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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, May 25
 

7:00am EDT

Assessment & Evaluation - Oral Presentations 1
Presentations
 
An Academic Conference In Virtual Reality? – Evaluation Of A SocialVR Conference
Miriam Mulders(1), Raphael Zender(2)
1: University of Duisburg Essen, Germany; 2: University of Potsdam, Germany
Watch the presentation video​​​

One of the first academic conferences in head-mounted display (HMD)-based Social Virtual Reality (SocialVR) was realized. The conference aims to support knowledge acquisition and informal exchange regarding the technology SocialVR itself and the use of Virtual and Augmented Reality technologies (VR/AR) in vocational education. The paper presents results of an explorative study of 75 conference participants. Results indicate that SocialVR is generally suited to host an academic conference. In some areas, it seems inferior or equivalent to other digital formats or face-to-face events. In other areas, it offers added value. Further research is needed to take advantage of these positive effects.
 
 
Evaluation Design Methodology for an AR App for English Literacy Skills
Jennifer Tiede(1), Farzin Matin(2), Rita Treacy(3), Silke Grafe(1), Eleni Mangina(2)
1: University of Würzburg, Germany; 2: University College Dublin, Ireland; 3: Wordsworthlearning, Ireland
Watch the presentation video​​​

Augmented Reality (AR) is a powerful tool for supporting students’ learning processes, but sound research findings regarding the systematic evaluation of AR-enhanced teaching and learning processes are scarce especially with regards to literacy attainment. Hence, against the background of a systematic literature review the evaluation approach in the European H2020 ARETE project is introduced. The effects of Augmented Reality (AR) on fourth to sixth grade primary school students’ literacy skills acquisition are assessed. The evaluation approach has been designed systematically to respond to important research desiderata such as the development of multimethod and multi-perspective evaluation approaches combining different target groups and measurements. The aim of this paper is the design clarification and the provision of the research desideratum of evaluation design and metrics that are suitable for systematically assessing students’ literacy attainment when utilising AR.
 
 
Using Support Vector Machine on EEG Signals for College Students' Immersive Learning Evaluation
Boxin Wan(1,2), Wenshan Huang(1), Ludi Bai(1,2), Junqi Guo(1,2)
1: School of Artificial Intelligence,Beijing Normal University, Beijing, China; 2: Center for Big Data Mining & Knowledge Engineering,Beijing Normal University, Beijing, China
Watch the presentation video​​​

Conventional methods such as questionnaires and scales to evaluate learners’ learning immersion are influenced by individuals’ subjective factors. The non-synchronism between the learning state and after-learning investigation also reduces the accuracy. We propose a new method to evaluate learners’ learning immersion based on electroencephalogram (EEG) and support vector machine (SVM). We construct 2 learning scenarios to induce immersive senses: VR video learning for high-level immersion and online English word learning for low-level immersion. To distinguish two immersion levels, students' EEGs are collected. After entering their attention score, relaxation score, the synchronization rate between the 2 scores, high alpha and low beta wave into SVM model, the precision accuracy reaches 87.80%. Taken the classified results and the participants’ self-reports together, we find VR devices can create a more immersive environment which improves learners’ learning effect. Our findings provide evidence supporting the feasibility of predicting learning immersion levels by physiological recordings.

Presenters
avatar for Silke Grafe

Silke Grafe

Professor, University of Würzburg
avatar for Raphael Zender

Raphael Zender

University of Potsdam
I am a computer science researcher at the University of Potsdam with an interdisciplinary focus on teaching and learning with virtual and augmented reality (VR/AR) technologies. I lead the VR/AR-related research projects at the Chair of Complex Multimedia Application Architectures... Read More →
avatar for Boxin Wan

Boxin Wan

Beijing Normal University
avatar for Miriam Mulders

Miriam Mulders

Research Assistant, University of Duisburg Essen
Hey, my name is Miriam Mulders. I am a research assistant at the Learning Lab/University of Duisburg-Essen/Germany. I am involved in teaching and learning in VR, for example in training as a vehicle painter.
avatar for Jennifer Tiede

Jennifer Tiede

Research Fellow, University of Würzburg
I specialize in research on media-related educational competencies of preservice teachers and teacher educators, in the benefits and challenges of AR and VR in education, and in the evaluation of pedagogical interventions on an international level. I am also strongly interested in... Read More →


Tuesday May 25, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Monday, May 31
 

8:00am EDT

K-12 STEM Education - Oral Presentations 2
Presentations

Interactive Game-based Exploration of an Underwater Paleontological Site
Corly Huang, Qiming Chen, Vid Petrovic, Dominique Rissolo, Leanne Chukoskie
University of California, San Diego, United States of America
Watch the presentation video

The Yucatan Peninsula contains many cenotes, some of which contain promising opportunities for archeological and paleontological research in the Americas. Here we describe the transdisciplinary research efforts as part of documenting and studying the artifacts at Hoyo Negro. We translate these efforts into a video game that represents the digital twin of Hoyo Negro for the public to explore. Through this game we seek to excite middle school children about opportunities in science through the rich content at Hoyo Negro and employing next generation science standards so that the game can be tested with middle school students and used as part of science curricula.

