct an empirical study, in which we create three different interactive exhibits that apply these technologies to deliver the same scientific content about biotoxin in nature. The study uses a mixed-method, qualitative and quantitative, and measures two factors. First, user experience is measured by six dimensions of user experience: attractiveness, perspicuity, efficiency, dependability, simulation, and novelty. Second, attention holding power is measured by playing time. The study uses the semi-structured interview to emphasize the issue and learning media of each interface. Thirty-one subjects joined the study. The statistical results shows that there are significantly different user experiences when using a different type of interface. There are difference across five user experience dimensions, only novelty is relatively unchanged. Difference are primarily between VR and Gesture, and Tangible and Gesture. There is no significant difference in holding power between the three types of interface. The statistical analysis of result and interview feedback from participants suggest six aspects to focus on when choosing an alternative interface to create a new interactive exhibit: the novelty, user-friendly, precision of the input device, task and device design, multimodal of feedback, and quality of text in VR.


Communal Spaces As Ludic Resources Of Learning With Augmented Reality And Board Games
Kenneth Y. T. Lim(1), Yuk Yi Wong(2), Ahmed Hazyl Hilmy(1)
1: National Institute of Education, Singapore; 2: St Joseph's Institution, Singapore
Watch the presentation video

This paper describes a learning activity using Augmented Reality (AR) which seeks to take advantage of the potential for learning about history and culture through exploration. This is represented by a garden in a university campus that affords visitors a scaffolded experience comprising a game-driven narrative in which visitors to the garden may assume the roles of different protagonists. In addition, we also sought to design a paper-based board-game for visitors who are not yet able to visit the garden in person. Both aspects of the learning activity – namely, the game-driven narratives in the actual garden as well as in the board-game equivalent – were piloted in December 2020. The study suggests that a combination of Augmented Reality, storyline and role-play could increase the probability of encounters with spontaneous elements in learners’ local environments that encourage learning.

Presenters
avatar for Kenneth Y. T. Lim

Kenneth Y. T. Lim

Research Scientist, National Institute of Education
i am interested in the design of learning environments which foreground the intuitions of learners
avatar for Hubert Cecotti

Hubert Cecotti

Assistant Professor, Fresno State
avatar for Pornphan Phichai

Pornphan Phichai

PhD Student, University of Glasgow
I am a third-year PhD student in Computing Science at the School of Computing Science, the University of Glasgow, UK.  I am interested in novel technologies on how to bring them to create a new interactive interface for museums and public use. I am currently doing research in HCI... Read More →


Wednesday June 2, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Saturday, June 5
 

8:00am EDT

Basic Research & Theory - Oral Presentations 1
Presentations

VERITAS: Mind-mapping in Virtual Reality
Robert Sims, Abhijit Karnik
Lancaster University, United Kingdom
Watch the presentation video 

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
Watch the presentation video

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
Watch the presentation video

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
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Sunday, June 6
 

9:00am EDT

Basic Research & Theory - Oral Presentations 10
Presentations

Talk with the hand: The Language of Gesture in Experiential, Interactive Media
Anna Marie Piersimoni, California State University, Northridge
Watch the presentation video

Immersive media and its technology are causing major shifts in our self-perception and expression in social relationships, and even, reality itself. This is made manifest through haptic and wearable technology in virtual environments, over distance as well as in a single space, especially that with geo-located interaction. It affects human communication and even language itself, particularly as expressed in gesture, one of the earliest forms of communication. It will include a summary of cultural/linguistic perceptual responses associated to gesture to identify gesture in human communication–as a precursor to language–as seen in primates, infant development, and language acquisition. It will further outline some definitions of gesture and unique properties of haptic technology: elements of touch, gaze, movement, force feedback, physical feedback, telepresence, multitouch, corporeal, gesturo-haptic writing.

