Geometry Explorer: Facilitating Geometry Education with Virtual Reality

Lai, Chengyuan; McMahan, Ryan P.; Kitagawa, Midori; Connolly, Iolani

doi:10.1007/978-3-319-39907-2_67

Cited by 17 publications

(10 citation statements)

References 11 publications

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“…In a subsequent iteration of the system, users rated it particularly highly in terms of "suitability for learning" [19]. Similar work has explored the use of a Samsung Gear HMD in facilitating the manipulation and measurement of 3D shapes in an immersive VR context [27].…”

Section: Vr For Educationmentioning

confidence: 99%

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

Zable

Hollenberg

Velloso

et al. 2020

26th ACM Symposium on Virtual Reality Software and Technology

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Quantum computing (QC) is an intrinsically complex yet exciting discipline with increasing practical relevance. A deep understanding of QC requires the integration of knowledge across numerous technical fields, such as physics, computing and mathematics. This work aims to investigate how immersive Virtual Reality (VR) compares to a desktop environment ('web-applet') as an educational tool to help teach individuals QC fundamentals. We developed two interactive learning tutorials, one utilising the 'Bloch sphere' visualisation to represent a single-qubit system, and the other exploring multi-qubit systems through the lens of 'quantum entanglement'. We evaluate the effectiveness of each medium to teach QC fundamentals in a user study with 24 participants. We find that the Bloch sphere visualisation was well-suited to VR over a desktop environment. Our results also indicate that mathematics literacy is an important factor in facilitating greater learning with this effect being notably more pronounced when using VR. However, VR did not significantly improve learning in a multi-qubit context. Our work provides valuable insights which contribute to the emerging field of Quantum HCI (QHCI) and VR for education. CCS CONCEPTS • Human-centered computing → Virtual reality.

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Section: Vr For Educationmentioning

confidence: 99%

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

Zable

Hollenberg

Velloso

et al. 2020

26th ACM Symposium on Virtual Reality Software and Technology

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show abstract

“…Lai et al (2016) developed a virtual reality (VR) system that taught students how to calculate the volume and manipulate the dimensions of 3D shapes. The game was designed for the Samsung Gear VR HMD, which was named "Geometry Explorer" and allowed students to view and manipulate shapes [21].…”

Section: Apps For Smartphones and Tabletsmentioning

confidence: 99%

ICTs and Geometry

Galitskaya

Drigas

2019

Int. J. Eng. Ped.

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The purpose of this paper is to present researches on how to teach students Geometry through ICTs methods from 2014 to 2019. The articles were searched through Google Scholar. At first, the focus of the article is on the teaching of geometry with software available on the Internet for PCs. Sec-ondly, educational games for geometry are presented that a student can in-stall on any device, such as a smartphone or tablet and are available to the user at any time. Almost all of the described researches have tested the ef-fectiveness of ICTs teaching methods for geometry in relation to classical teaching methods such as paper-and-pencil. Based on findings, the teaching of geometry with ICTs had better educational results than the paper-and-pencil method of teaching.

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“…Examples of episodic techniques include those focused on producing emotional stimuli for later retrieval, such as fear arousal (Chittaro et al, 2014), and those focused on providing a second-party perspective of an event, such as virtual body ownership (Kilteni et al, 2013). Examples of semantic techniques include those focused on conveying factual information, such as the formula to calculate the volume of a pyramid (Lai et al, 2016), and those focused on conveying associations, such as what defects to look for when inspecting a haul truck part (McMahan et al, 2008).…”

Section: Explicit Retrievalmentioning

confidence: 99%

AFFECT: Altered-Fidelity Framework for Enhancing Cognition and Training

McMahan

Herrera

2016

Front. ICT

Self Cite

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In this paper, we present a new framework for analyzing and designing virtual reality (VR) techniques. This framework is based on two concepts -system fidelity (i.e., the degree with which real-world experiences are reproduced by a system) and memory (i.e., the formation and activation of perceptual, cognitive, and motor networks of neurons). The premise of the framework is to manipulate an aspect of system fidelity in order to assist a stage of memory. We call it the Altered-Fidelity Framework for Enhancing Cognition and Training (AFFECT). AFFECT provides nine categories of approaches to altering system fidelity to positively affect learning or training. These categories are based on the intersections of three aspects of system fidelity (interaction fidelity, scenario fidelity, and display fidelity) and three stages of memory (encoding, implicit retrieval, and explicit retrieval). In addition to discussing the details of our new framework, we show how AFFECT can be used as a tool for analyzing and categorizing VR techniques designed to facilitate learning or training. We also demonstrate how AFFECT can be used as a design space for creating new VR techniques intended for educational and training systems.

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Geometry Explorer: Facilitating Geometry Education with Virtual Reality

Cited by 17 publications

References 11 publications

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

ICTs and Geometry

AFFECT: Altered-Fidelity Framework for Enhancing Cognition and Training

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