Computers & Education: X Reality最新文献

{"title":"Automated emotion recognition of students in virtual reality classrooms","authors":"Michael Shomoye,&nbsp;Richard Zhao","doi":"10.1016/j.cexr.2024.100082","DOIUrl":"10.1016/j.cexr.2024.100082","url":null,"abstract":"<div><p>In contemporary educational settings, understanding and assessing student engagement through non-verbal cues, especially facial expressions, is pivotal. Such cues have long informed educators about students' cognitive and emotional states, assisting them in tailoring their teaching methods. However, the rise of online learning platforms and advanced technologies such as virtual reality (VR) challenge the conventional modes of gauging student engagement, especially when certain facial features become obscured or are entirely absent. This research explores the potential of Convolutional Neural Networks (CNNs), specifically a custom-trained model adapted from the ResNet50 architecture, in recognizing and distinguishing subtle facial expressions in real-time, such as neutrality, boredom, happiness, and confusion. The novelty of our approach is twofold: First, we optimize the power of CNNs to analyze facial expressions in digital learning platforms. Second, we innovate for the context of VR by focusing on the lower half of the face to tackle occlusion challenges posed by wearing VR headsets. Through comprehensive experimentation, we compare our model's performance with the default ResNet50 model and evaluate it against full-face and VR-occluded face datasets. Ultimately, our endeavor aims to provide educators with a sophisticated tool for real-time evaluation of student engagement in technologically advanced learning environments, subsequently enriching the teaching and learning experience.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100082"},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000321/pdfft?md5=b94ed9255ce72bb3f50a0d4eb2c83dc0&pid=1-s2.0-S2949678024000321-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Authoring instructional flow in iVR learning units to promote outcome-oriented learning","authors":"Ananya Ipsita ,&nbsp;Mayank Patel ,&nbsp;Asim Unmesh ,&nbsp;Karthik Ramani","doi":"10.1016/j.cexr.2024.100074","DOIUrl":"10.1016/j.cexr.2024.100074","url":null,"abstract":"<div><p>Despite the recognized efficacy of immersive Virtual Reality (iVR) in skill learning, the design of iVR-based learning units by subject matter experts (SMEs) based on target requirements is severely restricted. This is partly due to a lack of flexible ways of authoring instruction flows to arrange the learning activities in alignment with the desired learning objectives. Our research provides a workflow design enabling SMEs to author the flow of learning activities developed by the Virtual Reality (VR) developers, with an aim to enable learners achieve desired goals progressively in a virtual environment. Additionally, this outcome-oriented flow authoring utilizes a scalable learning framework that categorizes learning activities into four instructional phases: <em>Introduction</em>, <em>Presentation</em>, <em>Practice</em>, and <em>Application</em>. Such frameworks can be easily integrated into the instruction to plan a class or a series of classes to cover an entire concept or chapter. Using a welding use case, our user study evaluation with 12 experienced welders indicated positive ratings about the usefulness of such workflows for flexible planning of training scenarios. We envision adoption of such methods could facilitate greater and more efficient adoption of the iVR technologies in pedagogical settings.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100074"},"PeriodicalIF":0.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000242/pdfft?md5=7f20759f3d6b168867a436c1286bfec4&pid=1-s2.0-S2949678024000242-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing VR edutainment design in blended learning: Learners’ views from wine classroom","authors":"Anthony Kong,&nbsp;Zeping Feng","doi":"10.1016/j.cexr.2024.100078","DOIUrl":"10.1016/j.cexr.2024.100078","url":null,"abstract":"<div><p>Previous research has explored virtual reality in wine education, but has primarily focussed on instructional design and learning outcomes, neglecting user interface and experiential (UI/UX) aspects. Therefore, challenges remain for incorporating VR technology in wine classrooms in a blended classroom format, such as limited VR expertise, inadequate technical preparation, and student resistance to pedagogical change. To complement and optimize these gaps, the researcher designed a VR experience system to transform sommelier courses into immersive blended learning experiences. Using a mixed-method approach combining experiments and interviews with 40 participants, this study explored the differences between gaming and instructional VR design in wine education. The study highlighted key considerations in terms of user interface/user experience, including