Among specific items to explore:
• Identify gestural communication in games and interactive, immersive media
• Human to Machine Haptic Communication
• Human to Human Haptic Communication
• Emojis, Memes, other forms of non-verbal, non-textual communication
• Social Media: Visual modes of expression in groups and collaborative settings
• User Interface and Experience – controllers, head mounted devices, wearables.      

Presenters
avatar for Anna Marie Piersimoni

Anna Marie Piersimoni

Lecturer, California State University, Northridge
Media: Immersive Interactive, EmergingMA, Media Psychology, Fielding Graduate Uinversity. Currently teaching "New Directions in Digital Media at CSUN; Former Director of Digital Content Lab and Internet Publishing at American Film Institute (AFI); former producer/writer for ABC, KCET... Read More →


Sunday June 6, 2021 9:00am - 10:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

10:00am EDT

Guided Virtual Adventure: Art, Design, & Education - Workshopping your own Workshop
Platform/environment website
https://framevr.io/teaching

Tour guide(s)/leader(s)
Steve Guynup

Tour group capacity
6

Description
We've created a set of free virtual assets that can be used by entry level users to create their own custom education experiences. In our ILRN adventure, we'll run through Story Mazes, Discussion Boards, Class Space Presentations, and learning activities such as VR Refrigerator Magnet Poetry.

Target audience sector
K-12 education, Career/vocational and technical education, Higher education, Corporate training / enterprise learning, Community health and/or patient education, Informal and/or lifelong learning

Supported devices
Desktop/laptop - Windows, Desktop/laptop - Mac, Desktop/laptop - Linux or UNIX

Platform/environment access
Please explore FrameVR.io and create a free account. An account will be needed for you to edit worlds and import images.

Presenters
avatar for Steve Guynup

Steve Guynup

Hayfield Isovista
For the past decade, Isovista.org has run classes and internships in VR Art & Design in a Web3D/VR class space. Interns model virtual art installations and we share VR history, theory, and current works to push their creativity.>>Access Showcase contribution... Read More →


Sunday June 6, 2021 10:00am - 11:00am EDT
FrameVR https://framevr.io/poetry

7:00pm EDT

Guided Virtual Adventure: Art, Design, & Education - Workshopping your own Workshop
Platform/environment website
https://framevr.io/teaching

Tour guide(s)/leader(s)
Steve Guynup

Tour group capacity
6

Description
We've created a set of free virtual assets that can be used by entry level users to create their own custom education experiences. In our ILRN adventure, we'll run through Story Mazes, Discussion Boards, Class Space Presentations, and learning activities such as VR Refrigerator Magnet Poetry.

Target audience sector
K-12 education, Career/vocational and technical education, Higher education, Corporate training / enterprise learning, Community health and/or patient education, Informal and/or lifelong learning

Supported devices
Desktop/laptop - Windows, Desktop/laptop - Mac, Desktop/laptop - Linux or UNIX

Platform/environment access
Please explore FrameVR.io and create a free account. An account will be needed for you to edit worlds and import images.

Presenters
avatar for Steve Guynup

Steve Guynup

Hayfield Isovista
For the past decade, Isovista.org has run classes and internships in VR Art & Design in a Web3D/VR class space. Interns model virtual art installations and we share VR history, theory, and current works to push their creativity.>>Access Showcase contribution... Read More →


Sunday June 6, 2021 7:00pm - 8:00pm EDT
FrameVR https://framevr.io/poetry
 
Monday, June 7
 

7:00am EDT

Basic Research & Theory - Oral Presentations 4
Presentations

Failure and Success in Using Mozilla Hubs for Online Teaching in a Movie Production Course
Thommy Eriksson
Chalmers University of Technology, Sweden
Watch the presentation video

