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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.”
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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
 
Wednesday, May 26
 

7:00am EDT

Special Track on Self and Co-regulated Learning with Immersive Learning Environments (SCILE) - Oral Presentations 1
Presentations
 
Supporting Teachers' SRL Beliefs and Practices with Immersive Learning Environments: Evidence from a Unique Simulations-Based Program
Orna Heaysman, Bracha Kramarski
Bar Ilan University, Israel
Watch the presentation video
 
Empirical evidence indicates that, as a result of teachers' belief systems and the absence of an SRL development for teaching practice, teachers are challenged by the adoption of SRL in learning and teaching. This study explored a support program for SRL through quasi-experimental design to encourage aspects of SRL (planning, monitoring, evaluation) stimulated in a unique immersive simulation learning environment. Participants were 72 primary school teachers assigned to experimental or control groups. Results show that the teachers from the experimental group have shifted their beliefs towards autonomous learning and used more SRL in lesson planning and teaching reflections
 
 
Exploring the Real-Time Touchless Hand Interaction and Intelligent Agents in Augmented Reality Learning Applications
Muhammad Zahid Iqbal(1), Eleni Mangina(2), ‪Abraham G. Campbell(3)
1: School of Computer Science, University College Dublin, Ireland; 2: School of Computer Science, University College Dublin, Ireland; 3: School of Computer Science, University College Dublin, Ireland
Watch the presentation video​​​

During the last decade, there has been a surge in research studies exploring the adoption of Augmented Reality (AR) in educational settings. Within these multiple research studies, AR's capability to extend the teaching and learning environment with augmented 3D learning objects with enhanced interactive capabilities have been demonstrated. This new technology has not been widely adopted in the mainstream but with the recent unprecedented circumstances of COVID-19, there has been an increasing societal willingness to adopt these technologies. AR has been a desirable technology due to its inherent touchless nature which facilitates social distancing at this time but AR applications crucially offer so much more. They can provide interactive functionality through augmentation of the teaching and learning environment within an immersive user experience including 3D interactions with learning objects, gestures, hand interaction, tangible and multi-modal interaction.
This paper presents the results of a review of touchless interaction studies in educational applications and proposes the implementation of real-time touchless hand interaction within kinesthetic learning and utilization of machine learning agents. The architecture of two AR applications with real-time hand interaction and machine learning agents are demonstrated within this paper enabling engaged kinesthetic learning as an alternative learning interface.

Visualizing The Collaborative Problem Solving Process In An Immersive Cross Platform Game
Meredith Thompson, Cigdem Uz Bilgin, Rik Eberhart, Lucy Cho, Melat Anteneh, Eric Klopfer
MIT, United States of America
Watch the presentation video​​​

This study explores how players engage in problem solving during a cross-platform collaborative game. Players took on one of two roles: an Explorer in virtual reality head mounted display and a Navigator using a tablet. Videos of 40 minute game play sessions for 8 pairs of players were transcribed and examined for patterns of game play based on stages of collaborative problem solving (CPS) developed by Fiore et al (2017). Players’ discussion during gameplay was analyzed and visualized through Epistemic Network Analysis. Results suggested that players engaged in two way communication using biology terms throughout the game, and that communication styles were linked to roles. After initial orientation, players moved through multiple cycles of cluefinding and discussion that followed similar patterns even in groups with different knowledge levels. These results suggest that collaborative problem solving can be initiated through roles in a serious game and documented through participants’ conversation during a serious game. Future research will focus on whether the game can be used to learn, practice, and improve players’ CPS skills

Presenters
avatar for Meredith Thompson

Meredith Thompson

Research Scientist and Instructor, Massachusetts Institute of Technology
collaboration, virtual reality, STEM and STEAM education, K12 education, teacher preparation, experiential learning
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Orna Heaysman

Bar-Ilan University
I am a Ph.D. candidate at Bar Ilan University, Israel. My research, guided by prof. Bracha Kramarski, is about nurturing self-regulated learning and among primary school teachers and students.
avatar for Muhammad Zahid Iqbal

Muhammad Zahid Iqbal

PhD Researcher, University College Dublin
I am a PhD Researcher at University College Dublin, Ireland. My area of interest is Human-Computer Interaction, Augmented reality with touchless interaction technologies, Artificial intelligence and machine learning agents for STEM education. I am also a fellow of the Heidelberg Laureate... Read More →


Wednesday May 26, 2021 7:00am - 8:30am 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
 