overcoming the difficulty of replicating real-world sensations, increasing engagement through controllers, and providing adequate space for movement. Ensuring comfort and mitigating physical discomfort is critical to a good VR learning experience. This study explores learners' perceptions of blended virtual reality (VR) learning in wine education, including the advantages, issues, and design strategies for improving the VR learning experience and addressing wine education challenges. The findings suggest that to improve the efficacy of VR in wine education, problems must be addressed through improved UI/UX design. This includes pedagogical labelling, sensory integration, active engagement, stability, comfort and language skill development. Enhancing immersion and realism by replicating sensory stimuli and facilitating authentic interactions is critical, as is customising the VR experience for a specific topic and implementing a holistic strategy. The addition of VR technology to the wine classroom can provide learners with feedback and a balanced and immersive blended learning experience, which can in turn improve the effectiveness of wine education.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100078"},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S294967802400028X/pdfft?md5=aadda3e6bc2ea2cf8d7ec815dfe7dad6&pid=1-s2.0-S294967802400028X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comunicazione Digitale XR: Assessing the impact of extended reality technologies on learning","authors":"Daniele Zolezzi ,&nbsp;Saverio Iacono ,&nbsp;Luca Martini ,&nbsp;Gianni Viardo Vercelli","doi":"10.1016/j.cexr.2024.100077","DOIUrl":"10.1016/j.cexr.2024.100077","url":null,"abstract":"<div><p>“Comunicazione Digitale XR” is a project that exploits the EON-XR platform to enrich Information Technology education by incorporating interactive 360-degree visuals and 3D models to complement traditional teaching methods. This study probes the efficacy of Extended Reality (XR) technologies in augmenting educational experiences through the integration of gamification techniques within the curriculum. The evaluation, involving twenty-six students, delved into factors such as engagement levels, comprehension of material, and the contributory role of XR in exam readiness. Data collection was conducted using electronic log files, which provided detailed quantitative metrics on student interactions, and a post-intervention survey that assessed changes in comprehension and engagement. Additionally, qualitative data was gathered through semi-structured interviews. Quantitative data from surveys and log files were analyzed using descriptive statistics, while qualitative data from interviews were subjected to thematic analysis. This investigation has demonstrated substantial enhancements in student comprehension and engagement with the educational content facilitated by XR technologies. These findings underscore the potential of XR to augment the educational paradigm and improve students’ preparedness for academic evaluations.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100077"},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000278/pdfft?md5=9af67b88421959d043ed6b24bb766368&pid=1-s2.0-S2949678024000278-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edu-Metaverse design: Perspectives of undergraduate learners","authors":"Marty Miller,&nbsp;Anthony Kong,&nbsp;Jae-Eun Oh","doi":"10.1016/j.cexr.2024.100079","DOIUrl":"10.1016/j.cexr.2024.100079","url":null,"abstract":"<div><p>Using the metaverse can impact how information is interacted with in educational settings. However, despite extensive research on the topic, there is still a lack of understanding of how learners perceive and experience this technology. To design learning experiences, designers must know the current landscape of metaverse implementation and digestion by student users. This article provides an overview of metaverse implementation examples to address this gap and then examines learners' perceptions of using the metaverse in education. Through a qualitative study, we aim to explore the potential advantages and obstacles of applying the metaverse to learning from an informal learning perspective, as perceived by learners. Compared to current implementation strategies, student feedback suggests a diversity of motivations and experiences in valuing the Edu-metaverse. Therefore, our study provides valuable insights into how the metaverse learning design can enhance learner engagement, interaction, and collaboration while identifying potential challenges and limitations. Ultimately, this research helps designers and educators better understand how metaverse technology can impact and improve learning experiences.