Is It Real? – Learners’ Perceptions on Tele-Immersive 3D Video Technology and Its Further Use in K-12 Education

Rötkönen, Erkki; Montero, Calkin Suero; Pope, Nicolas; Sutinen, Erkki

doi:10.1007/978-3-030-97986-7_20

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…From this, the engagement construct as investigated and discussed in the face-to-face classroom environments' literature could be seen from the perspective of the role of interpersonal relationships among students and between students and teachers (this is also in accordance with the social cognitive theory of Bandura, 2005, which indicates that we learn through "social modeling"). Therefore, when developing immersive digital technologies or TEL environments for online/blended learning we must consider how these technologies could support relationships (e.g., supporting social presence (Rötkönen, Suero Montero, Pope & Sutinen, 2021)) that afford the reproduction of complex contextual and interpersonal dynamics, which could foster the evolution of engagement as if it were in the classroom.…”

Section: Academic Engagement -Definition Models and Associationsmentioning

confidence: 99%

Supporting Academic Engagement Through Immersive Technologies

Montero¹,

Goagoses²,

Winschiers-Theophilus³

et al. 2022

Education and New Developments 2022 – Volume 2

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"Academic engagement refers to the overall quality of students’ involvement with schooling, including their activities and goals, as well as their connections with peers and educators. Much research has examined the facilitation and support of students’ academic engagement within physical classroom settings. However, the field of education has been experiencing a shift from the status quo modus operandi of face-to-face instruction to online synchronous/asynchronous instruction, which has impacted students’ engagement. This change has increased the demand to develop and adapt digital technologies that can support the engagement of students throughout online learning processes and their adjustment to the new educational norm. Fundamental research on the development and implementation of immersive technologies could provide a way forward, however we maintain that the development of such technologies needs to be guided by current pedagogical and psychological theories. Hence, in this paper, first we examine empirically substantiated frameworks of engagement and identify aspects that require consideration when developing new immersive technologies. Then, we present a succinct review of the technology-enhanced learning environments literature to determine how engagement has (or has not) been supported through immersive technologies, i.e., virtual reality (VR), augmented reality (AR), and 3D volumetric video. Finally, having embarked on the development of our in-house technology, an immersive 3D video prototype, we present the technology setup alongside the co-creation process that we are implementing to guide its development. Based on pedagogical and psychological research, we highlight several vital factors substantiating students’ engagement, including the significance of the teacher’s role and the importance of teacher-student and student-student interactions. These factors serve to guide our qualitative data collection during co-creation sessions to uncover students’ and teachers’ new perspectives of engagement in relation to the affordances that immersive technologies should offer. Our work presents insights to educators, technology designers and researchers about important educational frameworks and considerations directing our development of immersive technologies in support of academic engagement."

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Section: Academic Engagement -Definition Models and Associationsmentioning

confidence: 99%

Supporting Academic Engagement Through Immersive Technologies

Montero¹,

Goagoses²,

Winschiers-Theophilus³

et al. 2022

Education and New Developments 2022 – Volume 2

Self Cite

View full text Add to dashboard Cite

show abstract

“…The overall latency is approximately 50ms in addition to any network latency, allowing two-way live interaction. In order to understand the applicability and to investigate the opportunities of 3D immersive video technology in real educational settings a pilot study was conducted with 14 primary school students and their teacher [7]. The students were randomly selected from a 6th Grade class and they knew the teacher well.…”

Section: Introductionmentioning

confidence: 99%

Remote Presence: Live Holograms for a Social Classroom

Pope

Hahta

Rötkönen

et al. 2022

ACM International Conference on Interactive Media Experiences

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Existing communication technologies have displayed a lack of affordances in supporting social-emotional connections, which is of particular interest in educational settings. We are therefore developing a live sensory immersive 3D video technology, built on a prior developed platform. Pilot trials in a Finnish school have yielded promising fndings. We continue to advance the state-of-the-art platform in parallel with regards to 3D capture quality and data compression algorithms. Current developments entail joint investigations and evaluations of afordances to support emotional, social, motivational, and achievement impacts with learners and teachers from a Namibian and Finnish school. Participants can experience "remote presence" wearing the hololens 2 while others are live streamed from another country captured by two cameras. CCS CONCEPTS• Human-centered computing → Systems and tools for interaction design.

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