Pub Date : 2016-03-19DOI: 10.1109/KELVAR.2016.7563675
A. Knote, Sarah Edenhofer, S. Mammen
In this paper, we present an interactive simulation game with the objective to understand the mutual interferences of competitive (ant) species by experiencing their behaviour in a novel way. To reach that goal, the simulation makes use of current virtual reality devices (specifically the Oculus Rift DK2) to increase the level of immersion for the user. The focus of our research lies on the design and simulation of the foraging strategies of two antagonistic ant species, as well as the creation of an accessible experimentation environment. In particular, an invasive species based on the Argentine Ant (Lipethima Humile) is introduced into an ecosystem already populated by a native species modelled along the Black Garden Ant (Lasius Niger). The user can then use virtual tools inspired by real-life means to control the spreading of ants and help the native species to survive despite being inferior to the invasive ant. Options include manipulating pheromones used by the ants for navigation and, thereby, influencing the mechanism of mutual identification, or placing obstacles that block the ants' path. Also, many key parameters that control the ants can be modified during runtime. An integrated logging mechanism allows to collect data which can be processed by standard tools. The simulation also offers a dynamic, nature-inspired interactive example of the Ant Colony Optimization principle and can help to make natural processes more accessible.
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Pub Date : 2016-03-19DOI: 10.1109/KELVAR.2016.7563674
Angelos Barmpoutis, Qianwen Ding, Lisa Anthony, W. Eugene, Marko Suvajdzic
In this paper a novel computer-assisted culturally responsive teaching (CRT) framework is presented for teaching mathematics to 5th grade students. The curricular basis for this framework is Gloria Jean Merriex's award winning curriculum program, which uses music and body gestures to help students build associations between mathematical concepts and culturally inspired metaphors. The proposed framework uses low-cost kinesthetic sensors along with a embodied virtual reality gamimg environment that extends such proven CRT methodologies from a traditional classroom into a digital form. A pilot study was performed to investigate the efficacy of this framework in 5th grade students. A group of 35 students participated in this study and the results are discussed in detail.
本文提出了一种新的计算机辅助文化响应教学(CRT)框架，用于五年级学生的数学教学。该框架的课程基础是Gloria Jean Merriex的获奖课程计划，该计划使用音乐和肢体动作来帮助学生在数学概念和文化启发的隐喻之间建立联系。提出的框架使用低成本的动觉传感器以及虚拟现实游戏环境，将这种经过验证的CRT方法从传统教室扩展到数字形式。本研究进行了一项初步研究，以调查该框架在五年级学生中的有效性。本研究以35名学生为研究对象，对研究结果进行了详细的讨论。
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Pub Date : 2016-03-19DOI: 10.1109/KELVAR.2016.7563677
Manoela Silva, R. Roberto, V. Teichrieb, P. S. Cavalcante
Augmented Reality (AR) is heralded to be a promising technology for education. Thus, it is important to properly evaluate it so practitioners feel more confident in its use. Considering the current lack of studies to evaluate AR based educational technology, this work aims to provide some guidelines in order to assist researchers when conducting educational evaluations. The proposed principles were based on both theoretical and practical research. The guidelines presented involve the use of multiple metrics, both quantitative and qualitative, high involvement of teachers and a comprehensive evaluation taking into account both formative and summative aspects. Two practical evaluation experiences were designed applying these principles and their findings are discussed in this paper.
{"title":"Towards the development of guidelines for educational evaluation of augmented reality tools","authors":"Manoela Silva, R. Roberto, V. Teichrieb, P. S. Cavalcante","doi":"10.1109/KELVAR.2016.7563677","DOIUrl":"https://doi.org/10.1109/KELVAR.2016.7563677","url":null,"abstract":"Augmented Reality (AR) is heralded to be a promising technology for education. Thus, it is important to properly evaluate it so practitioners feel more confident in its use. Considering the current lack of studies to evaluate AR based educational technology, this work aims to provide some guidelines in order to assist researchers when conducting educational evaluations. The proposed principles were based on both theoretical and practical research. The guidelines presented involve the use of multiple metrics, both quantitative and qualitative, high involvement of teachers and a comprehensive evaluation taking into account both formative and summative aspects. Two practical evaluation experiences were designed applying these principles and their findings are discussed in this paper.","PeriodicalId":170372,"journal":{"name":"2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126495782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-01DOI: 10.1109/KELVAR.2016.7563676
R. Roberto, Manoela Silva, D. Freitas, Yvonne C. C. A. Lima, Vinícius Emanuel Miranda Silva, Cristiano C. Araújo, J. M. Teixeira, V. Teichrieb
This work presents and discusses the creation of an application to the Voxar Puzzle, an AR platform that has been built in order to promote children's education in a fun and lively way. The application was conceived using a well-structured methodology named Create Innovation Pack that is based on the design thinking theory. This method aims at helping to exploit the potential of a technology to deliver value to the user of a field, which in this case is children education. It applies the use of interdisciplinary teams with complementary skills, in which the technology developers are key members. The goal is to conceive solutions that are both innovative and with high impact potential. Thus, the application presented in this work was generated by teachers, educational researchers, a designer, AR researchers and an entrepreneur whose solutions proposed aimed to meet three criteria: desirability, viability and feasibility. The application conceived, the Voxar Puzzle Motion, therefore, combines knowledge from different areas: education, design, computer science and entrepreneurship. It is aimed at children aged 3 to 8 years old and intends to foster their motor skills as well as their logic-mathematical and logic reasoning cognitive abilities.
