Towards a social virtual reality learning environment in high fidelity

Zizza, Chiara; Starr, Adam; Hudson, Devin; Nuguri, Sai Shreya; Calyam, Prasad; He, Zhihai

doi:10.1109/ccnc.2018.8319187

Cited by 34 publications

(23 citation statements)

References 6 publications

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“…The model provides the theoretical framework for this paper. As the technology has only recently enabled multimodal CVEs (Education, 2017), few empirical studies have addressed their impact on online learning (Isabwe, Moxnes, Ristesund, & Woodgate, 2018;Zizza et al, 2017). However, studies are yet to examine the impact of immersion (spatial, emotional and temporal) on the student subjective experiences and learning performance.…”

Section: :2mentioning

confidence: 99%

The impact of multimodal collaborative virtual environments on learning: A gamified online debate

Doumanis

Economou

Sim

et al. 2019

Computers & Education

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Online learning platforms are integrated systems designed to provide students and teachers with information, tools and resources to facilitate and enhance the delivery and management of learning. In recent years platform designers have introduced gamification and multimodal interaction as ways to make online courses more engaging and immersive. Current web-based platforms provide a limited degree of immersion in learning experiences that diminish learning impact. To improve immersion, it is necessary to stimulate some or all of human senses by engaging users in an environment that perceptually surrounds them and allows intuitive and rich interaction with other users and its content. Learning in these collaborative virtual environments (CVEs) can be aided by increasing motivation and engagement through gamification of the educational task. This rich interaction that combines multimodal stimulation and gamification of the learning experience has the potential to draw students into the learning experience and improve learning outcomes. This paper presents the results of an experimental study designed to evaluate the impact of multimodal real-time interaction on user experience and learning of gamified educational tasks completed in a CVE. Secondary school teachers and students between ages 11 and 18 participated in the study. The multimodal CVE is an accurate reconstruction of the European Parliament in Brussels, developed using the REVERIE (Real and Virtual Engagement In Realistic Immersive Environment) framework. In the study, we compared the impact of the VR Parliament to a non-multimodal control (an educational platform called Edu-Simulation) for the same educational tasks. Our experiment results show that the multimodal CVE improves student learning performance and aspects of subjective experience when compared to the non-multimodal control. More specifically it resulted in a more positive effect on the ability of the students to generate ideas compared to a non-multimodal control. It also facilitated some sense of presence for students in the VE in the form of emotional immersion. The paper concludes with a discussion of future work that focusses on combining the best features of both systems in a hybrid system to increase its educational impact and evaluate the prototype in real-world educational scenarios.

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Section: :2mentioning

confidence: 99%

The impact of multimodal collaborative virtual environments on learning: A gamified online debate

Doumanis

Economou

Sim

et al. 2019

Computers & Education

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show abstract

“…Prior works on VRLEs have been developed for immersive and special education purposes. In vSocial [1], a Social Competence Intervention (SCI) curriculum [3] is delivered via a system that consists of various modules such as: VR rendering, web applications and classroom portal with instructional content hosted as web pages. The vSocial server provides functionalities such as access control for users, session management, network performance tracking, session progress, and user management, making it a critical target in the system.…”

Section: A Virtual Reality Learning Environmentsmentioning

confidence: 99%

Security, Privacy and Safety Risk Assessment for Virtual Reality Learning Environment Applications

Gulhane

Vyas

Mitra

et al. 2019

2019 16th IEEE Annual Consumer Communications &Amp; Networking Conference (CCNC)

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Social Virtual Reality based Learning Environments (VRLEs) such as vSocial render instructional content in a threedimensional immersive computer experience for training youth with learning impediments. There are limited prior works that explored attack vulnerability in VR technology, and hence there is a need for systematic frameworks to quantify risks corresponding to security, privacy, and safety (SPS) threats. The SPS threats can adversely impact the educational user experience and hinder delivery of VRLE content. In this paper, we propose a novel risk assessment framework that utilizes attack trees to calculate a risk score for varied VRLE threats with rate and duration of threats as inputs. We compare the impact of a well-constructed attack tree with an adhoc attack tree to study the trade-offs between overheads in managing attack trees, and the cost of risk mitigation when vulnerabilities are identified. We use a vSocial VRLE testbed in a case study to showcase the effectiveness of our framework and demonstrate how a suitable attack tree formalism can result in a more safer, privacy-preserving and secure VRLE system.

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“…The results indicated that the immersive condition and the positive emotional induction can influence knowledge retention. Zizza et al [18] designed and implemented a multimodule VR learning environment over the network. They evaluated user experience in the VR version by comparing it to a desktop version.…”

Section: Use Case Studies Of Serious Vr Gamesmentioning

confidence: 99%

Usability and Engagement Study for a Serious Virtual Reality Game of Lunar Exploration Missions

2019

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Virtual reality (VR) technologies have opened new possibilities for creating engaging educational games. This paper presents a serious VR game that immerses players into the activities of lunar exploration missions in a virtual environment. We designed and implemented the VR game with the goal of increasing players’ interest in space science. The game motivates players to learn more about historical facts of space missions that astronauts performed on the Moon in the 1970s. We studied usability and engagement of the game through user experience in both VR and non-VR versions of the game. The experimental results show that the VR version improved their engagement and enhanced the interest of players in learning more about the events of lunar exploration.

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Towards a social virtual reality learning environment in high fidelity

Cited by 34 publications

References 6 publications

The impact of multimodal collaborative virtual environments on learning: A gamified online debate

The impact of multimodal collaborative virtual environments on learning: A gamified online debate

Security, Privacy and Safety Risk Assessment for Virtual Reality Learning Environment Applications

Usability and Engagement Study for a Serious Virtual Reality Game of Lunar Exploration Missions

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