Development of the Software Engineering Education Virtual Classroom Prototype: An Experience Report
Resumo
COVID-19 pandemic forced educational institutions to reinvent themselves by using digital information and communication technologies to support the continuity of distance learning. Google Meet and Zoom were one of the tools adopted as solution. However, the learning process presented challenges, mainly related to the lack of engagement and growing demotivation of students. Immersive Learning (iL) is a research topic that has the potential to improve learning outcomes. Through immersive environments, students have access to new ways of viewing and interacting, providing more engagement in learning. Therefore, the objective of this work is to present the development of a Virtual Classroom prototype, a virtual environment to support Software Engineering Education (SEE). An initial evaluation with a specialist was carried out and it was found that the usability of the environment is satisfactory, but aspects of performance must be improved. As future work, apart from adjusting the indicated points for improvement, a user experience evaluation with 3 to 5 extended reality specialists and another evaluation with students in order to verify the influence of the Virtual Classrooms on learning outcomes will be carried out.
Palavras-chave:
Immersive Learning, Software Engineering Education, Virtual Classroom
Referências
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Dengel, A. and Mägdefrau, J. (2019). Presence is the key to understanding immersive learning. In International Conference on Immersive Learning, pages 185–198. Springer.
Eriksson, T. (2021). Failure and success in using mozilla hubs for online teaching in a movie production course. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pages 1–8. IEEE.
Fernandes, F. and Werner, C. (2019). Towards immersive learning in object-oriented paradigm: A preliminary study. In 2019 21st Symposium on Virtual and Augmented Reality (SVR), pages 59–68. IEEE.
Fernandes, F. and Werner, C. (2021). Work-in-progress–supporting software engineering education through immersive learning. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pages 1–3. IEEE.
Gianaros, P. J., Muth, E. R., Mordkoff, J. T., Levine, M. E., and Stern, R. M. (2001). A questionnaire for the assessment of the multiple dimensions of motion sickness. Aviation, space, and environmental medicine, 72(2):115.
Kim, Y. M., Rhiu, I., and Yun, M. H. (2020). A systematic review of a virtual reality system from the perspective of user experience. International Journal of Human–Computer Interaction, 36(10):893–910.
LaValle, S. (2016). Virtual reality.
Lee, H. and Hwang, Y. (2022). Technology-enhanced education through vr-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8):4786.
Nielsen, J. (1992). Finding usability problems through heuristic evaluation. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 373–380.
Parsons, D. and Stockdale, R. (2010). Cloud as context: Virtual world learning with open wonderland. In Proceedings of the 9th World Conference on Mobile and Contextual Learning, Malta, pages 123–130.
Rebelo, F., Noriega, P., Duarte, E., and Soares, M. (2012). Using virtual reality to assess user experience. Human factors, 54(6):964–982.
Schubert, T., Friedmann, F., and Regenbrecht, H. (2001). The experience of presence: Factor analytic insights. Presence: Teleoperators & Virtual Environments, 10(3):266–281.
Schwind, V., Knierim, P., Haas, N., and Henze, N. (2019). Using presence questionnaires in virtual reality. In Proceedings of the 2019 CHI conference on human factors in computing systems, pages 1–12.
Simamora, R. M., de Fretes, D., Purba, E. D., and Pasaribu, D. (2020). Practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: Lecturer perspectives. Studies in Learning and Teaching, 1(3):185–208.
Wang, T. and Zhu, Q. (2009). A software engineering education game in a 3-d online virtual environment. In 2009 First International Workshop on Education Technology and Computer Science, volume 2, pages 708–710. IEEE.
Witmer, B. G. and Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence, 7(3):225–240.
Ye, E., Liu, C., and Polack-Wahl, J. A. (2007). Enhancing software engineering education using teaching aids in 3-d online virtual worlds. In 2007 37th Annual Frontiers In Education Conference-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, pages T1E–8. IEEE.
Dengel, A. and Mägdefrau, J. (2019). Presence is the key to understanding immersive learning. In International Conference on Immersive Learning, pages 185–198. Springer.
Eriksson, T. (2021). Failure and success in using mozilla hubs for online teaching in a movie production course. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pages 1–8. IEEE.
Fernandes, F. and Werner, C. (2019). Towards immersive learning in object-oriented paradigm: A preliminary study. In 2019 21st Symposium on Virtual and Augmented Reality (SVR), pages 59–68. IEEE.
Fernandes, F. and Werner, C. (2021). Work-in-progress–supporting software engineering education through immersive learning. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN), pages 1–3. IEEE.
Gianaros, P. J., Muth, E. R., Mordkoff, J. T., Levine, M. E., and Stern, R. M. (2001). A questionnaire for the assessment of the multiple dimensions of motion sickness. Aviation, space, and environmental medicine, 72(2):115.
Kim, Y. M., Rhiu, I., and Yun, M. H. (2020). A systematic review of a virtual reality system from the perspective of user experience. International Journal of Human–Computer Interaction, 36(10):893–910.
LaValle, S. (2016). Virtual reality.
Lee, H. and Hwang, Y. (2022). Technology-enhanced education through vr-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8):4786.
Nielsen, J. (1992). Finding usability problems through heuristic evaluation. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 373–380.
Parsons, D. and Stockdale, R. (2010). Cloud as context: Virtual world learning with open wonderland. In Proceedings of the 9th World Conference on Mobile and Contextual Learning, Malta, pages 123–130.
Rebelo, F., Noriega, P., Duarte, E., and Soares, M. (2012). Using virtual reality to assess user experience. Human factors, 54(6):964–982.
Schubert, T., Friedmann, F., and Regenbrecht, H. (2001). The experience of presence: Factor analytic insights. Presence: Teleoperators & Virtual Environments, 10(3):266–281.
Schwind, V., Knierim, P., Haas, N., and Henze, N. (2019). Using presence questionnaires in virtual reality. In Proceedings of the 2019 CHI conference on human factors in computing systems, pages 1–12.
Simamora, R. M., de Fretes, D., Purba, E. D., and Pasaribu, D. (2020). Practices, challenges, and prospects of online learning during covid-19 pandemic in higher education: Lecturer perspectives. Studies in Learning and Teaching, 1(3):185–208.
Wang, T. and Zhu, Q. (2009). A software engineering education game in a 3-d online virtual environment. In 2009 First International Workshop on Education Technology and Computer Science, volume 2, pages 708–710. IEEE.
Witmer, B. G. and Singer, M. J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence, 7(3):225–240.
Ye, E., Liu, C., and Polack-Wahl, J. A. (2007). Enhancing software engineering education using teaching aids in 3-d online virtual worlds. In 2007 37th Annual Frontiers In Education Conference-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, pages T1E–8. IEEE.
Publicado
31/07/2022
Como Citar
FERNANDES, Filipe; CASTRO, Diego; RODRIGUES, Claudia; WERNER, Cláudia.
Development of the Software Engineering Education Virtual Classroom Prototype: An Experience Report. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 30. , 2022, Niterói.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 85-96.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2022.222590.