Presenters
LC

Leanne Chukoskie

Associate Research Scientist, University of California, San Diego


Monday May 31, 2021 8:00am - 9:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela

10:00am EDT

Guided VR Experiences: The Missing Piece to School Adoption
Why is VR so hard to coordinate for classrooms and trainings? How do you teach with standalone VR if you can't see what your students are doing? How do you actively engage teachers in the VR learning process?
 
In this talk, Sean Strong, CEO & Co-Founder of Grove XR, will go over the lessons learned implementing and improving VR in learning contexts. This talk will cover how Grove XR's suite of experience guiding tools — including remote launching, screen streaming, and content curation — make VR easier to use for teachers, trainers, and groups.

Presenters
avatar for Sean Strong

Sean Strong

Co-founder & CEO of Grove XR, Grove XR
Sean Strong is the Co-Founder & CEO of Grove XR, where he works on making VR learning more accessible and effective. Sean studied Artificial Intelligence and VR Education at Stanford University. Professionally, Sean led an internal prototyping effort at Apple, worked at various education... Read More →



Monday May 31, 2021 10:00am - 11:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Thursday, June 3
 

7:00am EDT

Inclusion, Diversity, Equity, Access, & Social Justice - Oral Presentations 1
​​​​Presentations

Comparison of Direct and Vicarious VR Learning Experience: A Perspective from Accessibility and Equity
Gege Li, Heng Luo, Shaopeng Hou, Min Zhu
Central China Normal University, China, People's Republic of
Watch the presentation video​​​

A common challenge for adopting virtual reality (VR) in education is that limited VR devices are often shared among a large group of students. Consequently, there are two types of VR learners: Performers who acquire virtual learning experience through direct engagement in VR and observers who acquire such experience vicariously through observation. To explore the influence of learner type on VR learning, this study conducted a quasi-experiment with 53 elementary school students to examine the difference in VR learning experiences between the performers and the observers. The study results supported the observed VR learning experience as an adequate alternative to direct VR engagement as the observers demonstrated overall comparable learning patterns in reflection, emotion, engagement, and social interaction during the post-VR debriefing, except for the behaviors of recall and interpretation. The research findings can shed light on the issues of accessibility and equity in VR-based instruction and inform the design and implementation of large-scale VR educational programs.

Student Engagement with Reduced Bias in a Virtual Classroom Environment
Ray Freiwirth1, Esther Brandon
1; The Commons XR, United States of America; 2: Brandeis University, United States of America
Watch the presentation video

To Transcend is critical, but the path must contain a mechanism to both combat dis-engagement and bias in a classroom environment. Why bias and engagement issues as one; because one can create an issue with the other. Not all engagement issues are bias related, but many are. And not all bias issues may create dis-engagement, but certainly there are many studies that seem to point that it can. Why not use tools in the classroom that can improve engagement and reduce both explicit and implicit bias? Virtual reality is one such tool if used correctly. Join us to explore the possibilities of a classroom environment that might help out the next generation of students to transcend the norms of today!

Presenters
RF

Ray Freiwirth

Student / Startup Founder, The Commons XR
avatar for Esther Brandon

Esther Brandon

Digital Literacy Specialist, Brandeis University
Esther Brandon is the Digital Literacy Specialist for undergraduate and graduate programs at Brandeis University. She is an enthusiastic seeker of new instructional technologies, focused on best teaching practices. Esther holds a Masters of Arts in Teaching in Secondary Education... Read More →
avatar for Gege Li

Gege Li

Research Assistant, Central China Normal University
Gege Li is a postgraduate student in Faculty of Artificial Intelligence in Central China Normal University. She is interested in online learning and VR in education.


Thursday June 3, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Friday, June 4
 

6:00am EDT

LCH W - 2 Augmenting Writing - An Exploration of Literacy In An Augmented World
During this session, participants will work through a series of activities which will demonstrate how to integrate augmented reality into Writing lessons. Through hands-on experiences, participants will explore the use of augmented reality to bring students writing, personally composed music and artworks alive creating an immersive experience for learners in the classroom. 

