iLRN2021 7th International Conference of the Immersive Learning Research Network

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

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
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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.

Synapse VR: Catalyzing Collaboration through Immersive Learning
Cat Flynn, Seth Corrigan, Faby Gagne
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Please pardon our dust as we replaced this one Sched session with 29 individual sessions.  Please visit the booths in the Expo Hall!

The second DC session will be used for open discussion and networking - if you are a (PhD) student taking part in the conference, please come and visit, even if you do not have a talk in the DC!

Presentations

Look at It This Way: A Comparison of Metaphors for Directing the User's Gaze in eXtended Reality Training Systems
Filippo Gabriele Pratticò, Federico De Lorenzis, Fabrizio Lamberti
Politecnico di Torino, Italy
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Interest is raising around extended reality training systems (XRTSs), which started to be considered as a credible option to train companies' workforce. Even though there is a growing body of literature on best practices and techniques to be adopted for teaching individuals how to perform a variety of operations (e.g., for assembly and maintenance procedures), there are also training situations which have gone mostly unexplored yet. In this paper, we propose and evaluate three different metaphors to face the key challenges associated with training procedures involving parallax-dependent tasks, i.e., tasks in which the instructor needs to make the trainee reach a target observation point and guide his/her attention towards a given point of interest at the same time. Effects observed through a user study that was run in a testbed environment indicated that metaphors based on 3D avatars and frustum visualization can provide important advantages over video-based techniques.


Asymmetrical Game Design Approaches Solve Didactic Problems in VR Engineer Trainings
Ulrike Meyer(1), Jonathan Becker(1), Thomas Müller(2), André Jeworutzki(1), Susanne Draheim(1), Kai von Luck(1)
1: University of Applied Sciences Hamburg, Germany; 2: EnBW
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The use of VR in training groups for wind turbine engineers can cause didactic and practical problems. Integrating the whole group into the lesson and retaining attention and motivation while only one or two trainees wear a VR head mounted display (HMD) can be challenging for the trainer. Whereas VR HMDs isolate the users, engineering on wind turbines is a group effort. The problem is exacerbated when trainees need to use remote access to participate in the lesson, as can be the case under pandemic restrictions. We propose to use methods from asymmetrical game design and constructivist didactics to integrate participants without VR headsets into VR trainings for engineers.


Immersive Virtual Soft Skills Learning and Training of Employees: A Scoping Review
Tone Lise Dahl
SINTEF AS, Norway
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Soft skills training is considered important for employees to be successful at work. Several companies are offering immersive virtual soft skills training with head-mounted displays. The main contribution of this paper is to provide an overview of the research literature within the field of using immersive virtual soft skills learning and training of employees. The results of this preliminary scoping review show that there is a lack of research literature and empirical studies within this topic.