In the autumn 2020 the course Digital Movie Making was given in a fully online mode, due to the restrictions and lockdowns related to the covid-19 pandemic. With the intention of avoiding Zoom fatigue and provide a more creative and engaging online teaching environment, the social VR platform Mozilla Hubs was chosen for all the lectures, seminars and supervision. The two main reasons for choosing Mozilla Hubs were the openness of the platform, providing wide opportunities for creating and setting up your own virtual space, as well as the option to access the platform via a web browser. However, Mozilla Hubs have a number of usability and technical flaws, making it clumsy to use, and the initial course introduction and guest lecture suffered severe technical issues when all 25 students attended simultaneously. A decision was made to only use Mozilla Hubs for supervision, and this meetings with few students turned out successful. Based on the observations from these learning activities, a number of advantages and disadvantages with VR in general and Mozilla Hubs specifically is presented and discussed.


The Effect of Spatial Design on User Memory Performance Using the Method of Loci in Virtual Reality
Pierre-François Gerard, Frederic Fol Leymarie, William Latham
Goldsmiths, United Kingdom
Watch the presentation video

Based on the Method of Loci, the following experiment compares the effect of two different virtual environments on participants' memory performance. The primary task consists of remembering a sequence of random playing cards. Each virtual environment is based on a different architectural style with a different layout. One is inspired by a Palladian style architecture, and the other by a Modern curved architecture.


Attention management in a 'Smart' Classroom
Maria Erofeeva, Nils Oliver Klowait
Moscow School of Social and Economic Sciences, Russian Presidential Academy of National Economy and Public Administration, Russian Federation
Watch the presentation video

Today, technologies like interactive whiteboards, augmented and virtual reality serve as instructional aids to facilitate interactive learning. The aim of this paper is to study how the use of such technologies impacts the dynamics of classroom attention management. Employing a multimodal conversation-analytic framework, we analyze videorecordings of the first encounters with interactive whiteboards, augmented reality and virtual reality across twelve in-person classroom lessons set in four Russian secondary schools. This paper highlights how the teacher, faced with a breakdown of regular channels for managing attention (such as mutually-orientable gaze), uses their voice and body to facilitate the temporal coordination of student contributions, maintain focus on a given classroom activity, and visibly monitor classroom dynamics. The findings suggest means to alleviate tensions between new and old teaching methods, and provide further evidence on the need for a granular vocabulary for the analysis of body-orientation in a classroom context.

Presenters
avatar for Nils Oliver Klowait

Nils Oliver Klowait

Senior Research Fellow, Russian Presidential Academy of National Economy and Public Administration
avatar for Pierre-François Gerard

Pierre-François Gerard

Director, Metaxu.studio
My background is in architecture and 3D visualisation. I also completed a PhD in Computing, Goldsmiths, University of London. My architectural approach leads me to explore the effect of spatial design on human experience in immersive virtual environments. I am also looking at the... Read More →
avatar for Thommy Eriksson

Thommy Eriksson

Chalmers University of Technology


Monday June 7, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

9:00am EDT

Basic Research & Theory - Oral Presentations 6
Presentations

Measuring and Comparing QoE and Simulator Sickness of Hybrid VR Applications under increased network load
Ioannis Doumanis(1), Daphne Economou(2), Lemonia Argyriou(3)
1: University of Central Lanchashire; 2: University of Westminster; 3: National Center for Scientific Research Demokritos
Watch the presentation video

The elements of presence and interaction have been connected with high quality learning in online learning environments. This can be achieved by offering learning environments and material that can engage the learner throughout the learning experience, allow them to connect with the content, find relevance, construct meaning and critical thinking. Hybrid VR applications offer great potential in engaging learners in environments that accurately capture the world allowing them to make personal connections and find relevance, which coupled with branching narrative, Computer Generated Imagery (CGI) and interactivity can lead to highly engaging learning experiences. Hybrid VR applications though are bandwidth demanding that can impact the learning experience. This paper presents a study comparing the Quality of Experience (QoE) of a hybrid VR application streamed over the standard internet and POINT network under increased network load. The paper presents the project motivations, it described a pilot study and its output and it closes with conclusions about the effect of the QoE and presence in learning and future directions.



