Question: Pros and Cons of Immersive Participatory Augmented Reality Simulations in Education and Learning Processes

Innovation in Learning: An Augmented Reality Platform for Environmental Education

Funded by a generous grant from Microsoft MIT iCampus, this project falls under the umbrella of the Games-to-Teach initiative. We extend our gratitude to the project leaders, Randy Hinrichs from Microsoft Research and Henry Jenkins, the Director of MIT Comparative Media Studies, for their unwavering support. Special thanks are also due to Kodjo Hesse, Gunnar Harboe, and Walter Holland for their tireless efforts in crafting Environmental Detectives, an augmented reality (AR) platform designed to revolutionize environmental simulations for educational purposes.

Environmental Detectives represents a significant leap forward in the realm of educational technology, merging the physical and digital worlds to create an immersive learning experience. This AR platform allows students to engage with environmental concepts in a tangible, interactive manner, transforming traditional classroom learning into a dynamic, participatory adventure. By placing learners at the heart of environmental simulations, the platform not only enhances understanding but also fosters a deeper connection to the natural world, encouraging active participation in conservation efforts and sustainable practices.

The development of Environmental Detectives underscores the potential of AR technology to reshape education, particularly in the sciences. It offers a compelling case study for educators seeking to integrate cutting-edge technology into their curricula, demonstrating how AR can bridge the gap between theory and practice, making complex scientific principles accessible and engaging for students of all ages.

This research was supported with a grant from Microsoft MIT iCampus as a part of the Games-to-Teach Project. The authors would like to thank the PIs of the Games-to-Teach Project, Randy Hinrichs at Microsoft Research and Henry Jenkins, Director MIT Comparative Media Studies for their support of this project, as well as Kodjo Hesse, Gunnar Harboe, and Walter Holland for their hard work in the development of Environmental Detectives.

Virtual reality (VR) is now becoming a mainstream medium. Current systems like the HTC Vive offer accurate tracking of the HMD and controllers, which allows for highly immersive interactions with the virtual environment. The interactions can be further enhanced by adding feedback. As an example, a controller can vibrate when it is close to a grabbable ball. As such interactions are not exhaustingly researched, we conducted a user study. Specifically, we examine: 1. grabbing and throwing with controllers in a simple basketball game. 2. the influence of haptic and optical feedback on performance, presence, task load, and usability. 3. the advantages of VR over desktop for point-cloud editing. Several new techniques emerged from the point-cloud editor for VR. The bi-manual pinch gesture, which extends the handlebar metaphor, is a novel viewing method used to translate, rotate, and scale the point-cloud. Our new rendering technique uses the geometry shader to draw sparse point clouds quickly. The selection volumes at the controllers are our new technique to efficiently select points in point clouds. The resulting selection is visualized in real time. The results of the user study show that: 1. grabbing with a controller button is intuitive but throwing is not. Releasing a button is a bad metaphor for releasing a grabbed virtual object in order to throw it. 2. any feedback is better than none. Adding haptic, optical, or both feedback types to the grabbing improves the user performance and presence. However, only sub-scores like accuracy and predictability are significantly improved. Usability and task load are mostly unaffected by feedback. 3. the point-cloud editing is significantly better in VR with the bi-manual pinch gesture and selection volumes than on the desktop with the orbiting camera and lasso selections.

Augmented reality technology is a unique medium that can be helpful for young children's entertainment and education, but in order to achieve the benefits of this technology, augmented reality experiences need to be appropriately designed for young children's developing physical and cognitive skills. In the present study we investigated how 5-10 year-old children react to typical handheld augmented reality interaction techniques such as crosshair selection and finger selection, in AR environments that require them to change perspective or not. Our analysis shows significant impacts of age upon AR performance, with young children having slower selection times, more tracking losses, and taking longer to recover tracking. Significant differences were also found between AR interaction technique conditions, with finger selection being faster than crosshair selection, and interactions which required changes in perspective taking longer, generating more tracking losses, and more errors in selection. Furthermore, by analyzing children's performance in relation to metrics of physical and cognitive development, we identified correlations between AR interaction techniques performance and developmental tests of spatial relations, block construction and visuomotor precision. Gender differences were analyzed but no significant effects were detected.

Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media.

Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. They also enable to present information in more dynamic, compelling and interactive way with engaging environment. The study applied animation, simulation and video supporting, on student-centered learning activities, in electrochemistry for second year students organized with state of art technology flash and micro media player and evaluated for its effectiveness. A particular focus of this investigation was to what extent the uses of animation, simulation and video influenced student-centered learning. Preand posttests were administrated on the target group and concurrent embedded mixed case study design was employed. Total quality of the developed package was evaluated by administrating a separate schedule containing open and closed ended question. The comments and ratings obtained in the learners’ insights provided the basis for the learning impact of the study. The result obtained from the experiment and responses of the schedule showed that technology integrated with appropriate pedagogy improves the performance of students.

Interactive touchscreens such as tablet PCs (TPC) and interactive whiteboards (IWB) are becoming more and more common in classrooms around the world. To date, very little research has been conducted on the impact of the new technology on physics education. This systematic literature review aims to investigate research on what impact tablet PCs and interactive whiteboards might have on the education in upper Secondary School. The review was performed in response to the following questions: 1. What is the influence of IWBs and TPCs on students’ active participation in physics education? 2. How can an IWB or TPC improve students’ learning about physics concepts? 3. How can educational research on touchscreen technology help inform effective teaching strategies in physics education? To respond to the questions of the study, relevant research about interactive whiteboards and/or tablet PCs was consulted and analysed. Twelve articles were located, mainly through the ERIC and Scopus databases, but also through Google Scholar. The included articles reported empirical research about physics education with interactive whiteboards or tablet PCs. The results from the articles indicate that interactive touchscreens might help improve learners’ active participation in physics education. Interactive whiteboards can, for example, be used to display interactive simulations during group work, something students are found to appreciate and easily engage in. A tablet PC can be used in the same way, but also allows students to receive anonymous support and feedback from the teacher during class which seems to be beneficial for learning. Results show that it is possible to improve students’ understanding of physics concepts by using interactive whiteboards or tablet PCs. However, further research is required to compare results from students using touch technology and students taught in traditional manner to be able to draw any general conclusions about observed learning effects.

Gamifying learning activities can be beneficial as it can better engage students and result in improved learning. However, incorporating game elements into learning activities can be difficult because it requires an appropriate mix of science, art, and experience. Design science research can help to address this issue. In particular, its search process for determining an appropriate solution for a given problem is useful as it allows for a number of iterative cycles over which the solution is incrementally refined, and ultimately resulting in a successful implementation. Our objective in this study is to develop a non-discipline-specific instantiation that can be embedded into a learning activity to motivate students and improve the quality of their learning. We provide a detailed explanation of how we designed and developed a gamified multiple choice quiz software tool over multiple iterations. The tool was trialled in three undergraduate IT-related courses and evaluated using a questionnaire survey. Results showed that the tool was well received as 76 per cent of students believed it was effective for learning and would for it to be used in their other courses.

0360-1315/$ see front matter Crown Copyright 2 doi:10.1016/j.compedu.2009.05.001 * Corresponding author. Tel.: +1 905 721 8668x267 E-mail address: robin.kay@uoit.ca (R.H. Kay). 1 Tel.: +1 905 721 8668x2886. Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts. Crown Copyright 2009 Published by Elsevier Ltd. All rights reserved.

At the request of NSF's Interactive Systems Program, a two-day invitational workshop was held March 23-24, 1992 at UNC Chapel Hill to identify and recommend future research directions in the area of "virtual environments" (VE) *. Workshop participants included some 18 experts (plus 4 NSF officials) from universities, industry, and other leading technical organizations. The two-day schedule alternated between sessions of the entire group and sessions in the following specialty areas, around which the recommendations came to be organized: 1) Perception , 2) Human-Machine Software Interface , 3) Software, 4) Hardware, and 5) Applications. Also, two participants developed a taxonomy of VE applications that is included as an appendix to the report. 1. Collaborative science-technology development programs should be established at several sites around the country to encourage closer collaboration between developers and scientists. 2. Theoretical research should focus on development of metrics of performance and task demands in VE. 3. Paradigmatic applications and theoretical questions that illustrate the science-technology synergy need identification. Audition Spatial Sound 1.Theoretical research should emphasize the role of individual differences in Head-Related Transfer Functions (HRTF's), critical cues for distance and externalization, spectral cues for enhancing elevation and disambiguating the cone-of-confusion, head-motion, and intersensory interaction and adaptation in the accurate perception of virtual acoustic sources. The notion of artificially enhanced localization cues is also a promising area. 2. A fruitful area for joint basic and applied research is the development of perceptually-viable methods of simplifying the synthesis technique to maximize the efficiency of algorithms for complex room modeling. 3. Future effort should still be devoted to developing more realistic models of acoustic environments with implementation on more powerful hardware platforms. Nonspeech Audio 1. Theoretical research should focus on lower-level sensory and higher-level cognitive determinants of acoustic perceptual organization, with particular emphasis on how acoustic parameters interact to determine the identification, segregation, and localization of multiple, simultaneous sources. 2. Technology development should focus on hardware and software systems specifically aimed at real-time generation and control for acoustic information display. Haptics 1. Development should be encouraged of a variety of computer-controlled mechanical devices for either basic scientific investigation of the human haptic system or to serve as haptic interfaces for virtual environments and teleloperation. 2. Research programs should be initiated to encourage collaboration among engineers who are capable of building high precision robotic devices and scientists who can conduct biomechanical and perceptual experiments with the devices. 3. Research …

The aim of this paper is to critically review what is felt to be important about the role of debriefing in the field of simulation-based learning, how it has come about and developed over time, and the different styles or approaches that are used and how effective the process is. A recent systematic review of high fidelity simulation literature identified feedback (including debriefing) as the most important feature of simulation-based medical education.1 Despite this, there are surprisingly few papers in the peer-reviewed literature to illustrate how to debrief, how to teach or learn to debrief, what methods of debriefing exist and how effective they are at achieving learning objectives and goals. This review is by no means a systematic review of all the literature available on debriefing, and contains information from both peer and nonpeer reviewed sources such as meeting abstracts and presentations from within the medical field and other disciplines versed in the practice of debriefing such as military, psychology, and business. It also contains many examples of what expert facilitators have learned over years of practice in the area. We feel this would be of interest to novices in the field as an introduction to debriefing, and to experts to illustrate the gaps that currently exist, which might be addressed in further research within the medical simulation community and in collaborative ventures between other disciplines experienced in the art of debriefing.


Question: Pros and Cons of Using Immersive Participatory Augmented Reality Simulations in Education for Teaching and Learning Processes

This paper delves into the social constructivist framework for teaching and learning, emphasizing the collaborative nature of knowledge construction. It begins by examining the pivotal role of social and cultural contexts in shaping cognitive development. Inspired by the insights of Piaget and Vygotsky, the paper identifies key mechanisms that facilitate learning from a social constructivist viewpoint. Empirical evidence is presented to illustrate three primary areas of focus: (a) the institutional analysis of schooling as a culturally embedded process, (b) the interpersonal analysis of how social interactions can enhance cognitive development and learning, and (c) discursive analysis that scrutinizes and modifies conversational patterns to enrich educational discourse. The paper concludes by exploring the implications of the social constructivist perspective on contemporary educational issues, such as domain-specific expertise acquisition, assessment methodologies, educational equity, and reform initiatives.

**Question**: The role of gamification in enhancing student engagement and motivation in online learning environments

**Documents**: The impact of gamification on student engagement and motivation in a flipped classroom setting
This study investigates the effects of gamification on student engagement and motivation in a flipped classroom setting. The research was conducted with a group of undergraduate students enrolled in a course that was redesigned to incorporate elements of gamification. The gamification elements included points, badges, leaderboards, and a narrative storyline. Data was collected through surveys, interviews, and classroom observations. The results showed that the gamification elements significantly increased student engagement and motivation. Students reported that the points, badges, and leaderboards helped them to track their progress and set goals, while the narrative storyline made the learning experience more enjoyable and engaging. The study also found that the flipped classroom model, combined with gamification, led to higher levels of student participation and interaction during class sessions. The findings suggest that gamification can be a powerful tool for enhancing student engagement and motivation in a flipped classroom setting.

**Similar Documents**: This investigation explores the influence of gamification on student engagement and motivation within a flipped classroom framework. The study was carried out with a cohort of undergraduate students who were part of a course that was restructured to integrate gamification components. These components encompassed points, badges, leaderboards, and a narrative-driven storyline. The research methodology included surveys, interviews, and classroom observations. The outcomes revealed a substantial enhancement in student engagement and motivation attributed to the gamification elements. Participants indicated that the points, badges, and leaderboards facilitated progress monitoring and goal-setting, while the narrative storyline contributed to a more captivating and immersive learning experience. Furthermore, the study observed that

This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils’ creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes. Introduction The globalising phenomenon of information and communication technologies (ICT) is a distinct characteristic of modern times. The speed and immediacy of ICT, coupled with opportunities for increased information flow through multiple routes of communication, suggest that we are living in a time of unprecedented change, with ICT affecting the way we live and function as individuals and as a society (Castells, 2004). Within the context of education there are some technologies that appear to have attracted more interest than others; however, the degree to which they have been British Journal of Educational Technology Vol 39 No 1 2008 84–96 doi:10.1111/j.1467-8535.2007.00703.x © 2007 The Authors. Journal compilation © 2007 British Educational Communications and Technology Agency. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. successfully integrated into the classroom environment has been varied. In recent years, there has been a growing level of interest in the electronic or interactive whiteboard (IWB), well documented by the educational press. Such technology is generally comprised of a triangulation between data projector, computer and an electronic screen. This allows an individual to interact with software at the front of a class rather than from the computer. Effectively, the computer screen is projected onto the electronic whiteboard and presented to the class with the teacher, or perhaps student, selecting, activating and interacting with the programs. At a time in England when the government has promoted whole-class interactive teaching, particularly within Literacy and Numeracy, access to IWB technology through targeted government funding is also increasing, and the IWB is steadily becoming a feature of most numeracy and literacy lessons. In January 2004, Charles Clarke, the Secretary of State for Education in England, announced that, in addition to the £25 million previously made available to schools in September 2003; a further £25 million would be released for the purchase of IWBs. This technology is therefore likely to become a key resource in most schools. Introduction of new technologies such as this within the classroom context raises questions regarding the ways in which pedagogic practice may be supported and enhanced; this being the focus of this study, specifically, the links between three areas; whole-class direct teaching, creativity and the integration of technology. As IWBs are becoming more familiar within the educational market, additional challenges, which imply new priorities, have arisen from recent demands for ‘a much stronger emphasis on creative and cultural education and a new balance in teaching and in the curriculum.’ (The National Advisory Committee on Creative and Cultural Education [NACCCE], 1999) The teacher educator is therefore faced with a complex set of demands that require resolution in terms of pedagogic practice. The aim of this study is to investigate how IWBs can provide opportunities for creativity in teaching and learning, particularly within whole-class lessons, by drawing upon observations of, and discussions with, classroom practitioners and ITE students. In so doing, the study will contribute to debates within educational fields (Bleakley, 2004; Craft, 2005; NACCCE, 1999) regarding the notion of creativity in primary teaching and learning. Current developments in creativity, interactivity and whole-class direct teaching The current focus on direct whole-class teaching, particularly in mathematics, developed in response to concerns in England about the level of children’s performance in English and mathematics compared to those in other countries. In particular, in the Third International Mathematics and Science Study of 1999 (Mullis et al, 2000) England was placed low in basic number skills although as Muijs and Reynolds (2001) note, faring better in geometry and problem solving. Research conducted by Professor David Reynolds, chair of the newly established Numeracy Task Force, singled out a substantial amount of direct whole-class teaching as a key feature of mathematics sessions in the top-attaining countries (Reynolds & Farrell, 1996), these findings The use of the interactive whiteboard in literacy and maths: a case study 85 © 2007 The Authors. Journal compilation © 2007 British Educational Communications and Technology Agency. echoing those of previous studies, (Galton & Croll, 1980; Rosenshine, 1979), and more recently, Bierhoff (1996), Bierhoff and Prais (1995) and Burghes (1995). In response to these concerns about attainment and the related research findings, the National Literacy Strategy (NLS; DfEE, 1998) and National Numeracy Strategy (NNS) were introduced into most state-funded primary schools; the NLS in 1998 and the NNS in 1999, both providing a clear framework for the content of the curriculum and recommended teaching approaches. In both Literacy and Numeracy, sessions were expected to consist of a substantial amount of direct, whole-class teaching. A wholeclass approach, it was claimed, enables the teacher to interact more with each pupil; adapt activities quickly in response to pupils’ responses; use errors and misconceptions as a teaching point for the whole class and keep pupils on task for longer periods of time (Muijs & Reynolds, 2001). However, Muijs and Reynolds also noted that this approach was not necessarily the best to use in all circumstances. Brophy and Good (1986) are cited as finding this method more suited for teaching rules, procedures and basic skills, especially to younger pupils. Less structured and teacher-directed approaches, Muijs and Reynolds (2001) suggest, would be more appropriate when the aims of the lesson are more complex or open-ended (eg, developing students’ thinking skills) With the IWB featuring widely in whole-class teaching, there is a concern that its full interactive potential may not be explored through this structured, teacher-directed approach as the teaching and modelling of rules, procedures and basic skills is likely to take precedence over more complex and cognitively demanding activities. Where whole-class interactive teaching in mathematics lessons is concerned, the Numeracy Task Force stressed that ‘it is the quality of the whole class teaching which determines its success’ (Department for Education and Employment [DfEE], 1999) rather than the whole-class approach per se. They note that whole-class teaching should not be viewed as a purely transmission-based approach, with children given instruction regarding knowledge and understanding in a product-driven mode of teaching. Rather, it should be seen as an interactive, process-oriented approach to learning with the quality of the interaction within the classroom being of prime importance, maximised effectively and efficiently through good whole-class teaching. The NNS goes on to state that ‘interaction is a two-way process in which pupils are expected to play an active part’ and that ‘high quality interactive teaching is oral, interactive and lively’, which is fundamental to a social constructivist view of learning (Vygotsky, 1978). This may be a laudable claim, however; Muijs and Reynolds (2001) caution that with direct whole-class teaching, pupils may find it easy to adopt a more passive role, becoming too dependent on the teacher and failing to develop independent learning skills. Nevertheless, it may be within a more social, interactive and lively learning environment that the IWB could be seen to make a valuable contribution. At present, there is a limited amount of research available that focuses specifically upon the IWB and associated pedagogy, however, Smith, Hardman and Higgins (2006) have undertaken a substantial study involving observations made in primary schools of 184 lessons in literacy and numeracy conducted over a 2-year period. The study suggests that, although the use of IWBs engages the pupils and sessions are generally faster in 86 British Journal of Educational Technology Vol 39 No 1 2008 © 2007 The Authors. Journal compilation © 2007 British Educational Communications and Technology Agency. their pace of delivery, the underlying pedagogy of whole-class teaching appears to remain unaffected, with teacher-led recitation and emphasis upon recall dominating proceedings. Previous research has highlighted the motivational impact of IWBs upon pupils, with the large screen, the multimedia capability and the element of fun enhancing the presentational aspects of a lesson (Glover & Miller, 2001; Levy, 2002). Essentially, there appears to be the potential for enhancements in whole-class teaching and learning through the use of IWBs if pedagogic practice were to adapt and change through creative and innovative use of the particular features of this new technology. Creativity Creativity has been described as ‘the word of the moment’ (Bruce, 2004, p. vi

Programming is recognized as one of seven grand challenges in computing education. Decades of research have shown that the major problems novices experience are composition-based---they may know what the individual programming language constructs are, but they do not know how to put them together. Despite this fact, textbooks, educational practice, and programming education research hardly address the issue of teaching the skills needed for systematic development of programs.
 We provide a conceptual framework for incremental program development, called Stepwise Improvement, which unifies best practice in modern software development such as test-driven development and refactoring with the prevailing perspective of programming methodology, stepwise refinement. The conceptual framework enables well-defined characterizations of incremental program development.
 We utilize the conceptual framework to derive a programming process, STREAM, designed specifically for novices. STREAM is a carefully down-scaled version of a full and rich agile software engineering process particularly suited for novices learning object-oriented programming. In using it we hope to achieve two things: to help novice programmers learn faster and better while at the same time laying the foundation for a more thorough treatment of more advanced aspects of software engineering. In this article, two examples demonstrate the application of STREAM.
 The STREAM process has been taught in the introductory programming courses at our universities for the past three years and the results are very encouraging. We report on a small, preliminary study evaluating the learning outcome of teaching STREAM. The study indicates a positive effect on the development of students’ process competences.

0747-5632/$ see front matter 2012 Elsevier Ltd. A http://dx.doi.org/10.1016/j.chb.2012.08.001 ⇑ Corresponding author. Tel.: +886 02 7734 3347; f E-mail address: joum@ntnu.edu.tw (M. Jou). Cloud computing technology has matured as it has been integrated with every kind of digitalization processes. It offers numerous advantages for data and software sharing, and thus making the management of complex IT systems much simpler. For education in engineering, cloud computing even provides students with versatile and ubiquitous access to software commonly used in the field without having to step into an actual computer lab. Our study analyzed learning attitudes and academic performances induced by the utilization of resources driven by cloud computing technologies. Comparisons were made between college students with high school and vocational high school backgrounds. One hundred and thirtytwo students who took the computer-aided designing (CAD) course participated in the study. Technology Acceptance Model (TAM) was used as the fundamental framework. Open-ended sets of questionnaires were designed to measure academic performance and causal attributions; the results indicated no significant differences in the cognitive domain between the two groups of students, though it is not so in both the psychomotor and the affective domains. College students with vocational high school background appeared to possess higher learning motivation in CAD applications. 2012 Elsevier Ltd. All rights reserved.

potential to be a powerful tool for the visualization of burgeoning scientific data sets and models. In this article we sketch a research agenda for the hardware and software technology underlying IVR for scientific visualization. In contrast to Brooks’ excellent survey last year, which reported on the state of IVR and provided concrete examples of its production use, this article is somewhat speculative. We don’t present solutions but rather a progress report, a hope, and a call to action, to help scientists cope with a major crisis that threatens to impede their progress. Brooks’ examples show that the technology has only recently started to mature—in his words, it “barely works.” IVR is used for walkthroughs of buildings and other structures, virtual prototyping (vehicles such as cars, tractors, and airplanes), medical applications (surgical visualization, planning, and training), “experiences” applied as clinical therapy (reliving Vietnam experiences to treat post-traumatic stress disorder, treating agoraphobia), and entertainment. Building on Brooks’ work, here we concentrate on why scientific visualization is also a good application area for IVR. First we’ll briefly review scientific visualization as a means of understanding models and data, then discuss the problem of exploding data set size, both from sensors and from simulation runs, and the consequent demand for new approaches. We see IVR as part of the solution: as a richer visualization and interaction environment, it can potentially enhance the scientist’s ability to manipulate the levels of abstraction necessary for multi-terabyte and petabyte data sets and to formulate hypotheses to guide very long simulation runs. In short, IVR has the potential to facilitate a more balanced human-computer partnership that maximizes bandwidth to the brain by more fully engaging the human sensorium. We argue that IVR remains in a primitive state of development and is, in the case of CAVEs and tiled projection displays, very expensive and therefore not in routine use. (We use the term cave to denote both the original CAVE developed at the University of Illinois’ Electronic Visualization Laboratory and CAVE-style derivatives.) Evolving hardware and software technology may, however, enable IVR to become as ubiquitous as 3D graphics workstations—once exotic and very expensive—are today. Finally, we describe a research agenda, first for the technologies that enable IVR and then for the use of IVR for scientific visualization. Punctuating the discussion are sidebars giving examples of scientific IVR work currently under way at Brown University that addresses some of the research challenges, as well as other sidebars on data set size growth and IVR interaction metaphors.

The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technology use—how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the association between technology use and student outcomes. When only the quantity of technology use was examined, no significant association was observed. However, when the quality of technology was examined by investigating the specific types of technology uses, a significant association was identified between technology use and all student outcomes. Furthermore, different types of technology use showed different influences on specific student outcomes. General technology uses were positively associated with student technology proficiency, while subject-specific technology uses were negatively associated with student technology proficiency. Social-communication technology uses were significantly positively associated with developmental outcomes such as self-esteem and positive attitude towards school. Entertainment/exploration technology use showed significant positive association with student learning habits. None of these technology uses had significant influence on student academic outcome. Specific suggestions for integrating technology into schools and future research were provided. Introduction In the last two decades, generous investments have been made in educational technology around the world. For example, the US had invested more than $66 billion in school technology in just 10 years (Quality Education Data, 2004). By 2004, China had spent 100 billion Yuan (about $13.2 billion) on educational technology (Zhao, 2005), and British Journal of Educational Technology Vol 41 No 3 2010 455–472 doi:10.1111/j.1467-8535.2009.00961.x © 2009 The Author. Journal compilation © 2009 Becta. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. the annual expense on educational technology was projected to reach 35.5 billion Yuan in 2007 (Okokok Report, 2004). Ireland’s second national educational technology plan proposed to invest 107.92 million pounds in educational technology (Ireland Ministry of Education and Science, 2001). The generous investments were supported by the strongly held premise that technology can help students learn more efficiently and effectively, and as a result increase student academic achievement. This belief in the connection between technology and student achievement is a theme commonly emphasised in mission statements of educational technology projects and arguments to support educational technology investment (Zhao & Conway, 2001). For example, the first US national educational technology plan claims, ‘Properly used, technology increases students’ learning opportunities, motivation, and achievement’ (U.S. Department of Education, 1996, p. 10). The second plan assures that technology would ‘enhance learning and improve student achievement for all students’ (U.S. Department of Education, 2000, p. 4). The third plan further states that with new technologies, ‘10 years from now we could be looking at the greatest leap forward in achievement in the history of education. By any measure, the improvements will be dramatic’ (U.S. Department of Education, p. 11). However, this premise on the crucial role of technology in student achievement has not been substantially supported by empirical evidence. In fact, findings from different empirical studies focusing on the effect of technology on learning have been inconsistent and contradictory. On the one hand, some studies have identified significant positive impact of technology use on student outcomes in academic areas such as literacy development (Blasewitz & Taylor, 1999; Tracey & Young, 2006), reading comprehension and vocabulary (Scrase, 1998; Stone, 1996; Woehler, 1994), writing (Nix, 1998), mathematics (Elliott & Hall, 1997; Mac Iver, Balfanz & Plank, 1999) and science (Harmer & Cates, 2007; Lazarowitz & Huppert, 1993; Liu, Hsieh, Cho & Schallert, 2006; Reid-Griffin, 2003). For example, Tienken and Wilson (2007) compared seventhgrade students whose teachers used mathematics websites and presentation software in their classrooms with students whose teachers did not teach with these technology tools. They found that the use of these technology tools had a positive effect on students’ learning of basic mathematic skills. In addition, positive impacts have been identified in student developmental areas, including attitude towards learning and self-esteem (Nguyen, Hsieh & Allen, 2006; Sivin-Kachala & Bialo, 2000), motivation, attendance and discipline (eg, Matthew, 1997). For example, using a mixed-method design, Wighting (2006) reported that using computers in the classroom positively affected students’ sense of learning in a community. Similarly, in the UK, a series of research studies have been conducted to examine the effect of the large-scale Tablet PC programmes, and findings reveal that the use of technology has improved student access to curriculum, communication and motivation (eg, Sheehy et al, 2005; Twining et al, 2006). On the other hand, several other researchers have come to very different conclusions. Some argue that technology use may not have any positive impact on student outcomes. For example, The Organization for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment 2003 study found that stu456 British Journal of Educational Technology Vol 41 No 3 2010 © 2009 The Author. Journal compilation © 2009 Becta. dents using computers most frequently at school did not necessarily perform better than students using technology less frequently, and the impact of technology use on student math achievement varied by countries (OECD, 2005). In March 2007, the Institute of Education Sciences released an influential report titled Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. This study, intended to assess the effects of 16 computer software products designed to teach firstand fourthgrade reading and sixth-grade math, using a rigorous random assignment design, found that ‘test scores in treatment classrooms that were randomly assigned to use products did not differ from test scores in control classrooms by statistically significant margins’ (Dynarski et al, 2007, p. xiii). Furthermore, some studies suggest that technology use might even harm children and their learning (eg, Healy, 1998; Stoll, 1999). For example, Waight and Abd-El-Khalick (2007) found that the use of computer technology restricted rather than promoted ‘inquiry’ in a sixth-grade science classroom. Mixed findings have also emerged from large-scale international studies. A study of the Trends in International Mathematics and Science Study (TIMSS) reported that technology use was negatively related to science achievement among eighth graders in Turkey (Aypay, Erdogan & Sozer, 2007). Another TIMSS study found that while medium use of computer technology was related to higher science scores, extensive use was related to lower science scores (Antonijevic, 2007). Similarly, based on data collected from 175 000 15-year-old students in 31 countries, researchers at the University of Munich announced that performance in math and reading had suffered significantly among students who had more than one computer at home (MacDonald, 2004). Schacter (1999) also identified some negative impacts on student achievement through the review of five large-scale studies that employed diverse research methods to examine the impact of educational technology. Discouraged by these findings, some people have come to the conclusion that putting computers in classrooms has been wasteful and pointless (Oppenheimer, 2003). Existing research on the relationship technology on student learning presents a mixed message (Andrews et al, 2007; O’Dwyer, Russell, Bebell & Tucker-Seeley, 2005; Torgerson & Zhu, 2003). Such mixed and often conflicting findings make it difficult to draw conclusions about the effects of technology, to provide meaningful advice to those who make decisions about technology investment in education and to make practical suggestions for integrating technology into schools. There are at least two problems contributing to the controversy over the relationship between technology use and student outcomes. The first is that technology is often examined at a very general level (Zhao, 2003). Many studies ‘treat technology as an undifferentiated characteristic of schools and classrooms. No distinction is made between different types of technology programs’ (Wenglinsky, 1998, p. 3). We know that technology is a very broad term that includes many kinds of hardware and software. These technologies may have different impacts on student outcomes. Even the same technology can be used differently in various contexts to solve all kinds of problems (Zhao) and thus have ‘different meanings in different settings’ (Peyton & Bruce, Quantity versus quality on technology use 457 © 2009 The Author. Journal compilation © 2009 Becta. 1993, p. 10). Treating technology as if it is a single thing obscures the unique characteristics of different technologies and their uses. The second problem is the focus of the studies. Most studies focus on the impact of the quantity of technology use, in other words, how much or how frequently technology is used, but ignore the quality of technology use, that is, how technology is used. For example, many studies examine the relationship between how much time students spend on using computers or how often they use computers and their achievement (eg, Du, Havard, Yu & Adams, 2004; Mann, Shakeshaft, Becker & Kottkamp, 1999). However, research suggests that the quality of technology use is more critical

Recent research indicates that users consistently underestimate depth judgments to Augmented Reality (AR) graphics when viewed through optical see-through displays. However, to our knowledge, little work has examined how AR graphics may affect depth judgments of real world objects that have been overlaid or annotated with AR graphics. This study begins a preliminary analysis whether AR graphics have directional effects on users' depth perception of real-world objects, as might be experienced in vehicle driving scenarios (e.g., as viewed via an optical see-through head-up display or HUD). Twenty-four participants were asked to judge the depth of a physical pedestrian proxy figure moving towards them at a constant rate of 1 meter/second. Participants were shown an initial target location that varied in distance from 11 to 20 m and were then asked to press a button to indicate when the moving target was perceived to be at the previously specified target location. Each participant experienced three different display conditions: no AR visual display (control), a conformal AR graphic overlaid on the pedestrian via a HUD, and the same graphic presented on a tablet physically located on the pedestrian. Participants completed 10 trials (one for each target distance between 11 and 20 inclusive) per display condition for a total of 30 trials per participant. The judged distance from the correct location was recorded, and after each trial, participants' confidence in determining the correct distance was captured. Across all conditions, participants underestimated the distance of the physical object consistent with existing literature. Greater variability was observed in the accuracy of distance judgments under the AR HUD condition relative to the other two display conditions. In addition, participant confidence levels were considerably lower in the AR HUD condition.

Pedagogy has emphasized that physical representations and tangible interactive objects benefit learning especially for young students. There are many tangible hardware platforms for introducing computer programming to children, but there is limited comparative evaluation of them in the context of a formal classroom. In this work, we explore the benefits of learning to code for tangible computers, such as robots and wearable computers, in comparison to programming for the desktop computer. For this purpose, 36 students participated in a within-groups study that involved three types of target computer platform tangibility: (1) desktop, (2) wearable, and (3) robotic. We employed similar blocks-based visual programming environments, and we measured emotional engagement, attitudes, and computer programming performance. We found that students were more engaged by and had a higher intention of learning programming with the robotic rather than the desktop computer. Furthermore, tangible computing platforms, either robot or wearable, did not affect the students’ performance in learning basic computational concepts (e.g., sequence, repeat, and decision). Our findings suggest that computer programming should be introduced through multiple target platforms (e.g., robots, smartphones, wearables) to engage children.

Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore. This study explores using the Facebook group as an LMS and the students’ perceptions of using it in their courses. Results showed that students were basically satisfied with the affordances of Facebook as the fundamental functions of an LMS could be easily implemented in the Facebook group. However, using the Facebook group as an LMS has certain limitations. It did not support other format files to be uploaded directly, and the discussion was not organized in a threaded structure. Also, the students did not feel safe and comfortable as their privacy might be revealed. Constraints of using the Facebook group as an LMS, implications for practice and limitations of this study are discussed. Practitioner notes What is already known about this topic • Facebook has been popularly used by tertiary students, but many students do not want their teachers to be friends on Facebook • Teacher’s self-disclosure on Facebook can promote classroom atmosphere, teacher’s credibility and student–teacher relationship • Commercial learning management systems (LMSs) have limitations What this paper adds • The Facebook group can be used an LMS as it has certain pedagogical, social and technological affordances • Students are satisfied with the way of using the Facebook group as an LMS British Journal of Educational Technology (2011) doi:10.1111/j.1467-8535.2011.01195.x © 2011 The Authors. British Journal of Educational Technology © 2011 Bera. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. • Younger students are more acceptable with the idea of using the Facebook group as an LMS • Using the Facebook group as an LMS has limitations: it does not support other format files; its discussions are not listed in threads; and it is not perceived as a safe environment Implications for practice and/or policy • The Facebook group can be used an LMS substitute or supplement • Third-party applications are needed to extend the capability of the Facebook group as an LMS • Using Facebook seems to be more appropriate for young learners than adults • Teachers do not have to be students’ friends on Facebook. Introduction Social networking sites (SNSs) are virtual spaces where people of similar interest gather to communicate, share photos and discuss ideas with one another (Boyd & Ellison, 2008; Raacke & Bonds-Raacke, 2008). In recent years, Facebook has become one of the most prominent SNSs. Like any new technology, Facebook seems to offer great potentials for teaching and learning as many students are using Facebook daily. One possible way of using Facebook for teaching and learning is to use its group as an LMS. Research shows that using LMSs possesses numerous benefits for teaching and learning. It enables faculty to shift the focus from content-based learning to process-based learning (Vogel & Klassen, 2001) and helps to “facilitate change from passive to active learning” (Herse & Lee, 2005, p. 51). Using LMSs also has the potential to increase student enrollment (Nunes & McPherson, 2003) and to promote interaction between students and faculty members (Lonn & Teasley, 2009; West, Waddoups & Graham, 2007). Using existing commercial LMSs like Blackboard, however, often has practical constraints (Sanchez-Franco, 2010). For example, LMSs tend to be expensive and that not every school can afford to purchase and maintain them over the long run. Trainee teachers cannot access certain features such as creating a course, enrolling students and setting up student groups as these functions are usually open to instructors or administrators only. The resources in the present LMS are often no longer accessible to trainee teachers after their graduation. Also, the LMS used at school in the future may be different from the one being currently used. They have to shift to a new LMS, and research shows learning a new system is often a painful experience (Black, Beck, Dawson, Jinks & DiPietro, 2007). If the Facebook group can be used as an alternative LMS, it would help to overcome some of the abovementioned constraints. For instance, it would enable a teacher to easily create a new course and enroll students in person if the class size is small. As presented in the following literature review section, many research studies have investigated the usage of Facebook, the effect of teacher’s self-disclosure via Facebook on teacher–student relationship improvement and the academic performance of Facebook users. However, few studies have examined if and how Facebook can be effectively used as an LMS. In this exploratory study, the Facebook group was used as an LMS to put up announcements, share resources, organize weekly tutorial sessions and conduct online discussions. The purpose of this paper is to describe how the Facebook group was used as an LMS in the study and to report students’ perceptions on it. Literature review on Facebook

Simulations in virtual environments are becoming an important research tool for educators. These simulations can be used in a variety of areas from the study of emotions and psychological disorders to more effective training. The current study uses animated narrative vignette simulation technology to observe a classroom situation depicting a low level aggressive peer-to-peer victim dyad. Participants were asked to respond to this situation as if they were the teacher, and these responses were then coded and analyzed. Consistent with other literature, the pre-service teachers expressed very little empathic concern, problem-solving or management of the situation with the victim. Future direction and educational implications are presented.

Games are undoubtedly the most successful computer application yet it is not easy to attribute their success to any one particular feature. Nonetheless, when talking about games, gamers and reviewers frequently refer to the immersive experience of the game as an important aspect to be attained. However, it is not clear what immersion is and even if it is a comparable experience between different players and different games. This paper aims to develop more quantifiable and therefore objective measures of immersion. We describe a study into switching from an immersive gaming experience to another task, not in the game world. Though the degree of immersion does seem to have an impact on the ability to perform the task, the experimental approach is complex and possibly quite fragile. We therefore set out hypotheses for a similar experiment with the aim of exploring whether eyetracking and body motion provide better indicators of the degree of immersion.


Question: Capabilities and Constraints of Immersive Interactive Augmented Reality Simulations in Education and Learning Processes

The educational potential of video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 lies in their ability to facilitate learning and literacy. These games are designed to be learned and mastered, ensuring a broad and dedicated player base, which is crucial for their survival and the success of their creators. If a game fails to be easily comprehensible and somewhat challenging, it risks losing its audience, leading to financial failure for the developers. Thus, the learning process in games is shaped by a capitalist-driven Darwinian selection mechanism, favoring those that are most adaptable and engaging. Designers could theoretically simplify games to make them quicker and easier, but this is not what most players desire. Consequently, game designers are confronted with, and largely overcome, a significant educational challenge: how to engage, particularly young, players in learning and mastering complex tasks over extended periods while ensuring they find the experience enjoyable. This is a dilemma also encountered in educational institutions and professional environments.

Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. They also enable to present information in more dynamic, compelling and interactive way with engaging environment. The study applied animation, simulation and video supporting, on student-centered learning activities, in electrochemistry for second year students organized with state of art technology flash and micro media player and evaluated for its effectiveness. A particular focus of this investigation was to what extent the uses of animation, simulation and video influenced student-centered learning. Preand posttests were administrated on the target group and concurrent embedded mixed case study design was employed. Total quality of the developed package was evaluated by administrating a separate schedule containing open and closed ended question. The comments and ratings obtained in the learners’ insights provided the basis for the learning impact of the study. The result obtained from the experiment and responses of the schedule showed that technology integrated with appropriate pedagogy improves the performance of students.

The potential for integration of digital games and learning becomes ever more significant recently. One of the goals in educational game design is to create engaging and immersive learning experiences for delivering specified learning goals, outcomes and experiences. However, there is limited number of research done on game usability or quality of game user interface. Failure to design usable game interfaces can interfere with the larger goal of creating a compelling experience for users and can have a negative effect on the overall quality and success of a game. In this paper, we review usability problems identified by previous researchers and propose a history educational game design which includes pedagogical and game design component. Some snapshots of our game module are also presented. Finally we present a usability evaluation method for history educational game design. From our critical literature reviews, we also proposed six constructs which are interface, mechanics, gameplay, playability, feedback and immersion for usability evaluation.

Interactive touchscreens such as tablet PCs (TPC) and interactive whiteboards (IWB) are becoming more and more common in classrooms around the world. To date, very little research has been conducted on the impact of the new technology on physics education. This systematic literature review aims to investigate research on what impact tablet PCs and interactive whiteboards might have on the education in upper Secondary School. The review was performed in response to the following questions: 1. What is the influence of IWBs and TPCs on students’ active participation in physics education? 2. How can an IWB or TPC improve students’ learning about physics concepts? 3. How can educational research on touchscreen technology help inform effective teaching strategies in physics education? To respond to the questions of the study, relevant research about interactive whiteboards and/or tablet PCs was consulted and analysed. Twelve articles were located, mainly through the ERIC and Scopus databases, but also through Google Scholar. The included articles reported empirical research about physics education with interactive whiteboards or tablet PCs. The results from the articles indicate that interactive touchscreens might help improve learners’ active participation in physics education. Interactive whiteboards can, for example, be used to display interactive simulations during group work, something students are found to appreciate and easily engage in. A tablet PC can be used in the same way, but also allows students to receive anonymous support and feedback from the teacher during class which seems to be beneficial for learning. Results show that it is possible to improve students’ understanding of physics concepts by using interactive whiteboards or tablet PCs. However, further research is required to compare results from students using touch technology and students taught in traditional manner to be able to draw any general conclusions about observed learning effects.

Human cognitive architecture includes a working memory of limited capacity and duration with partially separate visual and auditory channels, and an effectively infinite long-term memory holding many schemas that can vary in their degree of automation. These cognitive structures have evolved to handle information that varies in the extent to which elements can be processed successively in working memory or, because they interact, must be processed simultaneously imposing a heavy load on working memory. Cognitive load theory uses this combination of information and cognitive structures to guide instructional design. Several designs that rely heavily on visual working memory and its characteristics are discussed in this paper. Knowledge of human cognitive architecture is essential for instructional design, and visual cognition is a central aspect of human cognition. Not surprisingly, there are several instructional design effects that rely heavily on the manner in which humans visually process information. This paper discusses some relevant information structures, cognitive structures and instructional designs that rely on our knowledge of visual information processing. A. Information structures While considerable work by many researchers over several decades has been devoted to the organization of human cognitive architecture, far less effort has gone into investigating the information structures that must have driven the evolution of that architecture. Some work has been carried out by Sweller (1994) and Halford, Wilson and Phillips (1998). Sweller (1994) suggested that all information can be placed on a continuum according to the extent to which the elements that constitute the information interact. At one extreme, there is no interaction between the elements that need to be learned. They are independent. Element interactivity is low, or indeed, non-existent, and that means each element can be considered and learned serially without reference to any other element. Because elements at the low element interactivity end of the continuum do not interact with each other, there is no loss of understanding despite each element being learned individually and in isolation. Understanding is defined as the ability to process all elements that necessarily interact, simultaneously in working memory. Learning such material

Tracking, or camera pose determination, is the main technical challenge in creating augmented realities. Constraining the degree to which the environment may be altered to support tracking heightens the challenge. This paper describes several years of work at the USC Computer Graphics and Immersive Technologies (CGIT) laboratory to develop self-contained, minimally intrusive tracking systems for use in both indoor and outdoor settings. These hybrid-technology tracking systems combine vision and inertial sensing with research in fiducial design, feature detection, motion estimation, recursive filters, and pragmatic engineering to satisfy realistic application requirements.

potential to be a powerful tool for the visualization of burgeoning scientific data sets and models. In this article we sketch a research agenda for the hardware and software technology underlying IVR for scientific visualization. In contrast to Brooks’ excellent survey last year, which reported on the state of IVR and provided concrete examples of its production use, this article is somewhat speculative. We don’t present solutions but rather a progress report, a hope, and a call to action, to help scientists cope with a major crisis that threatens to impede their progress. Brooks’ examples show that the technology has only recently started to mature—in his words, it “barely works.” IVR is used for walkthroughs of buildings and other structures, virtual prototyping (vehicles such as cars, tractors, and airplanes), medical applications (surgical visualization, planning, and training), “experiences” applied as clinical therapy (reliving Vietnam experiences to treat post-traumatic stress disorder, treating agoraphobia), and entertainment. Building on Brooks’ work, here we concentrate on why scientific visualization is also a good application area for IVR. First we’ll briefly review scientific visualization as a means of understanding models and data, then discuss the problem of exploding data set size, both from sensors and from simulation runs, and the consequent demand for new approaches. We see IVR as part of the solution: as a richer visualization and interaction environment, it can potentially enhance the scientist’s ability to manipulate the levels of abstraction necessary for multi-terabyte and petabyte data sets and to formulate hypotheses to guide very long simulation runs. In short, IVR has the potential to facilitate a more balanced human-computer partnership that maximizes bandwidth to the brain by more fully engaging the human sensorium. We argue that IVR remains in a primitive state of development and is, in the case of CAVEs and tiled projection displays, very expensive and therefore not in routine use. (We use the term cave to denote both the original CAVE developed at the University of Illinois’ Electronic Visualization Laboratory and CAVE-style derivatives.) Evolving hardware and software technology may, however, enable IVR to become as ubiquitous as 3D graphics workstations—once exotic and very expensive—are today. Finally, we describe a research agenda, first for the technologies that enable IVR and then for the use of IVR for scientific visualization. Punctuating the discussion are sidebars giving examples of scientific IVR work currently under way at Brown University that addresses some of the research challenges, as well as other sidebars on data set size growth and IVR interaction metaphors.

Serious games receive increasing interest in the area of e-learning. Their development, however, is often still a demanding, specialized and arduous process, especially when regarding reasonable non-player character behaviour. Reinforcement learning and, since recently, also deep reinforcement learning have proven to automatically generate successful AI behaviour to a certain degree. These methods are computationally expensive and hardly scalable to various complex serious game scenarios. For this reason, we introduce a new approach of augmenting the application of deep reinforcement learning methods by interactively making use of domain experts' knowledge to guide the learning process. Thereby, we aim to create a synergistic combination of experts and emergent cognitive systems. We call this approach interactive deep reinforcement learning and point out important aspects regarding realization within a framework.

Interactions within virtual environments (VE) often require manipulation of 3D virtual objects. For this purpose, several research have been carried out focusing on mouse, touch and gestural input. While existing mid-air gestures in immersive VE (IVE) can offer natural manipulations, mimicking interactions with physical objects, they cannot achieve the same levels of precision attained with mouse-based applications for computer-aided design (CAD). Following prevailing trends in previous research, such as degrees-offreedom (DOF) separation, virtual widgets and scaled user motion, we intend to explore techniques for IVEs that combine the naturalness of mid-air gestures and the precision found in traditional CAD systems. In this document we survey and discuss the state-of-the-art in 3D object manipulation. With challenges identified, we present a research proposal and corresponding work plan.

Deficits in social-emotional reciprocity, one of the diagnostic criteria of Autism Spectrum Disorder (ASD), greatly hinders children with ASD from responding appropriately and adapting themselves in various social situations. Although evidences have shown that virtual reality environment is a promising tool for emotional and social adaptation skills training on ASD population, there is a lack of large-scale trials with intensive evaluations to support such findings. This paper presents a virtual reality enabled program for enhancing emotional and social adaptation skills for children with ASD. Six unique learning scenarios, of which one focuses on emotion control and relaxation strategies, four that simulate various social situations, and one that facilitates consolidation and generalization, are designed and developed with corresponding psychoeducation procedures and protocols. The learning scenarios are presented to the children via a 4-side immersive virtual reality environment (a.k.a., half-CAVE) with non-intrusive motion tracking. A total number of 94 children between the ages of 6 to 12 with clinical diagnosis of ASD participated in the 28-session program that lasted for 14 weeks. By comparing preand post-assessments, results reported in this paper show significant improvements in the project’s primary measures on children’s emotion expression and regulation and social-emotional reciprocity but not on other secondary measures.

This demo shows BattleBoard 3D which is an Augmented Reality (AR) based game prototype featuring the use of LEGO for the physical and digital pieces. Design concepts, the physical setting and, user interface for the game is illustrated and described. Based on qualitative studies of children playing the game we illustrate design issues for AR board games.


Question: Capabilities and Constraints of Immersive Interactive Augmented Reality Simulations for Education and Learning Processes

The Participatory Simulations Project delves into the potential of collaborative learning environments, enhanced by wearable technology, to foster collaborative theory-building and deepen students' comprehension of scientific experimentation. In this innovative approach, participants take on the role of "agents" within a full-scale simulation, merging the concept of a microworld with the richness of real-world experiences. By engaging a substantial group of individuals—ranging from 15 to 30—in a "life-sized" simulation, the project transcends the boundaries of traditional computer screens, bringing the microworld to life in the physical environment. A case study in a high school Biology class exemplifies the application of Participatory Simulations, where students embodied agents in a simulation of a disease outbreak within their community. The findings revealed that Participatory Simulations captivate participants, enhance collaborative problem-solving skills, offer a platform for co-designing and executing experiments, and stimulate the creation of a specialized vocabulary to articulate the fundamental rules governing the simulation. This pioneering research, guided by Associate Professor of Media Arts and Sciences Mitchel Resnick, was made possible through the support of the National Science Foundation (grant # CDA-9616444), the Lego Group, and the Things That Think and Digital Life consortia. The project underscores the transformative potential of immersive dynamic modeling for building collaborative understanding in educational settings.

