Towards a methodology for online VR application testing

Botha-Ravyse, Chrisna; Froland, Tord Hettervik; Luimula, Mika; Markopoulos, Panagiotis; Bellalouna, Fahmi

doi:10.1109/coginfocom50765.2020.9237893

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…This approach allows for the conducting of a remote evaluation, as explained in [124] in VR applications for skill training. This design would start to address the research gap highlighted in Section 5.3.…”

Section: Empowering Remote Learning In Armentioning

confidence: 99%

Current Challenges and Future Research Directions in Augmented Reality for Education

Iqbal

Mangina

Campbell

2022

MTI

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The progression and adoption of innovative learning methodologies signify that a respective part of society is open to new technologies and ideas and thus is advancing. The latest innovation in teaching is the use of Augmented Reality (AR). Applications using this technology have been deployed successfully in STEM (Science, Technology, Engineering, and Mathematics) education for delivering the practical and creative parts of teaching. Since AR technology already has a large volume of published studies about education that reports advantages, limitations, effectiveness, and challenges, classifying these projects will allow for a review of the success in the different educational settings and discover current challenges and future research areas. Due to COVID-19, the landscape of technology-enhanced learning has shifted more toward blended learning, personalized learning spaces and user-centered approach with safety measures. The main findings of this paper include a review of the current literature, investigating the challenges, identifying future research areas, and finally, reporting on the development of two case studies that can highlight the first steps needed to address these research areas. The result of this research ultimately details the research gap required to facilitate real-time touchless hand interaction, kinesthetic learning, and machine learning agents with a remote learning pedagogy.

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Section: Empowering Remote Learning In Armentioning

confidence: 99%

Current Challenges and Future Research Directions in Augmented Reality for Education

Iqbal

Mangina

Campbell

2022

MTI

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“…This approach allows for the conducting of a remote evaluation, as explained in [100] in virtual reality application for skill training. This design would start to address the research gap highlighted in section 4.3.…”

Section: F Empowering Remote Learning In Armentioning

confidence: 99%

Current Challenges and Future Research Directions in Augmented Reality for Education

Iqbal¹,

Mangina²,

Campbell³

2021

Preprint

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Innovation in formal and practical learning is an accepted progression and its adoption in learning methodologies is a sign that a respective society is open to new technologies, ideas, and, thus, to advancement. The latest innovation in teaching is the use of Augmented Reality. Applications using this technology have been deployed successfully in STEM(Science, Technology, Engineering, and Mathematics) education for delivering the practical and creative parts of the education. Since Augmented Reality technology has already a large volume of published studies about education that reports advantages, limitations, effectiveness, and challenges of AR in education, classifying these projects will allow for a review of the success of Augmented Reality integration in the different educational settings and discover current challenges and future research areas.<div>The main findings of this paper are the generation of a detailed taxonomy of the current literature which outlines the current challenges, the use of this taxonomy to identify future research areas, and finally to report on the development of two case studies that can highlight the first steps need to address these research areas. The result of this research ultimately is to detail the research gap that is needed to be filled to facilitate real-time touchless hand interaction, kinesthetic learning, machine learning agents with a remote learning pedagogy.</div>

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“…There have been a number of positive results regarding the capabilities of 3D VR for enhancing teaching activities (Csapó et al, 2018;Kvasznicza, 2017;Kvasznicza et al, 2019;Kövecses-Gõsi, 2019;Katona and Kovari, 2018;Horvath, 2016;Kuczmann and Budai, 2019;Markopoulos et al, 2020;Botha-Ravyse et al, 2020;Biró et al, 2017;Orosz et al, 2019) the effectiveness of new teaching methodologies (Horváth, 2019b;Kövecses-Gõsi, 2019;Kővári, 2019;Horváth, 2019c;Sztahó et al, 2019;Vicsi et al, 2000, Mathability Baranyi andGilányi, 2013;Chmielewska, 2019) or eye-tracking studies as well.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Personalized Learning Opportunities in 3D VR

Horváth¹

2021

Front. Comput. Sci.

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Due to its constantly developing technological background, VR and AR technology has been gaining increasing popularity not just in industry or business but in education as well. Research in the field of Cognitive Infocommunications (CogInfoCom) shows that using existing digital technologies, online collaboration and cooperation technologies in 3D VR supports cognitive processes, including the finding, processing, memorization and recalling of information. 3D VR environments are also capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows. The paper presents a study carried out with the participation of 90 students. The aim of this study is to investigate how the application of 3D VR platforms as personalized educational environments can also increase VR learning efficiency. Besides considering participants’ test performance, metrics such as results on visual, auditory and reading-based learning tests for information acquisition, as well as responses on Kolb’s learning styles questionnaires are taken into consideration. The participants’ learning styles, information acquisition habits were also observed, allowing us to create and offer a variety of learning pathways based on a variety of content types in the 3D VR environment. The students within the study were divided into two groups: a test group receiving personalized training in the MaxWhere 3D VR classroom, and a control group that studied in a general MaxWhere 3D VR space. This research applies both quantitative and qualitative methods to report findings. The goal was to create adaptive learning environments capable of deriving models of learners and providing personalized learning experiences. We studied the correlation between effectiveness of the tasks and Kolb’s learning styles. The study shows the major importance of choosing the optimal task type regarding each Kolb learning style and personalized learning environment. The MaxWhere 3D spaces show a high potential for personalizing VR education. The non-intrusive guiding capabilities of VR environments and of the educational content integrated in the 3D VR spaces were very successful, because the students were able to score 20 percent higher on the tests after studying in VR than after using traditional educational tools. Students also performed the same tasks with 8-10 percent faster response times.

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Towards a methodology for online VR application testing

Cited by 4 publications

References 10 publications

Current Challenges and Future Research Directions in Augmented Reality for Education

Current Challenges and Future Research Directions in Augmented Reality for Education

Current Challenges and Future Research Directions in Augmented Reality for Education

An Analysis of Personalized Learning Opportunities in 3D VR

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