Entrepreneurs and start-up founders using innovation spaces and hubs often find themselves inside a filter bubble or echo chamber, where like-minded people tend to come up with similar ideas and recommend similar approaches to innovation. This trend towards homophily and a polarisation of like-mindedness is aggravated by algorithmic filtering and recommender systems embedded in mobile technology and social media platforms. Yet, genuine innovation thrives on social inclusion fostering a diversity of ideas. To escape these echo chambers, we designed and tested the Skunkworks Finder - an exploratory tool that employs social network analysis to help users discover spaces of difference and otherness in their local urban innovation ecosystem.
{"title":"Skunkworks finder: unlocking the diversity advantage of urban innovation ecosystems","authors":"Dario Casadevall, M. Foth, Ana Bilandzic","doi":"10.1145/3292147.3292169","DOIUrl":"https://doi.org/10.1145/3292147.3292169","url":null,"abstract":"Entrepreneurs and start-up founders using innovation spaces and hubs often find themselves inside a filter bubble or echo chamber, where like-minded people tend to come up with similar ideas and recommend similar approaches to innovation. This trend towards homophily and a polarisation of like-mindedness is aggravated by algorithmic filtering and recommender systems embedded in mobile technology and social media platforms. Yet, genuine innovation thrives on social inclusion fostering a diversity of ideas. To escape these echo chambers, we designed and tested the Skunkworks Finder - an exploratory tool that employs social network analysis to help users discover spaces of difference and otherness in their local urban innovation ecosystem.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132053369","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}
With the increasing trend of students going abroad to pursue their higher education, cross-cultural collaboration has become increasingly important. This study explores what considerations need to be taken into account when designing a pedagogical tool that helps enhance cross-cultural communication in a co-located context. We use a multi-stage approach that starts with a survey and observations to understand what are the key contextual aspects of cross-cultural groups. In the second stage, we design a technology probe Contributor, an interactive tabletop interface, which is deployed in a workshop involving university students with practical experience in Human Computer Interaction (HCI). Results show that key considerations when designing for co-located cross-cultural collaboration tools in the context of higher education are: social accountability and visibility of prompts and accessibility of devices; focus on maintaining participants' attention to enhance conversation dynamics; focus on data privacy when monitoring actions of participants; and providing a platform for participants that allows externalization of ideas through annotations and visualizations, as well as highlighting keywords relevant to the discussion.
{"title":"Bridging the cross-cultural language divide through design","authors":"C. Zheng, A. Khan, Ben Matthews","doi":"10.1145/3292147.3292222","DOIUrl":"https://doi.org/10.1145/3292147.3292222","url":null,"abstract":"With the increasing trend of students going abroad to pursue their higher education, cross-cultural collaboration has become increasingly important. This study explores what considerations need to be taken into account when designing a pedagogical tool that helps enhance cross-cultural communication in a co-located context. We use a multi-stage approach that starts with a survey and observations to understand what are the key contextual aspects of cross-cultural groups. In the second stage, we design a technology probe Contributor, an interactive tabletop interface, which is deployed in a workshop involving university students with practical experience in Human Computer Interaction (HCI). Results show that key considerations when designing for co-located cross-cultural collaboration tools in the context of higher education are: social accountability and visibility of prompts and accessibility of devices; focus on maintaining participants' attention to enhance conversation dynamics; focus on data privacy when monitoring actions of participants; and providing a platform for participants that allows externalization of ideas through annotations and visualizations, as well as highlighting keywords relevant to the discussion.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134460555","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}
Hackathons have attracted increasing interest in recent years, and whereas much of the research focus on the role of hackathons as potential means for education, innovation, or municipal engagement, this paper focuses on the creative process of a hackathon. We present an explorative, autobiographical case study of a team at a hackathon and in the analysis we identify four factors, which in particular impacted the team's design judgement during the hackathon: 1) The hackathon format, 2) the available tools and materials, 3) the participants' domain knowledge, and 4) the participants' technical knowledge. Though the factors are evident in most design processes, we discuss how the four factors in a hackathon setting influenced the design judgement in a particular way and how the factors influenced the creative engagement in developing technology in the hackathon. We discuss potential implications for future research on how to understand design judgements made under the particular circumstances of a hackathon.
{"title":"Four factors informing design judgement at a hackathon","authors":"Jeanette Falk Olesen, N. B. Hansen, Kim Halskov","doi":"10.1145/3292147.3292155","DOIUrl":"https://doi.org/10.1145/3292147.3292155","url":null,"abstract":"Hackathons have attracted increasing interest in recent years, and whereas much of the research focus on the role of hackathons as potential means for education, innovation, or municipal engagement, this paper focuses on the creative process of a hackathon. We present an explorative, autobiographical case study of a team at a hackathon and in the analysis we identify four factors, which in particular impacted the team's design judgement during the hackathon: 1) The hackathon format, 2) the available tools and materials, 3) the participants' domain knowledge, and 4) the participants' technical knowledge. Though the factors are evident in most design processes, we discuss how the four factors in a hackathon setting influenced the design judgement in a particular way and how the factors influenced the creative engagement in developing technology in the hackathon. We discuss potential implications for future research on how to understand design judgements made under the particular circumstances of a hackathon.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"340 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124780220","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}
Greetings from the dry, dry world of Western Australia. Australia was largely cushioned from the worst of the effects of the Global Financial Crisis (GFC) because of the strength of its mining industry, strong regulatory banking controls and from the Government having budgeted for surpluses over several years. Western Australia was and still is the leading State in the country driving the national economy. However this year it has been our turn to experience a severe drought from the Gascoyne Region and through the whole south west of the State. Whilst Perth has only received about half of its annual average rainfall this year many parts the Wheatbelt have only received 10% or 20% and that means the total wheat, barley, oats and canola crops will only be less than half of the average production.
{"title":"Outpost","authors":"A. Khan, Trevor Hunter, Peter Worthy","doi":"10.1145/3292147.3292244","DOIUrl":"https://doi.org/10.1145/3292147.3292244","url":null,"abstract":"Greetings from the dry, dry world of Western Australia. Australia was largely cushioned from the worst of the effects of the Global Financial Crisis (GFC) because of the strength of its mining industry, strong regulatory banking controls and from the Government having budgeted for surpluses over several years. Western Australia was and still is the leading State in the country driving the national economy. However this year it has been our turn to experience a severe drought from the Gascoyne Region and through the whole south west of the State. Whilst Perth has only received about half of its annual average rainfall this year many parts the Wheatbelt have only received 10% or 20% and that means the total wheat, barley, oats and canola crops will only be less than half of the average production.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116220038","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}
Weidong Huang, Mark Billinghurst, Leı̈la Alem, Seungwon Kim
Many systems have been developed to support remote collaboration, where hand gestures or sketches can be shared. However, the effect of combining gesture and sketching together has not been fully explored and understood. In this paper we describe HandsInTouch, a system in which both hand gestures and sketches made by a remote helper are shown to a local user in real time. We conducted a user study to test the usability of the system and the usefulness of combing gesture and sketching for remote collaboration. We discuss results and make recommendations for system design and future work.1
{"title":"HandsInTouch","authors":"Weidong Huang, Mark Billinghurst, Leı̈la Alem, Seungwon Kim","doi":"10.1145/3292147.3292177","DOIUrl":"https://doi.org/10.1145/3292147.3292177","url":null,"abstract":"Many systems have been developed to support remote collaboration, where hand gestures or sketches can be shared. However, the effect of combining gesture and sketching together has not been fully explored and understood. In this paper we describe HandsInTouch, a system in which both hand gestures and sketches made by a remote helper are shown to a local user in real time. We conducted a user study to test the usability of the system and the usefulness of combing gesture and sketching for remote collaboration. We discuss results and make recommendations for system design and future work.1","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116377325","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}
Saminda Sundeepa Balasuriya, Laurianne Sitbon, A. Bayor, Maria Hoogstrate, M. Brereton
People with intellectual disability are keen users of information technology, but the need for spelling and typing skills often presents a barrier to information and media search and access. The paper presents a study to understand how people with intellectual disabilities can use Voice Activated Interfaces (VAIs) to access information and assist in daily activities. The study involves observations and video analysis of 18 adults with intellectual disability using VAIs and performing 4 tasks: calibrating the VAIs, using voice assistant (Siri or Google) to search images, using voice to query Youtube, and using the voice assistant to perform a daily task (managing calendar, finding directions, etc.). 72% of participants stated that this was their preferred form of input. 50% could perform all four tasks they attempted with successful outcomes, and 55% three of the tasks. We identify the main barriers and opportunities for existing VAIs and suggest future improvements mainly around audio feedback given to participants. Notably, we found that participants' mental model of the VAIs was that of a person, implications for which include the user having to speak in long polite sentences and expecting voice responses and feedback about the state of the device. We suggest ways that VAIs can be adjusted so that they are more inclusive.