Past research has proven the significant effects of game-based learning on learning motivation and academic performance, and described the key factors in game-based design. Nonetheless, research on the correlations among learning motivation, cognitive load, learning anxiety and academic performance in gamified learning environments has been minimal. This study, therefore, aims to develop a Gamification Software Engineering Education Learning System (GSEELS) and evaluate the effects of gamification, learning motivation, cognitive load and learning anxiety on academic performance. By applying Structural Equation Modeling (SEM) to the empirical research, the questionnaire contains: 1. a Gamification Learning Scale; 2. a Learning Motivation Scale; 3. a Cognitive Load Scale; 4. a Learning Anxiety Scale; and 5. an Academic Performance Scale. A total of 107 undergraduates in two classes participated in this study. The Structural Equation Modeling (SEM) analysis includes the path directions and relationship between descriptive statistics, measurement model, structural model evaluation and five variables. The research results support all nine hypotheses, and the research findings also show the effects of cognitive load on learning anxiety, with strong learning motivation resulting from a low learning anxiety. As a result, it is further proven in this study that a well-designed GSEELS would affect student learning motivation and academic performance. Finally, the relationship model between gamification learning, learning motivation, cognitive load, learning anxiety and academic performance is elucidated, and four suggestions are proffered for instructors of software engineering education courses and for further research, so as to assist instructors in the application of favorable gamification teaching strategies.

The use of educational games in learning environments is an increasingly relevant trend. The motivational and immersive traits of game-based learning have been deeply studied in the literature, but the systematic design and implementation of educational games remain an elusive topic. In this study some relevant requirements for the design of educational games in online education are analyzed, and a general game design method that includes adaptation and assessment features is proposed. Finally, a particular implementation of that design is described in light of its applicability to other implementations and environments. 2008 Elsevier Ltd. All rights reserved.

Rehabilitation for stroke afflicted patients, through exercises tailored for individual needs, aims at relearning basic motor skills, especially in the extremities. Rehabilitation through Augmented Reality (AR) based games engage and motivate patients to perform exercises which, otherwise, maybe boring and monotonic. Also, mirror therapy allows users to observe one's own movements in the game providing them with good visual feedback. This paper presents an augmented reality based system for rehabilitation by playing four interactive, cognitive and fun Exergames (exercise and gaming).
 The system uses low-cost RGB-D cameras such as Microsoft Kinect V2 to capture and generate 3D model of the person by extracting him/her from the entire captured data and immersing it in different interactive virtual environments. Animation based limb movement enhancement along with cognitive aspects incorporated in the game can help in positive reinforcement, progressive challenges and motion improvement. Recording module of the toolkit allows future reference and facilitates feedback from the physician. 10 able-bodied users, 2 psychological experts and 2 Physical Medicine and Rehabilitation physicians evaluated the user experience and usability aspects of the exergames. Results obtained shows the games to be fun and realistic, and at the same time engaging and motivating for performing exercises.

This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.

We present an augmented reality system based on Kinect for on-line handbag shopping. The users can virtually try on different handbags on a TV screen at home. They can interact with the virtual handbags naturally, such as sliding a handbag to different positions on their arms and rotating a handbag to see it from different angles. The users can also see how the handbags fit them in different virtual environments other than the current real background. We describe the technical details for building such a system and demonstrate the experimental results.

While there is a consensus on the instructional potential of Serious Games (SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance (GALA, www.galanoe.eu) European Network of Excellence on Serious Games (SGs), which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/practices into mechanical element of game-play, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in a SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the framework’s support in determining how game-play and pedagogy intertwine in a SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework.

The Tele-immersive Dance Environment (TED) is a geographically distributed, real-time 3-D virtual room where multiple participants interact independent of physical distance. TED, a highly interactive collaborative environment, offers digital options with multiple viewpoints, enhancing the creative movement composition involved with dance choreography. A symbiotic relationship for creativity and design exists between dance artists and computer scientists as the tele-immersive environment is analyzed as a creativity and learning tool. We introduce the advancements of the interactive digital options, new interface developments, user study results, and the possibility of a computational model for human creativity through Laban Movement Analysis.

Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited.

The aim of this paper is to study the implementation of online games to encourage public participation in urban planning. Its theoretical foundations are based on previous work in public participatory geographical information systems (PP GISs), play and games, with a special focus on serious games. Serious games aim to support learning processes in a new, more playful way. We developed the concept of playful public participation in urban planning, including playful elements such as storytelling, walking and moving, sketching, drawing, and games. A group of students designed an online serious public participatory game entitled NextCampus. The case study used in NextCampus was taken from the real-world question of a possible move of a university campus to a new location in the city of Hamburg, Germany. The development of the serious public participatory game NextCampus resulted in a physical prototype, user interface design, and a computational model of the game. The NextCampus game was tested with the help of two groups of urban planning students and presented to three external experts who provided valuable recommendations for further development. The critical comments questioned the level of complexity involved in such games. The positive comments included recognition of the potential for joy and the play-fulness a game like NextCampus could evoke. Public participatory online applications aim to attract citizens to discuss current issues related to their environment and to improve the process of public participation in general. An integration of geographic information systems (GISs) with public participatory tools represents one of the latest innovations in this area. ways of integrating the new applications into participatory processes and considers which new functionalities and technical characteristics could offer the most benefit to users. In the past, these technologies and other map-based applications were frequently criticized as being too complex for the majority of potential users (Steinmann, Krek, & Blaschke, 2004). New forms of collaboration and technical solutions emerged during the Web 2.0 era. For example , Google Maps and Google Earth can be used by lay users and non-experts without intense training. Recent research on collabo-rative mapping also known as ''geography without geographers'' prior work in PP GIS to include much wider, distributed participation (Hardy, 2008). Despite these new forms of collaboration and innovative technologies , Moody (2007) demonstrates that the use of GIS technology to involve citizens in participatory urban planning does not seem to empower citizens. An important factor in such findings …

real world can be overcome in VR, and physical tools can. be m a d e obsolete by more flexible, virtual alternatives'.. Physical tools can be hard to replace , however. At one time it seemed that paper might become obsolete, for example, and visionaries predicted the "paperlless office" would dominate within a few years. But the trouble is that people like paper. It is easier to read than a screen [5], it is cheap, universally accepted , tactile, and portable. According to some studies, paperwork in the office has increased by a l~actor of six since 1970, and is now growing at 20% annually [14]. Like electronic documents, paper has properties that people just cannot seem to give up, making it resilient in the face of computer-based alternatives [10]. Consequently, we have two desks: one for "paper pushing" and the other for "pixel pushing." Although activities on the two desk.s are often related, the two are quite isolated from each other. Printers and scanners provide a way for documents to move back ;and forth between desk-tops, but this conversion process is inconvenient. Wang's Freestyle system [3], for example, was. a "paper-less office" system that attempted to coexist with partially paper-based processes. A key factor necessary for adoption of that system was to minimize the printing and scanning re-RoE.ALL o quired, because too many of these tasks would cause the process to revert entirely back to paper. Trade-offs between electronic and paper documents can make the choice of medium difficult, but imagine if we did not have to choose, and we had a space where documents could be both paper and electronic at the same time. Instead of putting the user in the virtual world of the computer , we could do the opposite: add the computer to the real world of the user and create a Computer Augmented Environment for paper (see guest editors' introduction.). Instead of replacing paper with computers, we could enhance paper with computation. The Xerox PaperWorks product [8] takes a step in this direction with its fax-based paper user interface (UI) to a storage and retrieval system. With this system, ordinary paper forms are enhanced to control a PC through a fax machine. These paper documents gain some properties of electronic documents, but fax machines are slow compared to computer screens. Response time is limited by the delay it takes to scan and print a …


Question: Robust structured light coding technique for three-dimensional reconstruction.