This is a unit of work focused on bringing together a range of key learning areas allowing for students to interact with learning in a range of different ways. It is expected that by the end of the session, participants will have developed their own story cube which can be used as a work sample if they choose to integrate this unit in their classroom 

This presentation is important and relevant as it allows for educators to understand how they can help students explore a range of skills including coding and content creation within augmented reality. By integrating these skills within writing, allows for an authentic exploration by redefining the task and increasing motivation and the development of future skills needed by students.

This workshop will take participants through step by step instructions on how to teach this unit in the classroom including composing music, creating digital artwork and creating an augmented reality experience. 

Participants will need to sign up for a free CoSpaces account to access using a trial code and download and print a Merge Cube. 

Presenters
avatar for Jason Milner

Jason Milner

ICT Integrator, Knox Grammar Preparatory School
As a Primary School ICT Integrator across two campuses at Knox Grammar School, Jason leads teams and projects focusing on embedding a range of innovative practices utilising technology in education. For the whole schooling community, he has three areas of focus which are essential... Read More →


Friday June 4, 2021 6:00am - 7:00am EDT
Innovation Garden Studios iLRN Virtual Campus, powered by Virbela
 
Saturday, June 5
 

7:00am EDT

Language, Culture, & Heritage - Oral Presentations 1
Presentations
 
Fostering Religion Learning Through Immersive Experiences: A Pilot Study
Verena Wetzel, Andreas Dengel
University of Würzburg, Germany
Watch the presentation video

The corona pandemic is forcing all educational institutions to use numerous digitalized forms of teaching due to strict contact restrictions. Since students grow up in an environment already shaped by technology, the assumption arises that such virtual teaching methods, especially those integrating immersive technology, could enhance the learning process of the learners. Especially in the subject Religion, abstract, often intangible and topics without immediate relation to the students’ everyday lives are addressed, resulting in students lack’ of motivation and interest. As several theories and studies have already shown that digitized forms of learning have a supporting effect on factors relevant for students’ learning, an immersive learning environment for learning the topic “Professions in Jerusalem” of the subject Religion was developed, which is a market place in Bethlehem in the time of Jesus. As a time-traveling journalist, the player has the task of interviewing the various profession groups in order to write a newspaper article as the final product. To support the assumption that this immersive experience can foster learning in Religion classrooms, a small sample of ten students was used to evaluate the experience. The results of a pre-/post-test comparison give first indicators that factors influencing learning processes in the Religion classroom can be increased through immersive teaching settings. To address some of the occurred issues during the study, the promotion and expansion of digitization seems to be of great priority in order to realize immersive teaching settings without major problems in the future.
 
 
Learning Organology in Virtual Reality: A Pilot Study for Music Education
Marie Haferkamp, Andreas Dengel
University of Würzburg, Germany
Watch the presentation video​​​

A method for teaching institutionally that started to rise in the past few years is immersive learning. This article considers the learning success of children on the subject of organology. The question involved is, if a virtual reality environment on the tale “Peter and the Wolf” has a positive effect on the knowledge retention of primary school students relating to various instruments’ sound, appearance, hearing impression and groups. In a first pilot study for evaluating this educational virtual environment, eight children filled out a questionnaire before playing the virtual reality environment and after the learning experience. The findings indicate that the environment on the topic of “Peter and the Wolf” could have a positive effect on knowledge retention for fundamental aspects of organology. These first findings for using virtual environments in Music Education encourage the further investigation of using immersive media for teaching and learning in the subject Music.
 
 
Catching Up With The Future: Language Learning With Extended Reality (XR) & Game-Based Learning (GBL)
Stephanie Woessner
Landesmedienzentrum Baden-Württemberg, Germany
Watch the presentation video​​​

Education in the 21st century requires rethinking and transforming learning, which in turn requires well-trained educators who do no longer see their primary purpose in transferring factual knowledge to children but whose mission it is to make the world a better place by allowing students to be active learners so they will be able to help shape the future as world citizens. This involves 21st century skills as well as the ability to, for instance, communicate in intercultural settings. Before they can help students develop these skills, however, educators need to master, live and breathe them themselves.
Particularly innovative approaches integrating Extended Reality and game-based learning can help us rethink education. My presentation will focus on different projects my students have worked on since 2012. The projects are all rooted in a mindset that aspires to make intercultural foreign language learning an experience.
The projects will be
- a virtual exchange simulation from 2012-2016 that was an inspiration for further projects when Extended Reality became accessible
- a project where students recreated a novel in a foreign language in VR
- a project focusing on binational creative collaboration and cooperation in VR
- a project idea allowing students to learn about historic events in an approach that combines storytelling, rap music and AR, MR and VR
- an immersive escape game for language learning
- ideas how to use Minetest for learning languages
These projects can all be adapted to different purposes and groups of learners. They can all be implemented by using tools that are easily accessible for all teachers