{"title":"Use of voice activated interfaces by people with intellectual disability","authors":"Saminda Sundeepa Balasuriya, Laurianne Sitbon, A. Bayor, Maria Hoogstrate, M. Brereton","doi":"10.1145/3292147.3292161","DOIUrl":"https://doi.org/10.1145/3292147.3292161","url":null,"abstract":"People with intellectual disability are keen users of information technology, but the need for spelling and typing skills often presents a barrier to information and media search and access. The paper presents a study to understand how people with intellectual disabilities can use Voice Activated Interfaces (VAIs) to access information and assist in daily activities. The study involves observations and video analysis of 18 adults with intellectual disability using VAIs and performing 4 tasks: calibrating the VAIs, using voice assistant (Siri or Google) to search images, using voice to query Youtube, and using the voice assistant to perform a daily task (managing calendar, finding directions, etc.). 72% of participants stated that this was their preferred form of input. 50% could perform all four tasks they attempted with successful outcomes, and 55% three of the tasks. We identify the main barriers and opportunities for existing VAIs and suggest future improvements mainly around audio feedback given to participants. Notably, we found that participants' mental model of the VAIs was that of a person, implications for which include the user having to speak in long polite sentences and expecting voice responses and feedback about the state of the device. We suggest ways that VAIs can be adjusted so that they are more inclusive.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125229918","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}
Augusto Dias Pereira dos Santos, L. Loke, Roberto Martínez Maldonado
It is challenging for dance teachers to provide feedback to all students learning to dance. This is a common problem in large social dance classes, where the teacher do not have time to reflect before giving feedback. One possible way to address this is to allow dance instructors, peers, or students themselves to assess students' performance using video recordings. In this paper, we explore the use of a video annotation tool by dance teachers. We focused on a particular style of partner dance: Forró. We followed a three-step process to design and validate the video annotation tool, which includes: 1) interviewing dance teachers to understand the context and their needs; 2) asking teachers to assess video recordings of students dancing to capture their 'vocabulary'; and 3) developing the video annotation tool. We conducted semi-structured interviews with four dance teachers to understand how the tool can support dance teaching. The contribution of this paper is the exploration of the use of video annotation as a tool to support dance teaching. The paper discusses a series of insights gained by teachers as a result of using our annotation tool which was carefully crafted based on dance education foundations and the vocabulary elicited from experienced dance teachers.
