Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote active learning, and facilitate gradual transition. Subsequently, the paper details the implementation of these guidelines within a popular eLearning platform, Moodle, emphasizing its adaptability and utility for craft education. It discusses the customization of Moodle courses to align with the cognitive load management principles, providing a practical blueprint for educators and instructional designers. The research culminates in a case study, wherein the guidelines are applied to a craft eLearning course using Moodle.
{"title":"Applying Cognitive Load Theory to eLearning of Crafts","authors":"Nikolaos Partarakis, X. Zabulis","doi":"10.3390/mti8010002","DOIUrl":"https://doi.org/10.3390/mti8010002","url":null,"abstract":"Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote active learning, and facilitate gradual transition. Subsequently, the paper details the implementation of these guidelines within a popular eLearning platform, Moodle, emphasizing its adaptability and utility for craft education. It discusses the customization of Moodle courses to align with the cognitive load management principles, providing a practical blueprint for educators and instructional designers. The research culminates in a case study, wherein the guidelines are applied to a craft eLearning course using Moodle.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139142533","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}
Francesco Ganis, Andrea Gulli, Federico Fontana, Stefania Serafin
Sensory substitution and augmentation are pivotal concepts in multi-modal perception, particularly when confronting the challenges associated with impaired or missing sense rehabilitation. The present systematic review investigates the role of haptics for the hearing impaired in training or gamified activities. We applied a set of keywords to the Scopus® and PubMed® databases, obtaining a collection of 35 manuscripts spanning 23 years. Each article has been categorized following a documented procedure and thoroughly analyzed. Our findings reveal a rising number of studies in this field in the last five years, mostly testing the effectiveness of the developed rehabilitative method (77.14%). Despite a wide variety in almost every category we analyzed, such as haptic devices, body location, and data collection, we report a constant difficulty in recruitment, reflected in the low number of hearing-impaired participants (mean of 8.31). This review found that in all six papers reporting statistically significant positive results, the vibrotactile device in use generated vibrations starting from a sound, suggesting that some perceptual aspects connected to sound are transmittable through touch. This fact provides evidence that haptics and vibrotactile devices could be viable solutions for hearing-impaired rehabilitation and training.
{"title":"The Role of Haptics in Training and Games for Hearing-Impaired Individuals: A Systematic Review","authors":"Francesco Ganis, Andrea Gulli, Federico Fontana, Stefania Serafin","doi":"10.3390/mti8010001","DOIUrl":"https://doi.org/10.3390/mti8010001","url":null,"abstract":"Sensory substitution and augmentation are pivotal concepts in multi-modal perception, particularly when confronting the challenges associated with impaired or missing sense rehabilitation. The present systematic review investigates the role of haptics for the hearing impaired in training or gamified activities. We applied a set of keywords to the Scopus® and PubMed® databases, obtaining a collection of 35 manuscripts spanning 23 years. Each article has been categorized following a documented procedure and thoroughly analyzed. Our findings reveal a rising number of studies in this field in the last five years, mostly testing the effectiveness of the developed rehabilitative method (77.14%). Despite a wide variety in almost every category we analyzed, such as haptic devices, body location, and data collection, we report a constant difficulty in recruitment, reflected in the low number of hearing-impaired participants (mean of 8.31). This review found that in all six papers reporting statistically significant positive results, the vibrotactile device in use generated vibrations starting from a sound, suggesting that some perceptual aspects connected to sound are transmittable through touch. This fact provides evidence that haptics and vibrotactile devices could be viable solutions for hearing-impaired rehabilitation and training.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138947158","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}
Jill A. Dosso, Jaya N. Kailley, Susanna E. Martin, Julie M. Robillard
Social robots have the potential to support health and quality of life for children experiencing anxiety. We engaged families with lived experiences of pediatric anxiety in social robot development to explore desired design features, application areas, and emotion functionalities of social robots in anxiety care. We conducted 10 online co-creation workshops with (1) children with anxiety aged 7–13 (n = 24) with their family members (n = 20), and (2) youth with anxiety aged 14–18 (n = 12). Workshop participation included a validated robot expectations scale, anonymous polls, and discussion. Transcripts and text responses were subjected to content analysis. A lived experience expert group provided feedback throughout the research. Participants desired a pet-like robot with a soft texture, expressive eyes, and emotion detection to support activities of daily living. Specific anxiety-related applications included breathing exercises, managing distressing thoughts, and encouragement. Emotional alignment, the design of a robot’s emotional display, and the emotional impacts of an interaction were discussed. Privacy and the replacement of human interaction were concerns. We identify pediatric anxiety-specific design features, applications, and affective considerations for existing and future social robots. Our findings highlight the need for customizability and robust emotional functionality in social robot technologies intended to support the health and care of children living with anxiety.
