Assistance to Scenarisation of VR-Oriented Pedagogical Activities: Models and Tools

Abstract

Although VRLEs (virtual reality learning environments) place the learner of a pedagogical situation in a virtual reality environment, they are dependent on a particular field or context and do not allow teachers to define or adapt their models of scenario. To help teachers in designing and generating VRLE adapted to their needs, we aim at defining a process for the design and production of VRLE and a scenario's model. We develop an editor allowing the specification of scenarios and pedagogical activities based on VR-oriented pedagogical objects.

A 3D Descriptive Model for Designing Multimodal Feedbacks in any Virtual Environment for Gesture Learning

“…For learning gesture-based tasks or motor skills, various VLE have been built integrating real-time feedbacks to: guide learners in correcting their motions (Luo et al, 2011;Cannavò et al, 2018;Liu et al, 2020), following the protocol made of an action sequence (Mahdi et al, 2019;Mizuyama, 2010), per-forming a self-evaluation (Cannavò et al, 2018), improving engagement (Adolf et al, 2019) or enhancing the overall pedagogical experience (Mizuyama, 2010).…”

“…In terms of re-engineering aspects, few VLE dedicated to gesture learning have edition or adaptation functionalities for the final users (i.e. teachers and learners), such as: i) the definition of the pedagogical scenarios as a sequence of predefined actions (Mahdi et al, 2019) and ii) the capture and replay of gestures to learn, if one does not consider the heavy process behind the motion capture (Le Naour et al, 2019). In our previous work, we proposed the MEVEL (Motion Evaluation in Virtual Environment for Learning) system with which teachers can record their own replayable gesture-based task to learn, and divide it into a set of ordered actions (Djadja et al, 2020).…”

“…Virtual Environments (VEs) dedicated to learning technical gestures has been used in many fields such as sports, health, biology, etc. (Lee and Lee, 2018;Le Naour et al, 2019;Mahdi et al, 2019). One of the main advantages of Virtual Learning Environments (VLEs) lies in their multimodal (i.e.…”

Towards an Editor for VR-Oriented Educational Scenarios

“…In order to help teachers in producing VRLE, we propose a methodological solution based on a design process that includes several steps from the definition of the learning situation to its operationalization (see the design process in detail in [3]). As part of this research work, we propose a VR-oriented pedagogical scenario model.…”

“…A study of the literature on VRLE design and development models, learning scenario models, functional and technical architecture [3] permit us to identify some limits in the propositions but give us some strong basis for our proposal. Main limitations are related to 1) the difficulty of implementing design models, the inadequacy of defining adaptable and reusable models by non-computer-scientists teachers in different contexts 2) the lack of solutions for assisting the teachers in their design process 3) the model of scenario that must be defined since the design of the environment without all the pedagogical situations being necessarily known 4) the functional and technical architectures for producing a VRLE that have been developed for specific domains.…”