Impact of mobile virtual reality on EFL learners’ listening comprehension

Virtual reality (VR) has received increasing attention from researchers and practitioners in EFL listening. However, prior studies are primarily concerned with non-immersive desktop-based VR. Few studies examined the effects of VR via mobile-rendered head-mounted displays (mobile VR). Therefore, this study investigates the impact of mobile VR on EFL learners’ listening comprehension. