Designing adaptable virtual reality learning environments

Barange, Mukesh; Blandin, Bernard; Querrec, Ronan; Taoum, Joanna

doi:10.1145/2927929.2927937

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…Our review included work on Virtual Reality (VR) [47,56,77,81,83,[92][93][94][95][96], Augmented Reality (AR) [44, 45, 53-55, 64, 65, 67, 84, 85, 97-100] and Mixed Reality (MR) [42, 43, 46-48, 60-63, 66, 85, 101, 102] for education, which we make explicit effort to include a balanced number of each category. Work covered in this review a variety of XR systems from the learning standpoint.…”

Section: Summary Of Review Results and Current Barriersmentioning

confidence: 99%

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Yang,

Zhou,

Radu

2020

Preprint

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Recently, the HCI community has seen an increased interest in applying Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) into educational settings. Despite many literature reviews, there still lacks a clear framework that reveals the different design dimensions in educational Extended Reality (XR) systems. Addressing this gap, we synthesize a broad range of educational XR to propose the XR-Ed framework, which reveals design space in six dimensions (Physical Accessibility, Scenario, Social Interactivity, Agency, Virtuality Degree, Assessment). Within each dimension, we contextualize the framework using existing design cases. Based on the XR-Ed Design framework, we incorporated instructional design approaches to propose XR-Ins, an instruction-oriented, step-by-step guideline in educational XR instruction design. Jointly, they aim to support practitioners by revealing implicit design choices, offering design inspirations as well as guide them to design instructional activities for XR technologies in a more instruction-oriented and learner-centered way.CCS Concepts: • Human-centered computing → Mixed / augmented reality; Virtual reality; Interactive systems and tools; • Applied computing → Interactive learning environments.

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Section: Summary Of Review Results and Current Barriersmentioning

confidence: 99%

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Yang,

Zhou,

Radu

2020

Preprint

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“…and preventive maintenance training. 24 A framework called INTERVALES. This model aims to facilitate virtual and augmented environments and coordinate complex operations.…”

Section: Generate Evidence: Creating Virtual Terrorist Attack Scenariosmentioning

confidence: 99%

Insights from Evidence-Based Medicine Method for Building Security Systems Against Terrorist Attacks in Hospitals

Chen,

Jin

2023

JMDH

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Hospitals have become soft targets for terrorism, with increasing terrorist attacks observed in the last two decades. Not only the counter-terrorism and law enforcement agencies but the hospitals also need to be actively involved and undertake the responsibility of safeguarding hospital security by establishing an effective security system. Evidence-based medicine emphasizes the significance of scientific evidence, and in practice, research methods for the generation, collection, and utilization of evidence may offer new insights to overcome the issue of terrorism. The present study discusses the potential application of methods in evidence-based medicine for developing security systems against terrorist attacks in hospitals. First, hospitals can use simulated scenarios of terrorist attacks to generate evidence. For example, combining virtual technology with virtual reality technology and selecting appropriate algorithms or models to generate evidence. Second, they can apply tabletop exercises to propose measures, as a means of collecting evidence. The collection of data can be obtained through questionnaires or interviews. Some biological methods, such as collecting salivary markers of acute stress (α-amylase and secretory immunoglobulin A), can also be used to assess emotional states. Third, they can use the collected evidence to practically test and refine the implemented measures. To verify the effectiveness and feasibility of the formulated solutions in real-life scenarios, simulations, models, drills, and similar methods can be used. This approach may provide new perspectives for the development of hospital security systems.

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“…In this work task refers to an interaction technique (such as selecting an object) that is triggered by an event, and results in a state change. More recently, a number of ontologies have been proposed for the semantic modeling of virtual environments [14,31] with the goal to improve the richness of information about the virtual environment in a database for multi-agent systems.…”

Section: Ontologies For Creating and Representing Interactive 3d Envi...mentioning

confidence: 99%

Designing Guided User Tasks in VR Embodied Experiences

Wu¹,

Robert

Fafet

et al. 2022

Proc. ACM Hum.-Comput. Interact.

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Virtual reality (VR) offers extraordinary opportunities in user behavior research to study and observe how people interact in immersive 3D environments. A major challenge of designing these 3D experiences and user tasks, however, lies in bridging the inter-relational gaps of perception between the designer, the user, and the 3D scene. Paul Dourish identified three gaps of perception: ontology between the scene representation and the user and designer interpretation, intersubjectivity of task communication between designer and user, and intentionality between the user's intentions and designer's interpretations. We present the GUsT-3D framework for designing Guided User Tasks in embodied VR experiences, i.e., tasks that require the user to carry out a series of interactions guided by the constraints of the 3D scene. GUsT-3D is implemented as a set of tools that support a 4-step workflow to (1) annotate entities in the scene with navigation and interaction possibilities, (2) define user tasks with interactive and timing constraints, (3) manage interactions, task validation, and user logging in real-time, and (4) conduct post-scenario analysis through spatio-temporal queries using ontology definitions. To illustrate the diverse possibilities enabled by our framework, we present two case studies with an indoor scene and an outdoor scene, and conducted a formative evaluation involving six expert interviews to assess the framework and the implemented workflow. Analysis of the responses show that the GUsT-3D framework fits well into a designer's creative process, providing a necessary workflow to create, manage, and understand VR embodied experiences.

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Designing adaptable virtual reality learning environments

Cited by 15 publications

References 6 publications

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Insights from Evidence-Based Medicine Method for Building Security Systems Against Terrorist Attacks in Hospitals

Designing Guided User Tasks in VR Embodied Experiences

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