{"title":"“A Safe Space for Sharing Feelings”: Perspectives of Children with Lived Experiences of Anxiety on Social Robots","authors":"Jill A. Dosso, Jaya N. Kailley, Susanna E. Martin, Julie M. Robillard","doi":"10.3390/mti7120118","DOIUrl":"https://doi.org/10.3390/mti7120118","url":null,"abstract":"Social robots have the potential to support health and quality of life for children experiencing anxiety. We engaged families with lived experiences of pediatric anxiety in social robot development to explore desired design features, application areas, and emotion functionalities of social robots in anxiety care. We conducted 10 online co-creation workshops with (1) children with anxiety aged 7–13 (n = 24) with their family members (n = 20), and (2) youth with anxiety aged 14–18 (n = 12). Workshop participation included a validated robot expectations scale, anonymous polls, and discussion. Transcripts and text responses were subjected to content analysis. A lived experience expert group provided feedback throughout the research. Participants desired a pet-like robot with a soft texture, expressive eyes, and emotion detection to support activities of daily living. Specific anxiety-related applications included breathing exercises, managing distressing thoughts, and encouragement. Emotional alignment, the design of a robot’s emotional display, and the emotional impacts of an interaction were discussed. Privacy and the replacement of human interaction were concerns. We identify pediatric anxiety-specific design features, applications, and affective considerations for existing and future social robots. Our findings highlight the need for customizability and robust emotional functionality in social robot technologies intended to support the health and care of children living with anxiety.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996841","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}
Andrés N. Vargas González, Brian Williamson, J. Laviola
Creating digital twins of real objects is becoming more popular, with smartphones providing 3D scanning capabilities. Adding semantics to the reconstructed virtual objects is important to possibly reproduce training scenarios that otherwise could demand significant resources or happen in dangerous scenarios in some cases. The aim of this work is to evaluate the usability of authoring object component behaviors in immersive and non-immersive approaches. Therefore, we present an evaluation of the perceived ease of use to author moving parts of objects under three different conditions: desktop, augmented reality (AR) and virtual reality (VR). This paper provides insights into the perceived benefits and issues that domain experts might encounter when authoring geometrical component behaviors across each interface. A within-subject study is the major contribution of this work, from which is presented an analysis based on the usability, workload and user interface preferences of participants in the study. To reduce confounding variables in the study, we ensured that the virtual objects and the environment used for the evaluation were digital twins of the real objects and the environment that the experiment took place in. Results show that the desktop interface was perceived as more efficient and easier to use based on usability and workload measures. The desktop was preferred for performing component selection but no difference was found in the preference for defining a behavior and visualizing it. Based on these results, a set of recommendations and future directions are provided to achieve a more usable, immersive authoring experience.
