Impact of Immersive Technology Applied in Computer Graphics Learning
Resumo
In this paper we describe an application of immersive technology to a specific learning context. In this case, a Virtual Reality environment was created for the purpose of delivering lesson content in a Computer Graphics module for students of engineering and architecture courses. The virtual environment was designed to demonstrate lighting model algorithms and aspects of 3D rendering techniques. An experiment was carried out in which students were divided into two groups that viewed the same lesson content: experimental and control group. In this pilot study we describe the application in details and discuss preliminary results based on analysis of the participants perceptions collected through presence questionnaire. Our results revealed that the experimental group showed higher levels of presence and involvement compared with the control group.
Palavras-chave:
Immersive Technology, Computer Graphics, Virtual Reality, Learning, Lighting Algorithms, 3D Rendering
Referências
Bhagat, K.K., Liou, W.-K., and Chang, C.-Y. (2016). A cost-effective interactive 3d virtual reality system applied to military live firing training. Virtual Reality, 20(2): 127–140.
Horzum, M.B. (2015). Interaction, structure, social presence, and satisfaction in on-line learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3): 505–512.
IJsselsteijn, W.A., de Kort, Y.A.W., and Haans, A. (2006). Is this my hand I see before me? the rubber hand illusion in reality, virtual reality, and mixed reality. Presence: Teleoperators and Virtual Environments, 15(4): 455–464.
Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., and Moonen, M. (2011). Verbal interaction in second life: towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1): 77–101.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
Lombard, M., Ditton, T., and Weinstein, L. (2009). Measuring presence: the temple presence inventory. In Proceedings of the 12th Annual International Workshop on Presence, pages 1–15.
MacIsaac, D. et al. (2015). Google cardboard: A virtual reality headset for 10. The Physics Teacher, 53(2): 125–125.
McMahan, A. (2003). Immersion, engagement and presence. The videogame theory reader, 67: 86.
North, M.M. (2014). Distance learning immersive environments: Sense of presence exploration. Journal of Visual Languages & Computing, 25(6): 1040–1041.
Regenbrecht, H., Franz, E.A., McGregor, G., Dixon, B.G., and Hoermann, S. (2011). Beyond the looking glass: Fooling the brain with the augmented mirror box. Presence, 20(6): 559–576.
Ruthenbeck, G.S. and Reynolds, K.J. (2015). Virtual reality for medical training: the state-of-the-art. Journal of Simulation, 9(1): 16–26.
Sanchez-Vives, M.V. and Slater, M. (2005). From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6(4): 332–339.
Schubert, T., Friedmann, F., and Regenbrecht, H. (2001). The experience of presence: Factor analytic insights. Presence, 10(3): 266–281.
Slater, M. (1999). Measuring presence: A response to the witmer and singer presence questionnaire. Presence: Teleoperators and Virtual Environments, 8(5): 560–565.
Slater, M., Steed, A., and Usoh, M. (2013). Being there together: Experiments on presence in virtual environments (1990s). Technical report, Technical Report, Department of Computer Science, University College London, UK.
Sung, E. and Mayer, R.E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5): 1738–1747.
Tu, C.-H. (2002). The measurement of social presence in an online learning environment. International Journal on E-learning, 1(2): 34–45.
Tu, C.-H. and McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3): 131–150.
Wang, Y.F., Petrina, S., and Feng, F. (2016). Village virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology.
Watt, A.H. and Watt, A. (2000). 3D computer graphics, volume 2. Addison-Wesley Reading.
Horzum, M.B. (2015). Interaction, structure, social presence, and satisfaction in on-line learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3): 505–512.
IJsselsteijn, W.A., de Kort, Y.A.W., and Haans, A. (2006). Is this my hand I see before me? the rubber hand illusion in reality, virtual reality, and mixed reality. Presence: Teleoperators and Virtual Environments, 15(4): 455–464.
Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., and Moonen, M. (2011). Verbal interaction in second life: towards a pedagogic framework for task design. Computer Assisted Language Learning, 24(1): 77–101.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media Consortium.
Lombard, M., Ditton, T., and Weinstein, L. (2009). Measuring presence: the temple presence inventory. In Proceedings of the 12th Annual International Workshop on Presence, pages 1–15.
MacIsaac, D. et al. (2015). Google cardboard: A virtual reality headset for 10. The Physics Teacher, 53(2): 125–125.
McMahan, A. (2003). Immersion, engagement and presence. The videogame theory reader, 67: 86.
North, M.M. (2014). Distance learning immersive environments: Sense of presence exploration. Journal of Visual Languages & Computing, 25(6): 1040–1041.
Regenbrecht, H., Franz, E.A., McGregor, G., Dixon, B.G., and Hoermann, S. (2011). Beyond the looking glass: Fooling the brain with the augmented mirror box. Presence, 20(6): 559–576.
Ruthenbeck, G.S. and Reynolds, K.J. (2015). Virtual reality for medical training: the state-of-the-art. Journal of Simulation, 9(1): 16–26.
Sanchez-Vives, M.V. and Slater, M. (2005). From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6(4): 332–339.
Schubert, T., Friedmann, F., and Regenbrecht, H. (2001). The experience of presence: Factor analytic insights. Presence, 10(3): 266–281.
Slater, M. (1999). Measuring presence: A response to the witmer and singer presence questionnaire. Presence: Teleoperators and Virtual Environments, 8(5): 560–565.
Slater, M., Steed, A., and Usoh, M. (2013). Being there together: Experiments on presence in virtual environments (1990s). Technical report, Technical Report, Department of Computer Science, University College London, UK.
Sung, E. and Mayer, R.E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5): 1738–1747.
Tu, C.-H. (2002). The measurement of social presence in an online learning environment. International Journal on E-learning, 1(2): 34–45.
Tu, C.-H. and McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3): 131–150.
Wang, Y.F., Petrina, S., and Feng, F. (2016). Village virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology.
Watt, A.H. and Watt, A. (2000). 3D computer graphics, volume 2. Addison-Wesley Reading.
Publicado
24/10/2016
Como Citar
MOREIRA, Paulo Muggler; DE OLIVEIRA, Elen Collaço; TORI, Romero.
Impact of Immersive Technology Applied in Computer Graphics Learning. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 27. , 2016, Uberlândia/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 410-419.
DOI: https://doi.org/10.5753/cbie.sbie.2016.410.
