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":"2024-12-01","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":"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":"2024-12-01","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}

{"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":"2024-12-01","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":"2024-12-01","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":"Immersive quantum: A systematic literature review of XR in quantum technology education","authors":"Ge Song,&nbsp;Xunan Wang,&nbsp;Rami Ghannam","doi":"10.1016/j.cexr.2024.100087","DOIUrl":"10.1016/j.cexr.2024.100087","url":null,"abstract":"<div><div>Recent advancements in quantum technology have created an urgent need for skilled professionals in this field, necessitating innovative educational approaches. This systematic literature review investigates the integration of Extended Reality (XR), including Virtual and Augmented Reality, in quantum technology education. We analyzed 19 shortlisted articles from major digital libraries using comprehensive methodologies, including refined search strings, rigorous inclusion and exclusion criteria as well as manual filtering. Our analysis highlights the application of XR technology across various quantum disciplines, predominantly quantum computing and quantum chemistry, at different educational levels, with a focus on university-level education. Notably, our review reveals a dominance of design-development research, a scarcity of empirical studies and a significant absence of educational learning theories as foundational frameworks. Additionally, we identify critical gaps in the current research landscape, including limited focus on immersive design elements and learner engagement strategies. The findings point towards emerging opportunities for future research, emphasizing the need for more empirical studies, intervention features and a holistic integration of educational learning theories. This review serves as a roadmap for advancing XR-based quantum education, fostering innovative research directions and shaping effective teaching practices.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100087"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658608","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":"Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience","authors":"Heino Laubscher ,&nbsp;Ben Loos ,&nbsp;Rensu P. Theart","doi":"10.1016/j.cexr.2024.100089","DOIUrl":"10.1016/j.cexr.2024.100089","url":null,"abstract":"<div><div>This study investigates the efficacy of Virtual Reality (VR) as an interactive tool for teaching complex cellular structures and functions. Despite VR’s growing popularity in education, its effectiveness remains debated, often due to the absence of guiding learning theories in VR design studies. Addressing this gap, we developed a VR-based learning experience grounded in the Cognitive Theory of Multimedia Learning (CTML). Utilising modern microscopy techniques, we transformed confocal microscopy z-stacks into three-dimensional cellular structures, enhanced with artistic impressions for VR visualisation. A user study with 52 participants, primarily engineering students, compared the VR learning experience to traditional slideshow methods. Results indicated that the VR group demonstrated significantly higher learning performance and understanding of mammalian cell structures compared to the slideshow group. Additionally, participants in the VR group reported greater intrinsic motivation, presence, and perceived learning effectiveness. These findings suggest VR’s potential as a superior teaching tool in cell physiology and underscore the importance of integrating learning theories like CTML in VR educational design. The principles applied in this study could extend to other educational domains, enhancing learning outcomes through well-theorised VR applications.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100089"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132498","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 gaze sharing for enhancing education: An exploration of user experience and future directions","authors":"Yuval Kahlon ,&nbsp;Weiheng Hu ,&nbsp;Momoko Nakatani ,&nbsp;Santosh Maurya ,&nbsp;Takuya Oki ,&nbsp;Jiang Zhu ,&nbsp;Haruyuki Fujii","doi":"10.1016/j.cexr.2024.100081","DOIUrl":"10.1016/j.cexr.2024.100081","url":null,"abstract":"<div><p>Gaze sharing (GS) technology enhances communication between human interlocutors. Essentially, GS consists of sharing information regarding one's visual attention with another person, by automatically marking one's current point of interest on a digital display. The benefits of this technology for education have been demonstrated by researchers. However, since most GS systems relay gaze information using flat monitors, they impede natural communication between interlocutors who are co-located (as glancing at the display diverts their attention from the physical space). Acknowledging this limitation, immersive gaze sharing (IGS) systems have been recently developed. IGS systems utilize the power of Extended Reality (XR) technology to superimpose gaze information directly onto one's visual environment, and are therefore a promising tool for enhancing human communication in education. Currently, we know little regarding how users experience IGS, to guide its development. To bridge this gap, we have executed an exploratory user study of IGS with learners and instructors, using Mixed Reality (MR) technology. A quantitative and qualitative analysis of users' feedback and behavior has shed light on the differences between instructors and learners in terms of their needs, abilities and preferences. On this basis, guidelines for developing IGS systems are proposed, towards their integration into our future educational practices.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100081"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S294967802400031X/pdfft?md5=8397afc51fba1cd88dbee02f1e144441&pid=1-s2.0-S294967802400031X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173335","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":"2024-12-01","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":"Immersive learning of factual knowledge while assessing the influence of cognitive load and spatial abilities","authors":"Benjamin De Witte ,&nbsp;Vincent Reynaert ,&nbsp;Jerome Hutain ,&nbsp;Danny Kieken ,&nbsp;Joseph Jabbour ,&nbsp;Jalal Possik","doi":"10.1016/j.cexr.2024.100085","DOIUrl":"10.1016/j.cexr.2024.100085","url":null,"abstract":"<div><div>Immersive virtual reality (IVR) is a motivating new learning tool. However, discrepancies in results emerge regarding the type of knowledge, specifically factual knowledge. Moreover, to improve the instructional design, authors claimed to verify the impact of cognitive load and spatial abilities while learning in IVR. Sixty-one undergraduate students were recruited and divided into two groups in pre-post, test study design. Learning consisted of using “Google Earth” with a Head Mounted Display (HMD) or a desktop computer to improve general geographic knowledge. Pre-training and segmentation were included in the learning process, and levels of presence, spatial orientation and cognitive load were measured to evaluate their impact. Results show that the two groups significantly improved their performance between pre and post-test. HMD users felt more present than computer users. Overall cognitive load did not hinder the learning performance. The analysis of cognitive load dimensions reveals significant differences in the mental load and frustration levels between the two groups. Spatial orientation was not correlated to the learning process. The use of HMD is effective for learning geographic general knowledge. When managed overall cognitive load does not influence learning although the use of HMDs elicits high mental load levels. HMD users are experiencing less frustration indicating it may be suitable for long-distance learning. HMD technological features compensate for spatial orientation abilities. Finally, presence does not enhance learning, suggesting it should be combined with interactions eliciting feedback to be more effective.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100085"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418838","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":"2024-12-01","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}