Pub Date : 2018-09-01DOI: 10.1109/VS-Games.2018.8493415
Kristina Bucher, Silke Grafe
Numerous Studies and new applications like Google Expeditions or Anatomy 4D point to a great potential of Augmented and Virtual Reality for its use for educational purposes. However, related research concerning technology integration in the classroom has shown that a valuable medium alone does not automatically lead to its successful use. It is therefore the aim of the paper to present an approach by which competencies of pre-service teachers for a successful and appropriate integration of Augmented and Virtual Reality-applications in the classroom are fostered - the own design of Augmented and Virtual Reality applications. We will begin with a short discussion of prominent findings and related work in regard to teaching and learning with and about Augmented and Virtual Reality in the first part before introducing the main goals and aspects of the presented pedagogical concept and the seminar in the second part of the paper. In the third part, two applications created in the seminar and qualitative data from an explorative study based on focus group interviews and participant observation will be presented. We close with a discussion of our findings and an outlook to future work.
{"title":"Designing Augmented and Virtual Reality Applications with Pre-Service Teachers","authors":"Kristina Bucher, Silke Grafe","doi":"10.1109/VS-Games.2018.8493415","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493415","url":null,"abstract":"Numerous Studies and new applications like Google Expeditions or Anatomy 4D point to a great potential of Augmented and Virtual Reality for its use for educational purposes. However, related research concerning technology integration in the classroom has shown that a valuable medium alone does not automatically lead to its successful use. It is therefore the aim of the paper to present an approach by which competencies of pre-service teachers for a successful and appropriate integration of Augmented and Virtual Reality-applications in the classroom are fostered - the own design of Augmented and Virtual Reality applications. We will begin with a short discussion of prominent findings and related work in regard to teaching and learning with and about Augmented and Virtual Reality in the first part before introducing the main goals and aspects of the presented pedagogical concept and the seminar in the second part of the paper. In the third part, two applications created in the seminar and qualitative data from an explorative study based on focus group interviews and participant observation will be presented. We close with a discussion of our findings and an outlook to future work.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676287","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493438
Jennifer Tiede, Silke Grafe
The following article will present first results from a project that explored the application of two educational games in school classes. The project included 20 teachers from Italy, Portugal, Norway, Poland, and Greece. The learning games used in this pilot were Variant: Limits™, an educational mathematics game about calculus, and ARTé: Mecenas™, an educational art history game about the Italian Renaissance, both by Triseum™, an educational game studio based in the US. The scientific evaluation of the game-based learning pilot included focus groups and focused on aspects of application modes and effects on student motivation, classroom engagement, and learning outcomes. In the following, the focus group results for motivation and classroom engagement will be introduced, and first conclusions will be drawn regarding the respective effects on students as perceived by the teachers. The overall results show that both games were successful in stimulating motivation and classroom engagement with the students, even though the effects varied between the two games in certain regards and were discovered to depend on numerous factors in the context of interpersonal differences.