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100079"},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000291/pdfft?md5=7f4b36d331d1ac0a41d1b490d8b590c6&pid=1-s2.0-S2949678024000291-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141964503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embodied immersive virtual reality to enhance the conceptual understanding of charged particles: A qualitative study","authors":"Pedro Acevedo ,&nbsp;Alejandra J. Magana ,&nbsp;Yoselyn Walsh ,&nbsp;Hector Will ,&nbsp;Bedrich Benes ,&nbsp;Christos Mousas","doi":"10.1016/j.cexr.2024.100075","DOIUrl":"10.1016/j.cexr.2024.100075","url":null,"abstract":"<div><p>Learning in science, technology, engineering, and mathematics (STEM) is often challenging due to the abstract and counterintuitive nature of some concepts. Computer-based learning has emerged as an alternative method to help improve students' comprehension of these complex topics, even though technological tools must be supported with pedagogical strategies, technology affordances, sound design, and structured activities to teach scientific concepts properly. In that sense, we propose the design of an immersive virtual reality (IVR) experience, including visual and haptic cues to facilitate learning about electric fields (EFs) and charged particles (CPs) concepts. We scaffolded our design tool based on embodied design principles and cognition. The IVR experience allows learners to manipulate the components of point charges (e.g., particles, distance between particles, and charges) to learn electricity concepts. We conducted a qualitative study (<em>N</em> = 8) to assess the designed application. The sample included undergraduate students (five male and three female) from technology-related fields with some or no prior knowledge of high school or higher education physics. We assessed study participants' conceptual understanding through a pretest-posttest and conducted a brief interview to identify their expected interaction with the designed affordances. Screen recording and the System Usability Scale (SUS) are the other metrics of interest in defining study participants’ performance and experience. The collected data and thematic analysis suggested that participants recognized the included affordances based on the embodied design principles and used them to interact, link previous knowledge, and identify the different factors to explain the physics phenomenon. Additionally, we provided insights for designing IVR experiences to promote conceptual understanding of complex STEM topics based on embodied learning principles.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100075"},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000254/pdfft?md5=8f08cb687dd16c5dd25caaad51ccf2e6&pid=1-s2.0-S2949678024000254-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language","authors":"Anastassiya Yudintseva","doi":"10.1016/j.cexr.2024.100076","DOIUrl":"10.1016/j.cexr.2024.100076","url":null,"abstract":"<div><p>This mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical and theoretical implications are discussed, along with limitations and directions for future research.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100076"},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000266/pdfft?md5=bfa7ca35e9689cf3d3942a1ea7a1d306&pid=1-s2.0-S2949678024000266-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning cleanroom microfabrication operations in virtual reality – An immersive and guided learning experience","authors":"Fang Wang ,&nbsp;Xinhao Xu ,&nbsp;Shangman Li ,&nbsp;Weiyu Feng ,&nbsp;Mahmoud Almasri","doi":"10.1016/j.cexr.2024.100073","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100073","url":null,"abstract":"<div><p>This paper details the design and development of an immersive and self-guided Virtual Reality training system (iSGVRTS) for learning cleanroom microfabrication operations, with a specific emphasis on the photolithography process, within a college-level semiconductor laboratory curriculum. It presents the thorough construction of the iSGVRTS environment as well as the incorporation of integrated instructional methodologies. To assess the impact of the iSGVRTS intervention, pre-and post-tests were administered to evaluate learners' performance. The implementation of iSGVRTS yielded a notable enhancement for learners in laboratory operational proficiency, evidenced by improvements in task correct rates, reduction in procedural errors, and knowledge acquisition. Moreover, post-session interviews revealed learners’ reported increased confidence, a heightened sense of presence, manageable cognitive load, and positive feedback regarding the immersive learning experience.