{"title":"Exploring video annotation as a tool to support dance teaching","authors":"Augusto Dias Pereira dos Santos, L. Loke, Roberto Martínez Maldonado","doi":"10.1145/3292147.3292194","DOIUrl":"https://doi.org/10.1145/3292147.3292194","url":null,"abstract":"It is challenging for dance teachers to provide feedback to all students learning to dance. This is a common problem in large social dance classes, where the teacher do not have time to reflect before giving feedback. One possible way to address this is to allow dance instructors, peers, or students themselves to assess students' performance using video recordings. In this paper, we explore the use of a video annotation tool by dance teachers. We focused on a particular style of partner dance: Forró. We followed a three-step process to design and validate the video annotation tool, which includes: 1) interviewing dance teachers to understand the context and their needs; 2) asking teachers to assess video recordings of students dancing to capture their 'vocabulary'; and 3) developing the video annotation tool. We conducted semi-structured interviews with four dance teachers to understand how the tool can support dance teaching. The contribution of this paper is the exploration of the use of video annotation as a tool to support dance teaching. The paper discusses a series of insights gained by teachers as a result of using our annotation tool which was carefully crafted based on dance education foundations and the vocabulary elicited from experienced dance teachers.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116418779","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}
Nikolche Vasilevski, Jeffrey E. Brand, James R. Birt
Gamification applied to service marketing is a growing area of research with an increasing focus on physical location and service. However, there are often accuracy issues with GPS implementations of location-based gamification. In this problem domain, micro-location has emerged. This paper proposes an analysis method to the theme and categorises micro-located gamification applications in an effort to understand the capabilities, advantages and shortcomings of the technology. Data were gathered from 30 micro-located gamification applications between the years of 2013 and 2018. The data were analysed through relational content analysis allowing categorisation and theme identification. Various scenarios are presented where micro-location plays a significant HCI role. Examples of existing services that implement gamification are also presented. Finally, factors that impact the micro-location method are explored. These findings contribute to HCI by providing guidance for present and perspective micro-location gamification implementations.
{"title":"Analysing micro-location beacon gamification: scenarios, types and characteristics","authors":"Nikolche Vasilevski, Jeffrey E. Brand, James R. Birt","doi":"10.1145/3292147.3292210","DOIUrl":"https://doi.org/10.1145/3292147.3292210","url":null,"abstract":"Gamification applied to service marketing is a growing area of research with an increasing focus on physical location and service. However, there are often accuracy issues with GPS implementations of location-based gamification. In this problem domain, micro-location has emerged. This paper proposes an analysis method to the theme and categorises micro-located gamification applications in an effort to understand the capabilities, advantages and shortcomings of the technology. Data were gathered from 30 micro-located gamification applications between the years of 2013 and 2018. The data were analysed through relational content analysis allowing categorisation and theme identification. Various scenarios are presented where micro-location plays a significant HCI role. Examples of existing services that implement gamification are also presented. Finally, factors that impact the micro-location method are explored. These findings contribute to HCI by providing guidance for present and perspective micro-location gamification implementations.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126568699","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}
Nazatul Naquiah Abd Hamid, W. Adnan, F. H. A. Razak
Maps have been used in different ways to facilitate travellers in wayfinding. Depending on the traveller's ability to translate the direction on the map to the real world, maps are normally read at different orientations. Some have the ability to rotate the map mentally without having to change its original orientation and some require the map to be aligned with the direction of the intended path. Blind people are not excluded from using maps. A multimodal map that combines touch and hearing has been introduced to enable blind people to learn maps. However, such maps usually enable blind people to explore maps only in a fixed orientation. This raises a question of whether they might also benefit from the ability to change the orientation. Therefore, this paper investigates 12 blind people's preferences from a study conducted in Malaysia. The participants were required to explore five maps at different orientations in static and rotatable conditions based on the directional task given before performing a pointing task. Their preferences for the conditions were acquired through a series of interviews. Results showed that the blind participants did have their own preference when exploring the maps based on various reasons.