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

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
 
Monday, June 7
 

8:00am EDT

Basic Research & Theory - Oral Presentations 5
Presentations
 
Implementing Decentralized Virtual Time in P2P Collaborative Learning Environment for Web XR
Nikolai Suslov
Krestianstvo.org, Russian Federation
Watch the presentation video

Virtual worlds and Web XR technologies offer to both programmers and domain experts nearly unlimited capabilities for creating novel computer-based simulated environments just in a web browser. Virtual time is becoming the new crucial concept of collaborative, immersive virtual learning environments (VLE). This paper explores the Croquet software architecture, which is known for its radical synchronization system with the notion of virtual time. It is ideal for developing collaborative serverless apps, but a tiny stateless server named reflector, on which Croquet heavily relies on still prevents doing that today. This paper presents the research, that transforms reflector into a peer-to-peer application Luminary, by implementing decentralized virtual time. The case study describes the prototype of a collaborative Rubik's Cube simulator, backed by three robots for kids. Finally showing how learners can easily experiment with augmenting physical reality, by creating fully synchronized, collaborative robots, operating in a P2P network.
 
 
METAL: Explorations into sharing 3D Educational content across Augmented Reality Headsets and Light Field Displays
Mengya Zheng, Xingyu Pan, Xuanhui Xu, Abraham Campbell
University College Dublin, Ireland
Watch the presentation video​​​

Augmented Reality and Virtual Reality become increasingly popular in scientific visualization especially for education where they can support collaborative scientific visualization experiences in the classroom. However, the inherent limitations of head-mounted AR and VR tools are stemming the popularization of these existing content-sharing tools. Instead of sharing 3D educational content between AR/VR headsets, this paper proposes a novel prototype Mixed rEaliTy shAring pLatform (METAL) to allow for 3D educational content to be shared between a Microsoft HoloLens 2 and multiple Looking Glass displays which are a type of Light Field (Multi-view Autostereoscopic) display. This platform allows one teacher to use a HoloLens to manipulate and share different 3D contents with multiple student groups via the network, thus each student group can observe the synchronized 3D educational content with autostereoscopic experiences. Therefore, this proposed prototype enables a low-cost one-to-multiple 3D content sharing experience that allows intuitive 3D model interaction and seamless communication between the students and the teacher.
 
 
Design and Development of AR Applications in Online Higher Education A User-Centred Design Approach
Mitch Peters, Laura Calvet Liñan, Antoni Marín Amatller, Laura Porta Simó, Pierre Bourdin Kreitz
Open University of Catalonia, Spain
Watch the presentation video​​​

The exploration of augmented reality’s (AR) potential in higher education teaching and learning demonstrates an impressive scope of critical inquiry. Online higher education (OHE) represents a transformation in learning practices and educational paradigms on a global scale, with a significant opportunity for the application of AR through e-learning. The overarching goal of the current study is to understand how the presence of AR applications in an OHE multimedia program impacts student learning. The study aims to design and develop a user-centered, AR prototype application that could be used to enhance student learning in STEM education. Implementing a user-centred approach ensures that learners are taken into account from the beginning of the design process and throughout the iterative design lifecycle. The current paper presents the results from the first phase of a multi-stage research project. First, conceptually designed personas, scenario reviews, and user journey mappings were developed based on identified learner needs and AR system requirements previously identified. The results show the design decisions made while revising AR scenarios from the learner’s perspective and exploring design requirements to ensure the feasibility of the AR application. An implication of our study is to demonstrate the value of a range of evaluation techniques presented here using a user-centred design approach, which can be used to design and develop future AR and Xtended reality technologies in educational scenarios.

Presenters
avatar for Mitchell Joseph Peters

Mitchell Joseph Peters

Fundació per a la Universitat Oberta de Catalunya
avatar for Nikolai Suslov

Nikolai Suslov

Software engineer, Krestianstvo.org
Nikolai Suslov is a software engineer and researcher in computer science. His work is focused on virtual worlds software architecture, user-oriented self-exploratory integrated development environments, live coding, human-computer interaction, virtual reality. He is the creator and... Read More →
avatar for Mengya Zheng

Mengya Zheng

Ph.D. Candidate, University College Dublin
I am currently a Ph.D. candidate in the Computer Science Department at University College Dublin. My Ph.D. thesis is using Augmented Reality to visualize current and historical data for Precise Farming decision support explanation.



Monday June 7, 2021 8:00am - 9:00am 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
 
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