{"title":"Piloting Two Educational Games in Five European Countries: Teachers' Perceptions of Student Motivation and Classroom Engagement","authors":"Jennifer Tiede, Silke Grafe","doi":"10.1109/VS-Games.2018.8493438","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493438","url":null,"abstract":"The following article will present first results from a project that explored the application of two educational games in school classes. The project included 20 teachers from Italy, Portugal, Norway, Poland, and Greece. The learning games used in this pilot were Variant: Limits™, an educational mathematics game about calculus, and ARTé: Mecenas™, an educational art history game about the Italian Renaissance, both by Triseum™, an educational game studio based in the US. The scientific evaluation of the game-based learning pilot included focus groups and focused on aspects of application modes and effects on student motivation, classroom engagement, and learning outcomes. In the following, the focus group results for motivation and classroom engagement will be introduced, and first conclusions will be drawn regarding the respective effects on students as perceived by the teachers. The overall results show that both games were successful in stimulating motivation and classroom engagement with the students, even though the effects varied between the two games in certain regards and were discovered to depend on numerous factors in the context of interpersonal differences.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126424869","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493431
Jean-Luc Lugrin, Henrik Dudaczy, Marc Erich Latoschik
Low-frequency sounds have been reported to elicit stress and discomfort under certain conditions. This is a very interesting effect for Virtual Reality (VR) training simulations focusing on skill acquisition and practice under stressful conditions, such as doctors, surgeons, firefighters, airline pilots, police officers, teachers or even teachers or university professors. Low-frequency sounds can be easily added to existing VR simulations to create more realistic stressful situations. However, they may have major health risks. The range, amplitude, and exposition duration to which low-frequency could be safely and efficiently used in VR are still unknown. With this paper, we aim to foster more research on the topic by providing a concise summary of previous work as well as suggesting a possible low-frequency condition suspected to safely increase stress
{"title":"Low-Frequency Stress Elicitation for VR Training","authors":"Jean-Luc Lugrin, Henrik Dudaczy, Marc Erich Latoschik","doi":"10.1109/VS-Games.2018.8493431","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493431","url":null,"abstract":"Low-frequency sounds have been reported to elicit stress and discomfort under certain conditions. This is a very interesting effect for Virtual Reality (VR) training simulations focusing on skill acquisition and practice under stressful conditions, such as doctors, surgeons, firefighters, airline pilots, police officers, teachers or even teachers or university professors. Low-frequency sounds can be easily added to existing VR simulations to create more realistic stressful situations. However, they may have major health risks. The range, amplitude, and exposition duration to which low-frequency could be safely and efficiently used in VR are still unknown. With this paper, we aim to foster more research on the topic by providing a concise summary of previous work as well as suggesting a possible low-frequency condition suspected to safely increase stress","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132272893","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493405
A. Mert, T. Nijboer, Bart Doyen, Henriëtte A. W. Meijer, M. Dankbaar
Meta-analyses or critical reviews in medical research concerning serious games focus on outcome measures like for example daily pain. They however do not take into account the effectiveness of the serious game in relation to the constructs used in the design of the game. This is a possible explanation why there is a vast heterogeneity in results of serious games research in the medical profession, but maybe also for the relatively poor results of serious games in health care. A comprehensive hierarchy for validity in serious games research in health care is proposed where concepts as content validity, concurrent validity and predictive validity are addressed. This can aid researchers in inclusion or exclusion of serious games articles in meta-analyses or critical reviews.
{"title":"A Medical Serious Games Framework Hierarchy for Validity","authors":"A. Mert, T. Nijboer, Bart Doyen, Henriëtte A. W. Meijer, M. Dankbaar","doi":"10.1109/VS-Games.2018.8493405","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493405","url":null,"abstract":"Meta-analyses or critical reviews in medical research concerning serious games focus on outcome measures like for example daily pain. They however do not take into account the effectiveness of the serious game in relation to the constructs used in the design of the game. This is a possible explanation why there is a vast heterogeneity in results of serious games research in the medical profession, but maybe also for the relatively poor results of serious games in health care. A comprehensive hierarchy for validity in serious games research in health care is proposed where concepts as content validity, concurrent validity and predictive validity are addressed. This can aid researchers in inclusion or exclusion of serious games articles in meta-analyses or critical reviews.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131311183","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 : 2018-09-01DOI: 10.1109/vs-games.2018.8493400
{"title":"[Copyright notice]","authors":"","doi":"10.1109/vs-games.2018.8493400","DOIUrl":"https://doi.org/10.1109/vs-games.2018.8493400","url":null,"abstract":"","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124518612","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 : 2018-09-01DOI: 10.1109/vs-games.2018.8493399
{"title":"[Title page]","authors":"","doi":"10.1109/vs-games.2018.8493399","DOIUrl":"https://doi.org/10.1109/vs-games.2018.8493399","url":null,"abstract":"","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114668419","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493423
Rory M. S. Clifford, S. Hoermann, Nicolas Marcadet, Hamish Oliver, M. Billinghurst, R. Lindeman
Aerial firefighting takes place in stressful environments where decision making and communication are paramount, and skills need to be practiced and trained regularly. An experiment was performed to test the effects of disrupting the communications ability of the users on their stress levels in a noisy environment. The goal of this research is to investigate how realistic disruption of communication systems can be simulated in a virtual environment and to what extent they induce stress. We found that aerial firefighting experts maintained a better Heart Rate Variability (HRV) during disruptions than novices. Experts showed better ability to manage stress based on the change in HRV during the experiment. Our main finding is that communication disruptions in virtual reality (e.g., broken transmissions) significantly impacted the level of stress experienced by participants.