借助智能手机提供的 3D 扫描功能，创建真实物体的数字双胞胎正变得越来越流行。为重建的虚拟物体添加语义对于重现训练场景非常重要，否则可能需要大量资源或在某些情况下发生危险。这项工作的目的是评估在沉浸式和非沉浸式方法中编写对象组件行为的可用性。因此，我们对在桌面、增强现实（AR）和虚拟现实（VR）三种不同条件下创作物体运动部件的易用性进行了评估。本文深入探讨了领域专家在每个界面上创作几何组件行为时可能遇到的感知优势和问题。这项工作的主要贡献在于开展了一项主体内研究，并根据研究参与者的可用性、工作量和用户界面偏好进行了分析。为了减少研究中的混杂变量，我们确保用于评估的虚拟对象和环境是实验中真实对象和环境的数字双胞胎。结果表明，根据可用性和工作量的衡量标准，人们认为桌面界面更高效、更易用。在进行组件选择时，人们更倾向于使用桌面界面，但在定义行为和可视化行为方面，人们的偏好没有差别。基于这些结果，我们提出了一系列建议和未来发展方向，以实现更可用、更身临其境的创作体验。
{"title":"Authoring Moving Parts of Objects in AR, VR and the Desktop","authors":"Andrés N. Vargas González, Brian Williamson, J. Laviola","doi":"10.3390/mti7120117","DOIUrl":"https://doi.org/10.3390/mti7120117","url":null,"abstract":"Creating digital twins of real objects is becoming more popular, with smartphones providing 3D scanning capabilities. Adding semantics to the reconstructed virtual objects is important to possibly reproduce training scenarios that otherwise could demand significant resources or happen in dangerous scenarios in some cases. The aim of this work is to evaluate the usability of authoring object component behaviors in immersive and non-immersive approaches. Therefore, we present an evaluation of the perceived ease of use to author moving parts of objects under three different conditions: desktop, augmented reality (AR) and virtual reality (VR). This paper provides insights into the perceived benefits and issues that domain experts might encounter when authoring geometrical component behaviors across each interface. A within-subject study is the major contribution of this work, from which is presented an analysis based on the usability, workload and user interface preferences of participants in the study. To reduce confounding variables in the study, we ensured that the virtual objects and the environment used for the evaluation were digital twins of the real objects and the environment that the experiment took place in. Results show that the desktop interface was perceived as more efficient and easier to use based on usability and workload measures. The desktop was preferred for performing component selection but no difference was found in the preference for defining a behavior and visualizing it. Based on these results, a set of recommendations and future directions are provided to achieve a more usable, immersive authoring experience.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004441","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}
There are various ways that teachers manage student disengagement levels during their class lessons, and managing disengagement can be both stressful and challenging, especially since each student is unique. Methods and techniques utilised are specific to teachers’ own experience level, subject knowledge, and teaching styles. We report on the techniques and methods teachers utilise to identify, mitigate, and measure student disengagement during class lessons; the paper presents the results of a mixed-methods, multisession study design comprising gathered qualitative and quantitative data to enable a greater understanding. Eight educators who were full-time educators with varying years of experience from three different schools, who taught or had taught English, maths, and science subjects at the primary school level, participated in this study. The study also observed that teachers used three AR applications and collected valuable feedback on their perspectives by using analytics generated by AR applications to help manage student disengagement. A postsession survey tool was used to gather the perceived importance and ranking of the techniques and methods discussed by the teachers during the previous sessions. The results showed that the majority of teachers deemed spending “Time on Tasks” and giving “Feedback/Reflections” most suited for measuring disengagement, and encouraging “Movement” and use of “Technology” emerged as the most favoured for mitigating disengagement. For utilising AR enhanced analytics in mitigating and measuring student disengagement, the data suggested a difference in perspectives based on teachers’ teaching levels, especially concerning conversations and the use of technology devices. The study did not find conclusive evidence of differences based on teachers’ teaching subjects and there was a notable distinction in building positive relationships among English teachers. This leads to the suggestion that subject-specific pedagogy might influence the perceived effectiveness of using AR-generated analytics in mitigating and measuring student disengagement.
教师在课堂上管理学生脱离课堂的程度有多种方法，管理学生脱离课堂既有压力又有挑战性，特别是因为每个学生都是独一无二的。所使用的方法和技巧与教师自身的经验水平、学科知识和教学风格有关。我们报告了教师在课堂教学中识别、缓解和衡量学生脱离课堂情况的技巧和方法；本文介绍了混合方法、多时段研究设计的结果，包括收集的定性和定量数据，以便加深理解。来自三所不同学校的八位具有不同工作年限的全职教育工作者参与了本研究，他们在小学阶段教授或曾经教授过英语、数学和科学科目。研究还观察到，教师使用了三种 AR 应用程序，并通过使用 AR 应用程序生成的分析数据收集了宝贵的反馈意见，以帮助管理学生的脱离情况。研究使用了课后调查工具，以收集教师对前几节课所讨论的技巧和方法的认知重要性和排名。结果显示，大多数教师认为 "花时间完成任务 "和 "反馈/反思 "最适合用来衡量脱离情况，而鼓励 "运动 "和使用 "技术 "则是最受欢迎的缓解脱离情况的方法。对于利用增强现实技术分析来缓解和衡量学生脱离课堂的情况，数据表明，教师的教学水平不同，其观点也不同，特别是在对话和使用技术设备方面。研究并未发现教师教学科目差异的确凿证据，但英语教师在建立积极关系方面存在明显差异。这就表明，特定学科的教学法可能会影响使用 AR 生成的分析在缓解和衡量学生脱离课堂情况方面的效果。
