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Oral Presentations [clear filter]
Wednesday, June 2

7:00am EDT

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

Great Paintings in Fully Immersive Virtual Reality
Hubert Cecotti
California State University, Fresno, United States of America
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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
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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
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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.

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

8:00am EDT

Galleries, Libraries, Archives, & Museums - Oral Presentations 2

Gamifying Digital Eleon
Jordan Tynes, Bryan Burns
Wellesley College, United States of America
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In development since 2016, Digital Eleon is a pedagogical virtual reality experience based on the current excavations of the Eastern Boeotia Archaeological Project (EBAP) at ancient Eleon in central Greece. The goal of Digital Eleon is to immerse users within aspects of the excavation process and make meaningful connections between the various areas of research conducted at the site. Through several phases of development, Digital Eleon users can tour the site, interact with excavated objects, visualize restoration of exposed architecture, and read background information about these various aspects of the project. This VR experience has been integrated into several classroom lesson plans, each time receiving feedback from students and other users, which has then informed the changes to succeeding versions. The lead development team is incorporating aspects of game design to make the experience of Digital Eleon more intuitive for both new and experienced VR users.
This presentation will briefly describe the overarching goals of Digital Eleon, including an overview of ancient Eleon’s settlement and funerary remains, and then focus on each version of the VR experience as it has evolved to address distinct educational objectives. The iterative development process parallels both the improvements to VR technology and our team’s understanding of techniques for enhancing the learning experience for VR users. We will share the ways that Digital Eleon can facilitate intuitive interactivity with data representative of vastly different scales, from large geographic terrain to small fragile objects, and highlight the unique learning opportunity created by this interactive visualization. Finally, we will demonstrate several features of the most recent version of Digital Eleon, which includes a “tutorial area” similar to those found in many popular digital games, offering a method for other developers to borrow insights from game design in their own approach to creating educational VR content.

Studio X: Experience, Explore, Experiment through XR at the University of Rochester
Meaghan Moody, Emily Sherwood
University of Rochester, United States of America
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As the hub for extended reality (XR) at the University of Rochester, Studio X fosters a community of cross-disciplinary collaboration, exploration, and peer-to-peer learning that lowers barriers to entry, inspires experimentation, and drives innovative research and teaching in immersive technologies. User research and needs analysis conducted in 2017 articulated a demand for an interdisciplinary space and program to support the university’s growing XR initiative. Over 60 faculty across 16 academic departments use these technologies in their research and leverage XR to enhance teaching and learning, recreate historical sites, improve virtual reality (VR) optics, and beyond. A central program and space housed in the library will help to facilitate the interdisciplinary collaboration and community that immersive technologies require. Furthermore, Studio X will engage new users of these technologies, introducing XR platforms and tools to students and thereby preparing them for higher-level coursework and potential careers.
In this presentation, we will provide an overview of the planned 3,000-square-foot space slated to open in fall 2021. We will discuss the history of the program and the research undertaken to develop Studio X. We will outline the different spaces available for collaboration, learning, and inspiration within Studio X as well as describe the expertise, technologies, and programming that will support users and foster a community of practice for XR.


Bryan Burns

Professor of Classical Studies, Wellesley College
Working with colleague Jordan Tynes on digital modeling and VR experience of archaeological excavations at ancient Eleon in central Greece.
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Meaghan Moody

Immersive Technologies Librarian, University of Rochester
avatar for Emily Sherwood

Emily Sherwood

Director, Digital Scholarship & Studio X, University of Rochester
Emily Sherwood is Director of Digital Scholarship and Studio X at University of Rochester’s River Campus Libraries. She is an alum of the Council on Library and Information Resources (CLIR) Postdoctoral Fellowship Program and the EDUCAUSE/CLIR Leading Change Institute. Emily holds... Read More →
avatar for Jordan Tynes

Jordan Tynes

Lecturer, CS; Director of Media Arts & Sciences, Wellesley College

Wednesday June 2, 2021 8:00am - 9:00am EDT
Circle of Scholars Assembly Hall iLRN Virtual Campus, powered by Virbela