Presenters
avatar for Daphne Economou

Daphne Economou

Senior Lecturer, University of Westminster
I have 20 years’ teaching and research experience in higher education, in the areas of HCI, Mobile UX, Web Design and Development, and in VR. I am particularly interested in the use and the design of VR/AR platforms to engage effectively learners in educational tasks and empowering... Read More →


Monday June 7, 2021 9:00am - 10:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

10:00am EDT

Guided Virtual Adventure: Art, Design, & Education - Workshopping your own Workshop
Platform/environment website
https://framevr.io/teaching

Tour guide(s)/leader(s)
Steve Guynup

Tour group capacity
6

Description
We've created a set of free virtual assets that can be used by entry level users to create their own custom education experiences. In our ILRN adventure, we'll run through Story Mazes, Discussion Boards, Class Space Presentations, and learning activities such as VR Refrigerator Magnet Poetry.

Target audience sector
K-12 education, Career/vocational and technical education, Higher education, Corporate training / enterprise learning, Community health and/or patient education, Informal and/or lifelong learning

Supported devices
Desktop/laptop - Windows, Desktop/laptop - Mac, Desktop/laptop - Linux or UNIX

Platform/environment access
Please explore FrameVR.io and create a free account. An account will be needed for you to edit worlds and import images.

Presenters
avatar for Steve Guynup

Steve Guynup

Hayfield Isovista
For the past decade, Isovista.org has run classes and internships in VR Art & Design in a Web3D/VR class space. Interns model virtual art installations and we share VR history, theory, and current works to push their creativity.>>Access Showcase contribution... Read More →


Monday June 7, 2021 10:00am - 11:00am EDT
FrameVR https://framevr.io/poetry

7:00pm EDT

Guided Virtual Adventure: Art, Design, & Education - Workshopping your own Workshop
Platform/environment website
https://framevr.io/teaching

Tour guide(s)/leader(s)
Steve Guynup

Tour group capacity
6

Description
We've created a set of free virtual assets that can be used by entry level users to create their own custom education experiences. In our ILRN adventure, we'll run through Story Mazes, Discussion Boards, Class Space Presentations, and learning activities such as VR Refrigerator Magnet Poetry.

Target audience sector
K-12 education, Career/vocational and technical education, Higher education, Corporate training / enterprise learning, Community health and/or patient education, Informal and/or lifelong learning

Supported devices
Desktop/laptop - Windows, Desktop/laptop - Mac, Desktop/laptop - Linux or UNIX

Platform/environment access
Please explore FrameVR.io and create a free account. An account will be needed for you to edit worlds and import images.

Presenters
avatar for Steve Guynup

Steve Guynup

Hayfield Isovista
For the past decade, Isovista.org has run classes and internships in VR Art & Design in a Web3D/VR class space. Interns model virtual art installations and we share VR history, theory, and current works to push their creativity.>>Access Showcase contribution... Read More →


Monday June 7, 2021 7:00pm - 8:00pm EDT
FrameVR https://framevr.io/poetry
 
Tuesday, June 8
 

9:00am EDT

Basic Research & Theory - Oral Presentations 9
Presentations
 
Exploring Affordances Offered by VR technology in a Language Classroom
Quincy Wang
Simon Fraser University, Canada
Watch the presentation video

This presentation explores affordances offered by VR technology in the field of language education, and what unique immersive learning experiences that students may have that a traditional classroom lacks. It focuses on embodied language learning, learner agency and immersion as the key added value of VR. The overall goal of this talk is to report how VR technology can make language learning more authentic, engaging, and student-directed. Data from 27 students and one teacher in a grade 7/8 English language learning classroom were collected and analyzed to help understand VR technology’s intervention and pedagogical approaches. Findings demonstrate how VR immersion empowers learning in classrooms and transforms educational experiences, including language fluency, self-confidence, critical thinking, and developing a better understanding of how language works. Importantly, VR is not meant to replace existing teaching methods, materials, and tools; rather, it is intended to be employed to supplement, complement and enhance them.
 