{"title":"Teachers’ Perspectives on Using Augmented-Reality-Enhanced Analytics as a Measure of Student Disengagement","authors":"Manjeet Singh, Shaun Bangay, Atul Sajjanhar","doi":"10.3390/mti7120116","DOIUrl":"https://doi.org/10.3390/mti7120116","url":null,"abstract":"There are various ways that teachers manage student disengagement levels during their class lessons, and managing disengagement can be both stressful and challenging, especially since each student is unique. Methods and techniques utilised are specific to teachers’ own experience level, subject knowledge, and teaching styles. We report on the techniques and methods teachers utilise to identify, mitigate, and measure student disengagement during class lessons; the paper presents the results of a mixed-methods, multisession study design comprising gathered qualitative and quantitative data to enable a greater understanding. Eight educators who were full-time educators with varying years of experience from three different schools, who taught or had taught English, maths, and science subjects at the primary school level, participated in this study. The study also observed that teachers used three AR applications and collected valuable feedback on their perspectives by using analytics generated by AR applications to help manage student disengagement. A postsession survey tool was used to gather the perceived importance and ranking of the techniques and methods discussed by the teachers during the previous sessions. The results showed that the majority of teachers deemed spending “Time on Tasks” and giving “Feedback/Reflections” most suited for measuring disengagement, and encouraging “Movement” and use of “Technology” emerged as the most favoured for mitigating disengagement. For utilising AR enhanced analytics in mitigating and measuring student disengagement, the data suggested a difference in perspectives based on teachers’ teaching levels, especially concerning conversations and the use of technology devices. The study did not find conclusive evidence of differences based on teachers’ teaching subjects and there was a notable distinction in building positive relationships among English teachers. This leads to the suggestion that subject-specific pedagogy might influence the perceived effectiveness of using AR-generated analytics in mitigating and measuring student disengagement.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005470","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}
The article aims to reflect on the Lodovico media library, a digital repository preserving the digitised cultural heritage of the Emilia-Romagna region. The first part covers the project’s history and the challenges encountered during its setup phase, and we also explore the co-creation approach employed in defining the metadata architecture. The discussion extends by outlining the key features of shared metadata, illustrating their application to diverse digital objects within the Lodovico media library. Following a concise examination of the methodology for collecting/creating data and the initial research findings, the article concludes by highlighting the project’s potential in the realm of automatic handwriting recognition processes.
{"title":"Sharing Cultural Heritage—The Case of the Lodovico Media Library","authors":"Matteo Al Kalak, Lorenzo Baraldi","doi":"10.3390/mti7120115","DOIUrl":"https://doi.org/10.3390/mti7120115","url":null,"abstract":"The article aims to reflect on the Lodovico media library, a digital repository preserving the digitised cultural heritage of the Emilia-Romagna region. The first part covers the project’s history and the challenges encountered during its setup phase, and we also explore the co-creation approach employed in defining the metadata architecture. The discussion extends by outlining the key features of shared metadata, illustrating their application to diverse digital objects within the Lodovico media library. Following a concise examination of the methodology for collecting/creating data and the initial research findings, the article concludes by highlighting the project’s potential in the realm of automatic handwriting recognition processes.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598026","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}
This study explores the conventional ‘funneling’ method by introducing two extra locations beyond the virtual reality (VR) controller boundaries, terming it the extended funneling technique. Thirty-two participants engaged in a localization task, with their responses recorded using eye-tracking technology. They were tasked with localizing a virtual ping-pong ball as it bounced both within and outside their virtual hands on a virtual board. Both the experimental and control groups received simultaneous spatial audio and vibrotactile feedback. The experimental group received vibrotactile feedback with extended funneling, while the control group received vibrotactile feedback without funneling for comparison. The results indicate that the experimental group, benefiting from the extended funneling technique, demonstrated a significantly higher accuracy rate (41.79%) in localizing audio–vibrotactile stimuli compared to the control group (28.21%). No significant differences emerged in embodiment or workload scores. These findings highlight the effectiveness of extended funneling for enhancing the localization of sensory stimuli in VR.