{"title":"Evaluating the Effects of Realistic Communication Disruptions in VR Training for Aerial Firefighting","authors":"Rory M. S. Clifford, S. Hoermann, Nicolas Marcadet, Hamish Oliver, M. Billinghurst, R. Lindeman","doi":"10.1109/VS-Games.2018.8493423","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493423","url":null,"abstract":"Aerial firefighting takes place in stressful environments where decision making and communication are paramount, and skills need to be practiced and trained regularly. An experiment was performed to test the effects of disrupting the communications ability of the users on their stress levels in a noisy environment. The goal of this research is to investigate how realistic disruption of communication systems can be simulated in a virtual environment and to what extent they induce stress. We found that aerial firefighting experts maintained a better Heart Rate Variability (HRV) during disruptions than novices. Experts showed better ability to manage stress based on the change in HRV during the experiment. Our main finding is that communication disruptions in virtual reality (e.g., broken transmissions) significantly impacted the level of stress experienced by participants.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123232497","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493441
Nick Murphy, Devan Patel, D. Savas, Derek Martin, Chao Mei, Rongkai Guo
Virtual and Augmented Reality applications need a detailed model of the surrounding environment as well as their own location within it to provide users with immersive, interactive experiences. However, current techniques to build such models are often time-consuming, and require manual correction as the area they represent changes and evolves. As the model of the environment is often completed before the application put into use, it is unable to benefit from new information detected by the location's tracking sensors. This paper proposes a solution that utilizes aggregate position data from an area to develop that space's walkable mesh model. Participant locations were measured from Bluetooth Low Energy beacons via mobile devices, and that data set was then grouped together and filtered to produce an estimation of the total environment in the form of a two dimensional navigation mesh. The experiments produced several meshes that conformed to the walkable pathways of distinct layouts in an academic building.
{"title":"Recreating Virtual Environments from User Traffic Pattern","authors":"Nick Murphy, Devan Patel, D. Savas, Derek Martin, Chao Mei, Rongkai Guo","doi":"10.1109/VS-Games.2018.8493441","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493441","url":null,"abstract":"Virtual and Augmented Reality applications need a detailed model of the surrounding environment as well as their own location within it to provide users with immersive, interactive experiences. However, current techniques to build such models are often time-consuming, and require manual correction as the area they represent changes and evolves. As the model of the environment is often completed before the application put into use, it is unable to benefit from new information detected by the location's tracking sensors. This paper proposes a solution that utilizes aggregate position data from an area to develop that space's walkable mesh model. Participant locations were measured from Bluetooth Low Energy beacons via mobile devices, and that data set was then grouped together and filtered to produce an estimation of the total environment in the form of a two dimensional navigation mesh. The experiments produced several meshes that conformed to the walkable pathways of distinct layouts in an academic building.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129693833","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493422
Belma Ramic-Brkic
The increasing body of research is focused on developing tools and applications that aid the learning process of children with or without disabilities. However, learning by gaming is still not recognized by formal educational systems. The author believes that the application of this approach is particularly slow at the level of primary and secondary education in countries with low and middle income, such as Bosnia and Herzegovina. Integrating serious games into curricula in these contexts could significantly benefit the students, as well as the community in general. This work, therefore, promotes technology as one of the crucial educational and pedagogical components. It provides an overview of selected educational games created for pre-school and elementary school children with specific learning intentions revolving around alphabet, colours and elementary science. A pilot study was performed with neuro-typical and neuro-atypical children, and professionals working at an NGO ``EDUS - Education for All''. The findings show that both students and instructors have a positive attitude towards the game design and logic, and more importantly, towards the technology itself. In the end, we believe that the games presented in this paper can be valuable resources for teachers, as well as for children and parents.
