Digital Transformations of Classrooms in Virtual Reality

Gao, Hong; Bozkir, Efe; Hasenbein, Lisa; Hahn, Jens-Uwe; Göllner, Richard; Kasneci, Enkelejda

doi:10.1145/3411764.3445596

Cited by 42 publications

(15 citation statements)

References 56 publications

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“…Online studying provides limited in-person social interaction among students and lecturers (Figure 9). In line with prior work, we envision future higher education employing VR for remote collaboration and social interaction between fellow students considering multiple design factors such as feedback setup in virtual teaching space [37], avatar design of virtual peer-learners [23], and accessibility for targeted learner groups [45]. Such virtual spaces could complement lecture recordings and enable students to collaborate synchronously in remote situations and learn efciently with fun.…”

Section: Student Experiences With Distance Educationmentioning

confidence: 90%

Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19

Draxler

Hirsch

et al. 2022

Designing Interactive Systems Conference

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Figure 1: We conducted a hybrid study using an experience sampling chatbot and surveys to assess students' experience during COVID-19. The study timeline consists of a pre-survey, a 2-week student experience sampling through a chatbot, and a postsurvey in 2020, with a follow-up survey in 2021. The three storyboards illustrate study scenarios in which students flled out surveys on laptops, experienced virtual meetings for online studying, and answered chatbot questions on their phones.

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Section: Student Experiences With Distance Educationmentioning

confidence: 90%

Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19

Draxler

Hirsch

et al. 2022

Designing Interactive Systems Conference

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“…Apart from that, gazing at the screen is not an essential condition for getting involved in an online meeting [19,20]. As shown in several recent studies, a student might still get actively involved in a virtual classroom even if they minimally gaze at the screen [9,16,18,42]. Therefore, we argue that continuous tracking of eye gazes does not provide a reliable source of information for marking a student inattentive in a virtual classroom.…”

Section: Introductionmentioning

confidence: 89%

I Cannot See Students Focusing on My Presentation; Are They Following Me? Continuous Monitoring of Student Engagement through "Stungage"

Das,

Chakraborty,

Mitra

2022

Preprint

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Monitoring students' engagement and understanding their learning pace in a virtual classroom becomes challenging in the absence of direct eye contact between the students and the instructor. Continuous monitoring of eye gaze and gaze gestures may produce inaccurate outcomes when the students are allowed to do productive multitasking, such as taking notes or browsing relevant content.This paper proposes Stungage -a software wrapper over existing online meeting platforms to monitor students' engagement in real-time by utilizing the facial video feeds from the students and the instructor coupled with a local on-device analysis of the presentation content. The crux of Stungage is to identify a few opportunistic moments when the students should visually focus on the presentation content if they can follow the lecture. We investigate these instances and analyze the students' visual, contextual, and cognitive presence to assess their engagement during the virtual classroom while not directly sharing the video captures of the participants and their screens over the web. Our system achieves an overall F2-score of 0.88 for detecting student engagement. Besides, we obtain 92 responses from the usability study with an average SU score of 74.18.

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“…Nowadays, learning and teaching processes in classrooms are being transformed by educational technology tools [2]. Education is rapidly developing as it becomes more capable of adopting high technology tools and integrating them into its instructional methods.…”

Section: Introductionmentioning

confidence: 99%

A Review of Extended Reality (XR) Technologies in the Future of Human Education: Current Trend and Future Opportunity

et al. 2022

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Nowadays technology development in real life will reflect on education inexorably. Today, the concept of Extended Reality (XR) technologies (XRs), such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), as very promising technological tools for education. The purpose of these technologies is to facilitate human life. In this context, educational technologies create new opportunities for students and teachers every day especially in education field. With various virtual environments (VE) and imaging systems, content that needs to be learned can be presented independently of school and classrooms in a low-cost and safe environment. As a result, teachers can create their own content with various applications, providing them with freedom of flexibility, and creativity. In this context, it is seen that XR has started to be used in various fields in education. When these fields and subjects are examined, it is observed that there is a concentration in the fields of education. The purpose of this narrative review is to describe the accelerators of XR (VR, AR, MR) technology in education settings. This literature review was conducted by conducting a systematic search of relevant articles and literature reviews through the university's online library, Google Scholar, Web of Science, IEEE Xplore, and the ACM Digital Library. In this paper, the authors demonstrate the main components of XR technology in the educational process. A comprehensive review of XR technology including education, and learning was provided. The authors identify limitations and conclude with future work of XR in educational uses.

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Digital Transformations of Classrooms in Virtual Reality

Abstract: with realistic styles. Lastly, we find different eye movement behaviors towards different performance levels of virtual peer-learners, which should be investigated further. Our findings present an important baseline for design decisions for VR classrooms.

Cited by 42 publications

References 56 publications

Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19

Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19

I Cannot See Students Focusing on My Presentation; Are They Following Me? Continuous Monitoring of Student Engagement through "Stungage"

A Review of Extended Reality (XR) Technologies in the Future of Human Education: Current Trend and Future Opportunity

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