{"title":"Enhancing Localization Performance with Extended Funneling Vibrotactile Feedback","authors":"Kalliopi Apostolou, Filip Škola, F. Liarokapis","doi":"10.3390/mti7120114","DOIUrl":"https://doi.org/10.3390/mti7120114","url":null,"abstract":"This study explores the conventional ‘funneling’ method by introducing two extra locations beyond the virtual reality (VR) controller boundaries, terming it the extended funneling technique. Thirty-two participants engaged in a localization task, with their responses recorded using eye-tracking technology. They were tasked with localizing a virtual ping-pong ball as it bounced both within and outside their virtual hands on a virtual board. Both the experimental and control groups received simultaneous spatial audio and vibrotactile feedback. The experimental group received vibrotactile feedback with extended funneling, while the control group received vibrotactile feedback without funneling for comparison. The results indicate that the experimental group, benefiting from the extended funneling technique, demonstrated a significantly higher accuracy rate (41.79%) in localizing audio–vibrotactile stimuli compared to the control group (28.21%). No significant differences emerged in embodiment or workload scores. These findings highlight the effectiveness of extended funneling for enhancing the localization of sensory stimuli in VR.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600324","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}
M. Mendoza López, Petronila Mireia Alcaraz Artero, Carlos Truque Díaz, M. Pardo Ríos, J. J. Hernández Morante, Rafael Melendreras Ruíz
This study focuses on the development and assessment of a serious game for health (SGH) aimed at educating children about cardiopulmonary resuscitation (CPR). A video game was created using the Berkeley Snap platform, which uses block programming. Eye-tracking technology was utilized to validate the graphic design. To assess the tool’s effectiveness, a pre-post analytical study was conducted with primary education children to measure the knowledge acquired. The study involved 52 participants with a mean age of 9 years. The results from a custom questionnaire used to measure their theoretical CPR knowledge showed significant improvements in CPR knowledge after the use of the videogame, and their emotional responses improved as well. The assessment of the knowledge acquired through the video game obtained an average score of 5.25 out of 6. Ten video segments consisting of 500 frames each (20 s of video per segment) were analyzed. Within these segments, specific areas that captured the most relevant interaction elements were selected to measure the child’s attention during game play. The average number of gaze fixations, indicating the points in which the child’s attention was placed within the area of interest, was 361.5 out of 500. In conclusion, the utilization of SGH may be an effective method for educating kids about CPR, to provide them with fundamental knowledge relevant to their age group.
{"title":"Kids Save Lives by Learning through a Serious Game","authors":"M. Mendoza López, Petronila Mireia Alcaraz Artero, Carlos Truque Díaz, M. Pardo Ríos, J. J. Hernández Morante, Rafael Melendreras Ruíz","doi":"10.3390/mti7120112","DOIUrl":"https://doi.org/10.3390/mti7120112","url":null,"abstract":"This study focuses on the development and assessment of a serious game for health (SGH) aimed at educating children about cardiopulmonary resuscitation (CPR). A video game was created using the Berkeley Snap platform, which uses block programming. Eye-tracking technology was utilized to validate the graphic design. To assess the tool’s effectiveness, a pre-post analytical study was conducted with primary education children to measure the knowledge acquired. The study involved 52 participants with a mean age of 9 years. The results from a custom questionnaire used to measure their theoretical CPR knowledge showed significant improvements in CPR knowledge after the use of the videogame, and their emotional responses improved as well. The assessment of the knowledge acquired through the video game obtained an average score of 5.25 out of 6. Ten video segments consisting of 500 frames each (20 s of video per segment) were analyzed. Within these segments, specific areas that captured the most relevant interaction elements were selected to measure the child’s attention during game play. The average number of gaze fixations, indicating the points in which the child’s attention was placed within the area of interest, was 361.5 out of 500. In conclusion, the utilization of SGH may be an effective method for educating kids about CPR, to provide them with fundamental knowledge relevant to their age group.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138613066","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}
Olivia Zechner, Daniel García Guirao, Helmut Schrom-Feiertag, Georg Regal, Jakob Carl Uhl, Lina Gyllencreutz, David Sjöberg, Manfred Tscheligi
Mixed reality (MR) technology has the potential to enhance the disaster preparedness of medical first responders in mass-casualty incidents through new training methods. In this manuscript, we present an MR training solution based on requirements collected from experienced medical first responders and technical experts, regular end-user feedback received through the iterative design process used to develop a prototype and feedback from two initial field trials. We discuss key features essential for an effective MR training system, including flexible scenario design, added realism through patient simulator manikins and objective performance assessment. Current technological challenges such as the responsiveness of avatars and the complexity of smart scenario control are also addressed, along with the future potential for integrating artificial intelligence. Furthermore, an advanced analytics and statistics tool that incorporates complex data integration, machine learning for data analysis and visualization techniques for performance evaluation is presented.