This paper offers a comprehensive review of pattern codification strategies employed in structured light systems, which are widely recognized for their reliability in capturing 3D surface data of objects. The foundational principle of coded structured light involves projecting a distinctive light pattern onto the object and capturing the illuminated scene from one or multiple vantage points. The key advantage of using coded patterns lies in their ability to facilitate straightforward correspondence identification between image points and the projected pattern's points. Once these correspondences are established, 3D information can be derived through triangulation of the decoded points. We propose a novel and definitive classification scheme for patterns used in structured light sensors, consolidating and expanding upon existing techniques. To substantiate our classification, we have implemented a selection of representative methods from this domain and present comparative outcomes. Additionally, we delve into the specific merits and limitations of various patterns, providing insights into their suitability for different applications. This work is published with the authorization of the Pattern Recognition Society and is copyrighted by Elsevier Ltd., with all rights reserved.

Objects created by connecting and bending wires are common in furniture design, metal sculpting, wire jewelry, etc. Reconstructing such objects with traditional depth and image based methods is extremely difficult due to their unique characteristics such as lack of features, thin elements, and severe self-occlusions. We present a novel image-based method that reconstructs a set of continuous 3D wires used to create such an object, where each wire is composed of an ordered set of 3D curve segments. Our method exploits two main observations: simplicity - wire objects are often created using only a small number of wires, and smoothness - each wire is primarily smoothly bent with sharp features appearing only at joints or isolated points. In light of these observations, we tackle the challenging image correspondence problem across featureless wires by first generating multiple candidate 3D curve segments and then solving a global selection problem that balances between image and smoothness cues to identify the correct 3D curves. Next, we recover a decomposition of such curves into a set of distinct and continuous wires by formulating a multiple traveling salesman problem, which finds smooth paths, i.e., wires, connecting the curves. We demonstrate our method on a wide set of real examples with varying complexity and present high-fidelity results using only 3 images for each object. We provide the source code and data for our work in the project website.

Over the past years Time-of-Flight (ToF) sensors have become a considerable alternative to conventional distance sensing techniques like laser scanners or image based stereo-vision. Due to the ability to provide full-range distance information at high frame-rates, ToF sensors achieve a significant impact onto current research areas like online object recognition, collision prevention or scene and object reconstruction. Nevertheless, ToF-cameras like the Photonic Mixer Device (PMD) still exhibit a number of error sources that affect the accuracy of measured distance information. For this reason, major error sources for ToFcameras will be discussed, along with a new calibration approach that combines intrinsic, distance as well as a reflectivity related error calibration in an overall, easy to use system and thus significantly reduces the number of necessary reference images. The main contribution, in this context, is a new intensity-based calibration model that requires less input data compared to other models and thus significantly contributes to the reduction of calibration data. 2010 Elsevier Inc. All rights reserved.

We present an open-source marker-based localization system intended as a low-cost easy-to-deploy solution for aerial and swarm robotics. The main advantage of the presented method is its high computational efficiency, which allows its deployment on small robots with limited computational resources. Even on low-end computers, the core component of the system can detect and estimate 3D positions of hundreds of black and white markers at the maximum frame-rate of standard cameras. The method is robust to changing lighting conditions and achieves accuracy in the order of millimeters to centimeters. Due to its reliability, simplicity of use and availability as an open-source ROS module (http://purl.org/robotics/whycon), the system is now used in a number of aerial robotics projects where fast and precise relative localization is required.

Sensitivity to variations in illumination is a fundamental and challenging problem in face recognition. In this paper, we describe a new method based on symmetric shape-from-shading (SFS) to develop a face recognition system that is robust to changes in illumination. The basic idea of this approach is to use the symmetric SFS algorithm as a tool to obtain a prototype image which is illumination-normalized. Applying traditional SFS algorithms to real images of complex objects (in terms of their shape and albedo variations) such as faces is very challenging. It is shown that the symmetric SFS algorithm has a unique point-wise solution. In practice, given a single real face image with complex shape and varying albedo, even the symmetric SFS algorithm cannot guarantee the recovery of accurate and complete shape information. For the particular problem of face recognition, we utilize the fact that all faces share a similar shape making the direct computation of the prototype image from a given face image feasible. The symmetry property has been used to develop a new model-based source-from-shading algorithm which is more accurate than existing algorithms. Using the symmetric property, we are also able to gain insight into how changes in illumination a ect eigen-subspace based face recognition systems. Finally, to demonstrate the e cacy of our method, we have applied it to several publicly available face databases. We rst compare a new illumination-invariant measure to the measure proposed in (Jacobs et al., 1998), and then demonstrate signi cant performance improvement over existing face recognition systems using PCA and/or LDA for images acquired under variable lighting conditions.

In this paper, a novel visual secret sharing (VSS) scheme based on QR code (VSSQR) with (k, n) threshold is investigated. Our VSSQR exploits the error correction mechanism in the QR code structure, to generate the bits corresponding to shares (shadow images) by VSS from a secret bit in the processing of encoding QR. Each output share is a valid QR code that can be scanned and decoded utilizing a QR code reader, which may reduce the likelihood of attracting the attention of potential attackers. Due to different application scenarios, two different recovered ways of the secret image are given. The proposed VSS scheme based on QR code can visually reveal secret image with the abilities of stacking and XOR decryptions as well as scan every shadow image, i.e., a QR code, by a QR code reader. The secret image could be revealed by human visual system without any computation based on stacking when no lightweight computation device. On the other hand, if the lightweight computation device is available, the secret image can be revealed with better visual quality based on XOR operation and could be lossless revealed when sufficient shares are collected. In addition, it can assist alignment for VSS recovery. The experiment results show the effectiveness of our scheme.

We present a 3-D shape-based object recognition system for simultaneous recognition of multiple objects in scenes containing clutter and occlusion. Recognition is based on matching surfaces by matching points using the spin-image representation. The spin-image is a data level shape descriptor that is used to match surfaces represented as surface meshes. We present a compression scheme for spin-images that results in efficient multiple object recognition which we verify with results showing the simultaneous recognition of multiple objects from a library of 20 models. Furthermore, we demonstrate the robust performance of recognition in the presence of clutter and occlusion through analysis of recognition trials on 100 scenes. This research was performed at Carnegie Mellon University and was supported by the US Department of Energy under contract DE-AC21-92MC29104. 1

A number of software solutions for reconstructing 3D models from multi-view image sets have been released in recent years. Based on an unordered collection of photographs, most of these solutions extract 3D models using structure-from-motion (SFM) algorithms. In this work, we compare the resulting 3D models qualitatively and quantitatively. To achieve these objectives, we have developed different methods of comparison for all software solutions. We discuss the perfomance and existing drawbacks. Particular attention is paid to the ability to create printable 3D models or 3D models usable for other applications.

We present a fast and precise vision-based software intended for multiple robot localization. The core component of the proposed localization system is an efficient method for black and white circular pattern detection. The method is robust to variable lighting conditions, achieves sub-pixel precision, and its computational complexity is independent of the processed image size. With off-the-shelf computational equipment and low-cost camera, its core algorithm is able to process hundreds of images per second while tracking hundreds of objects with millimeter precision. We propose a mathematical model of the method that allows to calculate its precision, area of coverage, and processing speed from the camera's intrinsic parameters and hardware's processing capacity. The correctness of the presented model and performance of the algorithm in real-world conditions are verified in several experiments. Apart from the method description, we also publish its source code; so, it can be used as an enabling technology for various mobile robotics problems.

We describe a novel system for rapid prototyping of laserbased optical and holographic layouts. Users of this optical prototyping tool – called the Illuminating Light system – move physical representations of various optical elements about a workspace, while the system tracks these components and projects back onto the workspace surface the simulated propagation of laser light through the evolving layout. This application is built atop the Luminous Room infrastructure, an aggregate of interlinked, computer-controlled projector-camera units called I/O Bulbs. Philosophically, the work embodies the emerging ideas of the Luminous Room and builds on the notions of ‘graspable media’. We briefly introduce the I/O Bulb and Luminous Room concepts and discuss their current implementations. After an overview of the optical domain that the Illuminating Light system is designed to address, we present the overall system design and implementation, including that of an intermediary toolkit called voodoo which provides a general facility for object identification and tracking.

We conducted human study to provide reference to our current CD and EMD values reported on the rendered dataset. We provided the human subject with a GUI tool to create a triangular mesh from the image. The tool (see Fig 1) enables the user to edit the mesh in 3D and to align the modeled object back to the input image. In total 16 models are created from the input images of our validation set. N = 1024 points are sampled from each model.