 
How Immersive Virtual Reality Helps Students Retain Information. A Case Study
Lorenzo Santorelli
University of Surrey, United Kingdom
Watch the presentation video

Immersive Virtual Reality (iVR) is a technology used as innovative pedagogical tool in teaching and learning. However, there is limited evidence evaluating its effectiveness on students’ retention of learning and engagement. I present a four-year study exploring the impact of iVR on learning experience with final-year Biosciences undergraduate students at one UK university. Our findings show that students who experienced iVR sessions retained more information compared to traditional techniques. Students found the VR activity engaging and agreed that it helped to consolidate information. These findings suggest iVR can have a positive impact on student knowledge retention and learning experience.
 
 
Beyond the Horizon: Integrating Immersive Learning Environments in the Everyday Classroom
Andreas Dengel(1), Josef Buchner(2), Miriam Mulders(2), Johanna Pirker(3)
1: University of Würzburg, Germany; 2: University of Duisburg-Essen, Germany; 3: Graz University of Technology
Watch the presentation video

As Immersive Learning research gains traction, questions arise about how educational Virtual and Augmented Realities can be transferred from laboratory settings and pilot projects into everyday teaching. This paper analyzes existing pedagogical frameworks to identify influencing factors and challenges relevant to teaching and learning with immersive learning environments. We distinguish Immersive Learning as individual learning processes supported by immersive technology and Immersive Teaching as the process of teaching with immersive technology. We subsume learner-specific influences (micro-level), teacher- and classroom-specific influences (meso-level) and institutional and governmental factors (macro-level) for Immersive Teaching and Learning. We conclude that, while investigating isolated variables is important for basic research, efforts integrating Virtual and Augmented Reality in everyday classrooms raise new challenges and questions for future research on the complex relationship between various factors.

Presenters
avatar for Quincy Wang

Quincy Wang

Website Coordinator, Simon Fraser University
Quincy Wang is a Website Developer and Digital Engagement Specialist in the Faculty of Education at Simon Fraser University(SFU). She earned her master’s degree in Educational Technology and Instructional Design from SFU. She is a research collaborator on the Social Sciences and... Read More →
avatar for Lorenzo Santorelli

Lorenzo Santorelli

Teaching Fellow in Zoology, University of Surrey
avatar for Andreas Dengel

Andreas Dengel

Research Associate, University of Würzburg


Tuesday June 8, 2021 9:00am - 10:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

4:00pm EDT

Guided Virtual Adventure: Art, Design, & Education - Workshopping your own Workshop
Platform/environment website
https://framevr.io/teaching

Tour guide(s)/leader(s)
Steve Guynup

Tour group capacity
6

Description
We've created a set of free virtual assets that can be used by entry level users to create their own custom education experiences. In our ILRN adventure, we'll run through Story Mazes, Discussion Boards, Class Space Presentations, and learning activities such as VR Refrigerator Magnet Poetry.

Target audience sector
K-12 education, Career/vocational and technical education, Higher education, Corporate training / enterprise learning, Community health and/or patient education, Informal and/or lifelong learning

Supported devices
Desktop/laptop - Windows, Desktop/laptop - Mac, Desktop/laptop - Linux or UNIX

Platform/environment access
Please explore FrameVR.io and create a free account. An account will be needed for you to edit worlds and import images.

Presenters
avatar for Steve Guynup

Steve Guynup

Hayfield Isovista
For the past decade, Isovista.org has run classes and internships in VR Art & Design in a Web3D/VR class space. Interns model virtual art installations and we share VR history, theory, and current works to push their creativity.>>Access Showcase contribution... Read More →


Tuesday June 8, 2021 4:00pm - 5:00pm EDT
FrameVR https://framevr.io/poetry