{"title":"Enhancing Progressive Education through the Use of Serious Games","authors":"Belma Ramic-Brkic","doi":"10.1109/VS-Games.2018.8493422","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493422","url":null,"abstract":"The increasing body of research is focused on developing tools and applications that aid the learning process of children with or without disabilities. However, learning by gaming is still not recognized by formal educational systems. The author believes that the application of this approach is particularly slow at the level of primary and secondary education in countries with low and middle income, such as Bosnia and Herzegovina. Integrating serious games into curricula in these contexts could significantly benefit the students, as well as the community in general. This work, therefore, promotes technology as one of the crucial educational and pedagogical components. It provides an overview of selected educational games created for pre-school and elementary school children with specific learning intentions revolving around alphabet, colours and elementary science. A pilot study was performed with neuro-typical and neuro-atypical children, and professionals working at an NGO ``EDUS - Education for All''. The findings show that both students and instructors have a positive attitude towards the game design and logic, and more importantly, towards the technology itself. In the end, we believe that the games presented in this paper can be valuable resources for teachers, as well as for children and parents.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127524135","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 : 2018-09-01DOI: 10.1109/VS-Games.2018.8493429
Y. Ohmoto, Seiji Takeda, T. Nishida
Serious games are useful for acquiring various skills, but virtual experiences are often not commensurate with the real world. We believe that appropriate feedback can help operators who control avatars in the virtual world deepen their understanding of the relationship between the avatar and other characters in the virtual world. The aim of this study is to assist the operator to understand the context of a virtual world by using the avatar's affective expressions to reflect the operator's mental state. We conducted an experiment to investigate whether the appropriate feedback from the avatar's affective expressions can enhance the operator's understanding of the context in the virtual world. In the experiment, we used two types of avatars: a ``feedback avatar'' that provided feedback reflected the operator's mental states and an ``expression avatar'' that randomly provided the same affective expressions. As a result, we suggest that the affective expressions of the ``feedback avatar'' that were matched to the participants' mental states may enhance the understanding of the context of the avatar's character in the virtual world.
{"title":"Improving Context Understanding Using Avatar's Affective Expressions Reflecting Operator's Mental States","authors":"Y. Ohmoto, Seiji Takeda, T. Nishida","doi":"10.1109/VS-Games.2018.8493429","DOIUrl":"https://doi.org/10.1109/VS-Games.2018.8493429","url":null,"abstract":"Serious games are useful for acquiring various skills, but virtual experiences are often not commensurate with the real world. We believe that appropriate feedback can help operators who control avatars in the virtual world deepen their understanding of the relationship between the avatar and other characters in the virtual world. The aim of this study is to assist the operator to understand the context of a virtual world by using the avatar's affective expressions to reflect the operator's mental state. We conducted an experiment to investigate whether the appropriate feedback from the avatar's affective expressions can enhance the operator's understanding of the context in the virtual world. In the experiment, we used two types of avatars: a ``feedback avatar'' that provided feedback reflected the operator's mental states and an ``expression avatar'' that randomly provided the same affective expressions. As a result, we suggest that the affective expressions of the ``feedback avatar'' that were matched to the participants' mental states may enhance the understanding of the context of the avatar's character in the virtual world.","PeriodicalId":264923,"journal":{"name":"2018 10th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132101553","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：