Presenters
avatar for Andreas Dengel

Andreas Dengel

Research Associate, University of Würzburg
avatar for Stephanie Woessner

Stephanie Woessner

Freelance speaker and consultant for innovation in education (extended reality, game-based learning)
Freelance speaker and consultant for innovation in education (extended reality, game-based learning)


Saturday June 5, 2021 7:00am - 8:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
  Oral Presentations, Core Track: Language Culture & Heritage
 
Sunday, June 6
 

8:00am EDT

Basic Research & Theory - Oral Presentations 3
Presentations

Logibot: Promoting Engagement through Visual Programming in Virtual Reality
Robert Matthew Sims, Nathan Rutherford, Prashanthy Sukumaran, Nikola Yotov, Thomas Smith
Lancaster University, United Kingdom
Watch the presentation video​​​

In this study we assess the effects of teaching fundamental programming concepts through a virtual reality (VR) visual block-based programming application and its impact on engagement. As a comparison study, participants played an existing desktop-based game (Lightbot) and the developed VR game (Logibot) covering similar gameplay mechanics and block-based programming. Initial results indicate that traditional desktop applications are currently more engaging than VR for teaching programming. We thus identify the need for careful design of interaction methods to support ease of use and reward factors to promote engagement in VR-based learning applications beyond the initial wow-factor.


Influence of HMD Type and Spatial Ability on Experiences and Learning in Place-based Education
Pejman Sajjadi, Jiayan Zhao, Jan Oliver Wallgrun, Peter La Femina, Alexander Klippel
The Pennsylvania State University, United States of America
Watch the presentation video

With the emergence of different types of Head-Mounted Displays (HMDs), researchers and educators must make informed decisions on what HMDs best support their needs. When performing experiments with relatively large populations, these decisions are largely affected by the sensing-scaling tradeoff between high-end tethered HMDs and lower-end standalone systems. Higher sensing affords a richer experience, but it is also associated with higher costs in terms of the HMD itself and the need for VR-ready computers. These limitations often impede instructors from using high-end HMDs in an efficient way with larger populations. We report on the results of a study in the context of place-based immersive VR (iVR) Geoscience education that compares the experiences and learning of 45 students after going through an immersive virtual field trip, using either a lower-sensing but scalable Oculus Quest or a higher-sensing but tethered HTC Vive Pro. Our results indicate that students who used the Quest reported significantly higher levels of satisfaction but also more simulator sickness (although still a very low number on average) compared to those who used an HTC Vive Pro. Our findings suggest that with content design considerations, standalone HMDs can be a viable replacement for high-end systems in large-scale studies. Furthermore, our results also suggest that in the context of place-based iVR education, the spatial abilities of students (i.e., sense-of-direction) can be a determining factor in their experiences and learning, and therefore an important topic of study for designing effective place-based iVR experiences.



Presenters
RM

Robert Matthew Sims

Lancaster University
avatar for Pejman Sajjadi

Pejman Sajjadi

Postdoctoral Researcher, The Pennsylvania State University


Sunday June 6, 2021 8:00am - 9:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Monday, June 7
 

12:00pm EDT

Inclusion, Diversity, Equity, Access, & Social Justice - Special Session 3: Student Engagement with Reduced Bias in a Virtual Classroom Environment
Student Engagement with Reduced Bias in a Virtual Classroom Environment
Esther Brandon(1), Raphael Freiwirth(2,3)
1: Brandeis University, United States of America; 2: Miramar College, United States of America; 3: The Commons XR, United States of America
 
To Transcend is critical, but the path must contain a mechanism to both combat dis-engagement and bias in a classroom environment. Why bias and engagement issues as one, because one can create an issue with the other. Not all engagement issues are bias-related, but many are. And not all bias issues may create dis-engagement, but certainly, there are many studies that seem to point that it can. Why not use tools in the classroom that can improve engagement and reduce both explicit and implicit bias? Virtual reality is one such tool if used correctly. Join us to explore the possibilities of a classroom environment that might help out the next generation of students to transcend the norms of today!
 

