EduVR: Towards an Evaluation Platform for User Interactions in Personalized Virtual Reality Learning Environments
Resumo
Integrating novel technologies in education, namely technology- enhanced learning (TEL), is broadly discussed in educational and technology development areas. It is understood that educators can improve their comprehension of each student’s learning processes using gathered data and provide more personalized content using technology. This work proposes a novel solution to automating getting data from interactions executed in Virtual Reality. This system offers a user-friendly interface allowing educators to create and share multimedia content in the game, collect data to provide insights about the users’ behavior based on his interactions with the system, and provide an analytic tool for feedback and future analysis. The system’s design discusses the main lessons learned by analyzing the theoretical concepts, functional and non-functional requirements, and the architecture proposal.
Palavras-chave:
Virtual Reality, Technology-Enhanced Learning, Learning Analytics, Immersive Learning
Referências
Peter Armbruster, Maya Patel, Erika Johnson, and Martha Weiss. 2009. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education 8, 3 (2009), 203–213.
Sander Bakkes, Chek Tien Tan, and Yusuf Pisan. 2012. Personalised gaming: a motivation and overview of literature. In Proceedings of the 8th Australasian Conference on Interactive Entertainment: Playing the System. 1–10.
Doug Clow. 2013. An overview of learning analytics. Teaching in Higher Education 18, 6 (2013), 683–695.
Adam Cooper. 2014. Learning analytics interoperability-the big picture in brief. Learning Analytics Community Exchange (2014).
Emilio Crisol-Moya, María Asunción Romero-López, and María Jesús Caurcel-Cara. 2020. Active methodologies in higher education: perception and opinion as evaluated by professors and their students in the teaching-learning process. Frontiers in Psychology 11 (2020), 1703.
Christo Dichev and Darina Dicheva. 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education 14, 1 (2017), 1–36.
Scott Freeman, Sarah L Eddy, Miles McDonough, Michelle K Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences 111, 23 (2014), 8410–8415.
Sara Freitas, Genaro Rebolledo-Mendez, Fotis Liarokapis, George Magoulas, and Alexandra Poulovassilis. 2010. Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology 41 (01 2010), 69–85. DOI: 10.1111/j.1467-8535.2009.01024.x
Mark J Gierl, Okan Bulut, Qi Guo, and Xinxin Zhang. 2017. Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research 87, 6 (2017), 1082–1116.
Amina Khaldi, Rokia Bouzidi, and Fahima Nader. 2023. Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments 10, 1 (2023), 10.
Adrian Kirkwood and Linda Price. 2014. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology 39, 1 (2014), 6–36.
Alexandra Kitson, Mirjana Prpa, and Bernhard E Riecke. 2018. Immersive interactive technologies for positive change: a scoping review and design considerations. Frontiers in psychology 9 (2018), 1354.
Charles Lang, George Siemens, Alyssa Wise, and Dragan Gasevic. 2017. Handbook of learning analytics. SOLAR, Society for Learning Analytics and Research New York.
Diana Laurillard. 2007. Modelling benefits-oriented costs for technology enhanced learning. Higher Education 54, 1 (2007), 21–39.
Kin Chew Lim. 2015. Case studies of xAPI applications to e-Learning. In The twelfth international conference on eLearning for knowledge-based society. 3–1.
Katerina Mangaroska and Michail Giannakos. 2018. Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies 12, 4 (2018), 516–534.
Zhigeng Pan, Adrian David Cheok, Hongwei Yang, Jiejie Zhu, and Jiaoying Shi. 2006. Virtual reality and mixed reality for virtual learning environments. Computers & graphics 30, 1 (2006), 20–28.
John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, and Laura S. Hamilton. 2015. Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation, Santa Monica, CA. DOI: 10.7249/RR1365
Manisha Pathania, Archana Mantri, Deepti Prit Kaur, Chander Partap Singh, and Bhanu Sharma. 2021. A chronological literature review of different augmented reality approaches in education. Technology, Knowledge and Learning (2021), 1–18.
Roger Säljö. 1979. Learning about learning. Higher education 8, 4 (1979), 443–451.
Joshua Secretan, Fridolin Wild, and Will Guest. 2019. Learning Analytics in Augmented Reality: Blueprint for an AR/xAPI Framework. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 1–6.
Becky Spittle, Maite Frutos-Pascual, Chris Creed, and Ian Williams. 2022. A review of interaction techniques for immersive environments. IEEE Transactions on Visualization and Computer Graphics (2022).
J Steuer. 1992. Defining Virtual Reality: Dimensions Determining Telepresence. Journal of Communication, 42 (4), 73-93.Future Generation Computer Systems 94 (1992), 302–316.
Georgi Tuparov, Delyan Keremedchiev, Daniela Tuparova, and Maya Stoyanova. 2018. Gamification and educational computer games in open source learning management systems as a part of assessment. In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). 1–5. DOI: 10.1109/ITHET.2018.8424768
Ángel Serrano-Laguna, Iván Martínez-Ortiz, Jason Haag, Damon Regan, Andy Johnson, and Baltasar Fernández-Manjón. 2017. Applying standards to systematize learning analytics in serious games. Computer Standards & Interfaces 50 (2017), 116–123. DOI: 10.1016/j.csi.2016.09.014
Sander Bakkes, Chek Tien Tan, and Yusuf Pisan. 2012. Personalised gaming: a motivation and overview of literature. In Proceedings of the 8th Australasian Conference on Interactive Entertainment: Playing the System. 1–10.
Doug Clow. 2013. An overview of learning analytics. Teaching in Higher Education 18, 6 (2013), 683–695.
Adam Cooper. 2014. Learning analytics interoperability-the big picture in brief. Learning Analytics Community Exchange (2014).
Emilio Crisol-Moya, María Asunción Romero-López, and María Jesús Caurcel-Cara. 2020. Active methodologies in higher education: perception and opinion as evaluated by professors and their students in the teaching-learning process. Frontiers in Psychology 11 (2020), 1703.
Christo Dichev and Darina Dicheva. 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International journal of educational technology in higher education 14, 1 (2017), 1–36.
Scott Freeman, Sarah L Eddy, Miles McDonough, Michelle K Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences 111, 23 (2014), 8410–8415.
Sara Freitas, Genaro Rebolledo-Mendez, Fotis Liarokapis, George Magoulas, and Alexandra Poulovassilis. 2010. Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology 41 (01 2010), 69–85. DOI: 10.1111/j.1467-8535.2009.01024.x
Mark J Gierl, Okan Bulut, Qi Guo, and Xinxin Zhang. 2017. Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Review of Educational Research 87, 6 (2017), 1082–1116.
Amina Khaldi, Rokia Bouzidi, and Fahima Nader. 2023. Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments 10, 1 (2023), 10.
Adrian Kirkwood and Linda Price. 2014. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology 39, 1 (2014), 6–36.
Alexandra Kitson, Mirjana Prpa, and Bernhard E Riecke. 2018. Immersive interactive technologies for positive change: a scoping review and design considerations. Frontiers in psychology 9 (2018), 1354.
Charles Lang, George Siemens, Alyssa Wise, and Dragan Gasevic. 2017. Handbook of learning analytics. SOLAR, Society for Learning Analytics and Research New York.
Diana Laurillard. 2007. Modelling benefits-oriented costs for technology enhanced learning. Higher Education 54, 1 (2007), 21–39.
Kin Chew Lim. 2015. Case studies of xAPI applications to e-Learning. In The twelfth international conference on eLearning for knowledge-based society. 3–1.
Katerina Mangaroska and Michail Giannakos. 2018. Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies 12, 4 (2018), 516–534.
Zhigeng Pan, Adrian David Cheok, Hongwei Yang, Jiejie Zhu, and Jiaoying Shi. 2006. Virtual reality and mixed reality for virtual learning environments. Computers & graphics 30, 1 (2006), 20–28.
John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, and Laura S. Hamilton. 2015. Continued Progress: Promising Evidence on Personalized Learning. RAND Corporation, Santa Monica, CA. DOI: 10.7249/RR1365
Manisha Pathania, Archana Mantri, Deepti Prit Kaur, Chander Partap Singh, and Bhanu Sharma. 2021. A chronological literature review of different augmented reality approaches in education. Technology, Knowledge and Learning (2021), 1–18.
Roger Säljö. 1979. Learning about learning. Higher education 8, 4 (1979), 443–451.
Joshua Secretan, Fridolin Wild, and Will Guest. 2019. Learning Analytics in Augmented Reality: Blueprint for an AR/xAPI Framework. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 1–6.
Becky Spittle, Maite Frutos-Pascual, Chris Creed, and Ian Williams. 2022. A review of interaction techniques for immersive environments. IEEE Transactions on Visualization and Computer Graphics (2022).
J Steuer. 1992. Defining Virtual Reality: Dimensions Determining Telepresence. Journal of Communication, 42 (4), 73-93.Future Generation Computer Systems 94 (1992), 302–316.
Georgi Tuparov, Delyan Keremedchiev, Daniela Tuparova, and Maya Stoyanova. 2018. Gamification and educational computer games in open source learning management systems as a part of assessment. In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET). 1–5. DOI: 10.1109/ITHET.2018.8424768
Ángel Serrano-Laguna, Iván Martínez-Ortiz, Jason Haag, Damon Regan, Andy Johnson, and Baltasar Fernández-Manjón. 2017. Applying standards to systematize learning analytics in serious games. Computer Standards & Interfaces 50 (2017), 116–123. DOI: 10.1016/j.csi.2016.09.014
Publicado
16/10/2023
Como Citar
VIOL, Robson Santiago et al.
EduVR: Towards an Evaluation Platform for User Interactions in Personalized Virtual Reality Learning Environments. In: SIMPÓSIO BRASILEIRO SOBRE FATORES HUMANOS EM SISTEMAS COMPUTACIONAIS (IHC), 22. , 2023, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
