Three Perspectives on Embodied Learning in Virtual Reality: Opportunities for Interaction Design

Chatain, Julia; Kapur, Manu; Sumner, Robert W.

doi:10.1145/3544549.3585805

Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems 2023

DOI: 10.1145/3544549.3585805

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Three Perspectives on Embodied Learning in Virtual Reality: Opportunities for Interaction Design

Julia Chatain¹,

Manu Kapur²,

Robert W. Sumner³

Abstract: Figure 1: Our paper presents an interdisciplinary framework for embodiment and discusses design opportunities for Virtual Reality (vr) embodied learning interactions through use cases such as: (a) the digital avatar is used to embody mathematical concepts, (b) the learner interacts with mathematical objects [8], (c) the virtual world grounds abstract mathematics in embodied concreteness, that is a highly embodied, situated and relatable context [10]. Images adapted and used with authorization.

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2024

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Applying Augmented Reality to Convey Medical Knowledge On Osteoclasts: A User Study (Preprint)

Grübel,

Chatain,

Schmid

et al. 2024

Preprint

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BACKGROUND Augmented Reality (AR) as an interactive communication tool has matured to the point that it can be used in the classroom to engage medical students. OBJECTIVE We assess a state-of-the-art AR game published together with a modern cell atlas on cells of the oral cavity to investigate the trade-offs of the new technology to convey medical knowledge. METHODS A serious game is designed and created to represent state-of-the-art knowledge on osteoclasts for the classroom. The game is evaluated for its usability and a vignette experiment is conducted comparing the topic of Osteoclasts in the AR game and a textbook option conveying the same information. Participants are randomly assigned and their learning success is measured after the treatment, one week later and one month later. We also assess the use of the game in the app store to gain general insights. RESULTS A serious game elicits strong interest in the topic and motivates students. The learning outcomes are comparable to text-based self-learning but with higher engagement. Furthermore, curious students benefit more from interactive learning methods compared to text-only methods and have higher learning success. CONCLUSIONS Introducing new technology like AR into teaching curricula requires technological investment, updated curricula and careful application of learning paradigms. AR-based learning may serve especially curious students that usually learn less in text-heavy teaching. In addition, a new generation of students is soon entering the classroom that is very used to short and entertaining information exchanges and our methods repertoire needs to adapt to these new realities.

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Applying Augmented Reality to Convey Medical Knowledge On Osteoclasts: A User Study (Preprint)

Grübel,

Chatain,

Schmid

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

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Three Perspectives on Embodied Learning in Virtual Reality: Opportunities for Interaction Design

Cited by 1 publication

References 60 publications

Applying Augmented Reality to Convey Medical Knowledge On Osteoclasts: A User Study (Preprint)

Applying Augmented Reality to Convey Medical Knowledge On Osteoclasts: A User Study (Preprint)

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