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100073"},"PeriodicalIF":0.0,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000230/pdfft?md5=f9aec8fdd2c7f4aaac76bd8ee51b6644&pid=1-s2.0-S2949678024000230-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immersive virtual reality for unintentional injury prevention training with children: A systematic review","authors":"Allana Santiago ,&nbsp;Bernadette Matthews ,&nbsp;Won Sun Chen ,&nbsp;Therese Keane ,&nbsp;Jordy Kaufman","doi":"10.1016/j.cexr.2024.100072","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100072","url":null,"abstract":"<div><p>Researchers and educators continue to explore the potential of Immersive Virtual Reality (IVR) technology for safety training in children, as unintentional injuries persist as the leading cause of global mortality among this cohort. In order to implement IVR as a safety training tool, it is important to understand its effectiveness compared to other methods. However, few studies have systematically summarised the use of IVR for unintentional injury prevention training with children. To address this gap, a systematic review was conducted using five databases, following the PRISMA guidelines. Sixteen studies published until March 2024 were identified that evaluated the effectiveness of IVR technology for unintentional injury prevention training with children aged 1–14 years. We evaluated: i) the types of unintentional injury skills taught, ii) research designs, data collection methods and measures used, iii) IVR interface and equipment utilised, and iv) the effectiveness of IVR technologies in comparison to conventional methods of training. The majority of the identified studies focused on road safety, with three on fire safety, and one on water safety. Varied instruments were used to measure outcomes including knowledge, behaviour, immersion, interest, enjoyment, and usability. IVR interventions employed head-mounted displays (N = 13) and Cave Automatic Virtual Environments (N = 3), with either interactive or passive experiences. Overall, the studies suggest a positive role for IVR in unintentional injury prevention training with children. However, only two studies made direct comparisons with other methods, underscoring the need for a cautious interpretation of the findings. Future studies should prioritise evaluating the transfer of learnings from the virtual environment to real-world settings, direct comparisons between IVR and conventional training methods, the relationship between different IVR learning approaches and cognitive and motor skill acquisition, and the correlation between immersion and learning outcomes.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100072"},"PeriodicalIF":0.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000229/pdfft?md5=5fbfbfac1e190b99d2a56adf470a23e6&pid=1-s2.0-S2949678024000229-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the connection between preservice teachers’ discussion performance in a mixed reality teaching simulation with their self-reported goals and success in facilitating discussions","authors":"Devon Kinsey ,&nbsp;Jamie N. Mikeska ,&nbsp;Heather Howell ,&nbsp;Pavneet Kaur Bharaj","doi":"10.1016/j.cexr.2024.100071","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100071","url":null,"abstract":"<div><p>With the growing use of mixed reality teaching simulations in teacher education there is a need for researchers to examine how preservice teacher (PST) learning can be supported when using these simulations. To address this gap the current study explores how 47 PSTs used an online teaching simulation to facilitate a discussion focused on argumentation with five student avatars in the <em>Mursion</em>^<em>TM</em> mixed reality simulated classroom environment. We assessed PSTs' performance in the simulation using rubric-level scores assigned by trained raters and then compared the scores to PSTs' survey responses completed after their discussion asking them to self-report their goals for the discussion, how successful they thought they were across five dimensions of facilitating high-quality, argumentation-focused discussions, and their overall perceptions of the mixed reality teaching simulation. Findings suggest that PSTs' understanding of the discussion task's learning goals somewhat predicted their success in facilitating the discussion and that PSTs' self-assessment of their performance was not always consistent with raters' evaluation of the PSTs' performance. In particular, self-assessment was found to be most consistent with raters' evaluations for those PSTs with higher rater-assigned scores and least consistent for those with lower rater-assigned scores. The implications of these findings are as follows: (1) researchers should be cautious in relying on PST self-report of success when engaging in mixed reality teaching simulations, particularly because low performance may be obscured, (2) teacher educators should be aware that reliance on self-report from PSTs likely obscures the need for additional support for exactly those PSTs who need it most, and (3) the field, therefore, should expand efforts to measure PSTs' performance when using mixed reality teaching simulations.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100071"},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000217/pdfft?md5=3d865ac78e9e914b228d0d169d1e40a0&pid=1-s2.0-S2949678024000217-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}