{"title":"NextGen Training for Medical First Responders: Advancing Mass-Casualty Incident Preparedness through Mixed Reality Technology","authors":"Olivia Zechner, Daniel García Guirao, Helmut Schrom-Feiertag, Georg Regal, Jakob Carl Uhl, Lina Gyllencreutz, David Sjöberg, Manfred Tscheligi","doi":"10.3390/mti7120113","DOIUrl":"https://doi.org/10.3390/mti7120113","url":null,"abstract":"Mixed reality (MR) technology has the potential to enhance the disaster preparedness of medical first responders in mass-casualty incidents through new training methods. In this manuscript, we present an MR training solution based on requirements collected from experienced medical first responders and technical experts, regular end-user feedback received through the iterative design process used to develop a prototype and feedback from two initial field trials. We discuss key features essential for an effective MR training system, including flexible scenario design, added realism through patient simulator manikins and objective performance assessment. Current technological challenges such as the responsiveness of avatars and the complexity of smart scenario control are also addressed, along with the future potential for integrating artificial intelligence. Furthermore, an advanced analytics and statistics tool that incorporates complex data integration, machine learning for data analysis and visualization techniques for performance evaluation is presented.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138608487","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}
Marco Romano, A. Frolli, Alessandro Aloisio, Claudio Russello, Angelo Rega, Francesco Cerciello, Fabio Bisogni
In recent years, there has been a surge of interest in affordable and accessible extended reality devices. Big tech companies like Apple and Meta have announced advanced devices expected to become more prevalent in everyday life. As younger generations embrace immersive digital realities for socialization, entertainment, and information retrieval, there is a need to explore immersive digital technologies that support experiential learning and reevaluate educational approaches. In Italy, the COVID-19 pandemic has sparked a growing interest in immersive virtual reality (VR) and the metaverse for distance education. However, the integration of VR in Italian schools could be faster, primarily due to cost and teacher knowledge challenges. Our study aims to involve high school teachers in a practical workshop to assess their knowledge, skills, and intention to use VR in their teaching after brief training. The focus is on evaluating the acceptability of VR for educational purposes among Italian high school teachers. The workshop involved up to 16 teachers at once and was repeated eight times to reach 120 teachers. Participants received VR training and explored three educational VR applications. The results show that teachers are interested in learning and integrating VR into their lessons. They believe it can enhance teaching practices by actively engaging students and enabling experiential learning. This work provides an overview of the current state of VR in education, describes the workshop with high school teachers, and presents the obtained results.
{"title":"Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers","authors":"Marco Romano, A. Frolli, Alessandro Aloisio, Claudio Russello, Angelo Rega, Francesco Cerciello, Fabio Bisogni","doi":"10.3390/mti7120111","DOIUrl":"https://doi.org/10.3390/mti7120111","url":null,"abstract":"In recent years, there has been a surge of interest in affordable and accessible extended reality devices. Big tech companies like Apple and Meta have announced advanced devices expected to become more prevalent in everyday life. As younger generations embrace immersive digital realities for socialization, entertainment, and information retrieval, there is a need to explore immersive digital technologies that support experiential learning and reevaluate educational approaches. In Italy, the COVID-19 pandemic has sparked a growing interest in immersive virtual reality (VR) and the metaverse for distance education. However, the integration of VR in Italian schools could be faster, primarily due to cost and teacher knowledge challenges. Our study aims to involve high school teachers in a practical workshop to assess their knowledge, skills, and intention to use VR in their teaching after brief training. The focus is on evaluating the acceptability of VR for educational purposes among Italian high school teachers. The workshop involved up to 16 teachers at once and was repeated eight times to reach 120 teachers. Participants received VR training and explored three educational VR applications. The results show that teachers are interested in learning and integrating VR into their lessons. They believe it can enhance teaching practices by actively engaging students and enabling experiential learning. This work provides an overview of the current state of VR in education, describes the workshop with high school teachers, and presents the obtained results.","PeriodicalId":52297,"journal":{"name":"Multimodal Technologies and Interaction","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611712","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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