{"title":"Voxar puzzle motion: an innovative ar application proposed using design techniques","authors":"R. Roberto, Manoela Silva, D. Freitas, Yvonne C. C. A. Lima, Vinícius Emanuel Miranda Silva, Cristiano C. Araújo, J. M. Teixeira, V. Teichrieb","doi":"10.1109/KELVAR.2016.7563676","DOIUrl":"https://doi.org/10.1109/KELVAR.2016.7563676","url":null,"abstract":"This work presents and discusses the creation of an application to the Voxar Puzzle, an AR platform that has been built in order to promote children's education in a fun and lively way. The application was conceived using a well-structured methodology named Create Innovation Pack that is based on the design thinking theory. This method aims at helping to exploit the potential of a technology to deliver value to the user of a field, which in this case is children education. It applies the use of interdisciplinary teams with complementary skills, in which the technology developers are key members. The goal is to conceive solutions that are both innovative and with high impact potential. Thus, the application presented in this work was generated by teachers, educational researchers, a designer, AR researchers and an entrepreneur whose solutions proposed aimed to meet three criteria: desirability, viability and feasibility. The application conceived, the Voxar Puzzle Motion, therefore, combines knowledge from different areas: education, design, computer science and entrepreneurship. It is aimed at children aged 3 to 8 years old and intends to foster their motor skills as well as their logic-mathematical and logic reasoning cognitive abilities.","PeriodicalId":170372,"journal":{"name":"2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133624582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-01DOI: 10.1109/KELVAR.2016.7563678
E. Tanner, S. Savadatti, Benjamin Manning, K. Johnsen
We present the design of a novel educational virtual reality application to aid undergraduate engineering students in understanding the basic principles of fluid mechanics. The application was deployed on a tablet computer, and we compared two 3D userinterfaces, which differed primarily by locomotion technique. The first technique employed multi-touch gestures. The second technique used a mobile-tracked display. We conducted a pilot study with 23 participants, divided into two groups according to user-interface type. We restricted participants to undergraduate engineering students in an engineering statics course that were familiar with free-body diagrams of distributed loads but had not been taught the principles of fluid mechanics. Participants answered applied visual reasoning questions and theoretical questions, while they interacted with the application. Our results indicate that a mobile-tracked display is a usable, engaging approach, but results were unclear with respect to learning.
{"title":"Mobile tracked displays as engaging and effective learning platforms","authors":"E. Tanner, S. Savadatti, Benjamin Manning, K. Johnsen","doi":"10.1109/KELVAR.2016.7563678","DOIUrl":"https://doi.org/10.1109/KELVAR.2016.7563678","url":null,"abstract":"We present the design of a novel educational virtual reality application to aid undergraduate engineering students in understanding the basic principles of fluid mechanics. The application was deployed on a tablet computer, and we compared two 3D userinterfaces, which differed primarily by locomotion technique. The first technique employed multi-touch gestures. The second technique used a mobile-tracked display. We conducted a pilot study with 23 participants, divided into two groups according to user-interface type. We restricted participants to undergraduate engineering students in an engineering statics course that were familiar with free-body diagrams of distributed loads but had not been taught the principles of fluid mechanics. Participants answered applied visual reasoning questions and theoretical questions, while they interacted with the application. Our results indicate that a mobile-tracked display is a usable, engaging approach, but results were unclear with respect to learning.","PeriodicalId":170372,"journal":{"name":"2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126080503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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