Presenters
avatar for Esther Brandon

Esther Brandon

Digital Literacy Specialist, Brandeis University
Esther Brandon is the Digital Literacy Specialist for undergraduate and graduate programs at Brandeis University. She is an enthusiastic seeker of new instructional technologies, focused on best teaching practices. Esther holds a Masters of Arts in Teaching in Secondary Education... Read More →


Monday June 7, 2021 12:00pm - 1:00pm EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela
 
Tuesday, June 8
 

7:00am EDT

Basic Research & Theory - Oral Presentations 7
Presentations

Getting there? Together. Cultural Framing of Augmented and Virtual Reality for Art Education
Regina Maria Bäck(1), Rainer Wenrich(1), Birgit Dorner(2)
1: Katholische Universität Eichstätt-Ingolstadt; 2: Katholische Stiftungshochschule München
Watch the presentation video

Informal learning contexts of creating and exploring artefacts through Augmented Reality (AR) and Virtual Reality (VR) are increasingly common. Nevertheless, insights on art educators` perspectives on potential for conceptualization and classroom implementation are scarce. In this study, both art educators a artists share their perspectives on a variety of AR/VR applications, from creating in multiplayer mode to exploring artefacts and loci in SocialVR.
Overall, twenty art educators were exploring a selection of AR/VR applications. The data was collected during online workshops with art teachers coming from diverse backgrounds (elementary and secondary school, special education). Interviews were conducted with six media artists, including pioneers of AR/VR art. Grounded Theory Methodology, specifically Situational Analysis as well as Visual Grounded Theory Methodology was applied. Results highlight media cultural perspectives in proximity and distance to AR/VR related "worlds", by classifying different journeys from first encounter to conceptualization and implementation.


Mobile Augmented Reality Applications in Teaching: A Proposed Technology Acceptance Model
George Koutromanos(1), Tassos A. Mikropoulos(2)
1: National and Kapodistrian University of Athens, Greece; 2: University of Ioannina, Greece
Watch the presentation video​​​

This study proposed MARAM, a mobile augmented reality acceptance model that determines the factors that affect teachers’ intention to use AR applications in their teaching. MARAM extends TAM by adding the variables of perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self – efficacy. MARAM was tested in a pilot empirical study with 127 teachers who used educational mobile AR applications and developed their own ones. The results of regression analysis showed that MARAM can predict a satisfactory percentage of the variance in teachers’ intention, attitude, perceived usefulness and perceived ease of use. Attitude, perceived usefulness, and facilitating conditions affected intention. Both perceived usefulness and perceived enjoyment affected attitude. Furthermore, perceived relative advantage and perceived enjoyment affected perceived usefulness. In addition, mobile self-efficacy and facilitating conditions affected perceived ease of use. However, perceived ease of use did not have any effect on attitude and perceived usefulness. MARAM could serve as the basis for future studies on teachers’ acceptance of mobile AR applications and be expanded through the addition of other variables.

Presenters
avatar for Regina Maria Bäck

Regina Maria Bäck

Ph.D. Candidate, KU / KSH
My research focusses on the potential and media cultural framing of XR in art educational contexts. Looking forward for exchange and inspiration when it comes to quality criteria also thinking of students, from creative potential to data protection.
avatar for George Koutromanos

George Koutromanos

Assistant Professor in ICT in Education, National and Kapodistrian University of Athens



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

11:00am EDT

ARETE Workshop: Authoring Tools for XR Applications in Education - Part 1
Authoring Tools for XR Applications in Education
Stefano Masneri(1), Ana Dominguez(1), Eleni Mangina(2)
1: Vicomtech, Spain; 2: University College Dublin, Ireland
 
In the last few years there has been a steady release of XR-based tools to enhance the learning experience. Until now the focus of researchers has been on the creation of content, but there is currently a lack of tools facilitating the creation of XR experiences for education. The objective of this workshop is to present the work fulfilled in the H2020 ARETE project and to stimulate the discussion around what has been done and what is still left to do to enable researchers and enterprises to easily create XR experiences.
 

Presenters
SM

Stefano Masneri

Research Associate - Digital Media, Vicomtech
avatar for Eleni Mangina

Eleni Mangina

Professor, University College Dublin
Eleni Mangina is currently project coordinator of two (2) H2020 projects (ARETE & AHA), one (1) Erasmus+ (FANTASIA) and partner within two other EU projects (BASE, RoboPisces). She is currently a funded investigator as part of SFI ESIPP, an academic collaborator with VistaMilk SFI... Read More →


Tuesday June 8, 2021 11:00am - 12:00pm EDT
Innovation Garden Studios iLRN Virtual Campus, powered by Virbela
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