{"title":"Investigating blind people's preferences when exploring maps using static and rotatable audio-tactile maps at different orientations","authors":"Nazatul Naquiah Abd Hamid, W. Adnan, F. H. A. Razak","doi":"10.1145/3292147.3292199","DOIUrl":"https://doi.org/10.1145/3292147.3292199","url":null,"abstract":"Maps have been used in different ways to facilitate travellers in wayfinding. Depending on the traveller's ability to translate the direction on the map to the real world, maps are normally read at different orientations. Some have the ability to rotate the map mentally without having to change its original orientation and some require the map to be aligned with the direction of the intended path. Blind people are not excluded from using maps. A multimodal map that combines touch and hearing has been introduced to enable blind people to learn maps. However, such maps usually enable blind people to explore maps only in a fixed orientation. This raises a question of whether they might also benefit from the ability to change the orientation. Therefore, this paper investigates 12 blind people's preferences from a study conducted in Malaysia. The participants were required to explore five maps at different orientations in static and rotatable conditions based on the directional task given before performing a pointing task. Their preferences for the conditions were acquired through a series of interviews. Results showed that the blind participants did have their own preference when exploring the maps based on various reasons.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"58 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114130259","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}
Virtuality, often expressed via technologies such as Virtual Reality (VR) or Augmented Reality (AR) has become a staple of media news, cultural artefacts (e.g. Ready Player One) and much research in universities and IT companies. Since the inception of the Oculus Rift as an accessible head mounted display (HMD) for building VR applications the industry has exploded into a potentially $108 billion industry by 2021 [1]. Australia has industry and research communities as well performing research into the use of VR in entertainment, video, cultural heritage as well as low level hardware topics such as implementations of wireless VR HMDs. Various groups in Australia are collaborating and forming a robust presence in the research and startup spheres. We wish to establish with this workshop a focus for the research community in Australia in the direction of education, in particular, to deal with issues local to Australia in areas of inclusiveness and diversity. In particular, this workshop aims to draw together a group of VR/AR researchers to explore the boundaries of immersive virtuality in education and to push into new territories identified from the workshop.
虚拟现实，通常通过虚拟现实(VR)或增强现实(AR)等技术来表达，已经成为媒体新闻，文化文物(例如Ready Player One)以及大学和IT公司的许多研究的主要内容。自Oculus Rift作为一种可访问的头戴式显示器(HMD)用于构建VR应用程序以来，该行业已经在2021年爆发成一个潜在的1080亿美元的行业[1]。澳大利亚拥有行业和研究团体，以及对VR在娱乐，视频，文化遗产以及低层次硬件主题(如无线VR头显的实现)中的使用进行研究。澳大利亚的各种团体正在合作，并在研究和创业领域形成强大的存在。我们希望通过这次研讨会为澳大利亚的研究界在教育方向上建立一个重点，特别是在包容性和多样性领域处理澳大利亚当地的问题。特别值得一提的是，本次研讨会旨在汇集一群VR/AR研究人员，探索沉浸式虚拟教育的边界，并推动研讨会确定的新领域。
{"title":"Educational virtuality: cognitive benefits, design processes and new frontiers","authors":"R. Brown, S. Türkay, Laurianne Sitbon","doi":"10.1145/3292147.3295498","DOIUrl":"https://doi.org/10.1145/3292147.3295498","url":null,"abstract":"Virtuality, often expressed via technologies such as Virtual Reality (VR) or Augmented Reality (AR) has become a staple of media news, cultural artefacts (e.g. Ready Player One) and much research in universities and IT companies. Since the inception of the Oculus Rift as an accessible head mounted display (HMD) for building VR applications the industry has exploded into a potentially $108 billion industry by 2021 [1]. Australia has industry and research communities as well performing research into the use of VR in entertainment, video, cultural heritage as well as low level hardware topics such as implementations of wireless VR HMDs. Various groups in Australia are collaborating and forming a robust presence in the research and startup spheres. We wish to establish with this workshop a focus for the research community in Australia in the direction of education, in particular, to deal with issues local to Australia in areas of inclusiveness and diversity. In particular, this workshop aims to draw together a group of VR/AR researchers to explore the boundaries of immersive virtuality in education and to push into new territories identified from the workshop.","PeriodicalId":309502,"journal":{"name":"Proceedings of the 30th Australian Conference on Computer-Human Interaction","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126993094","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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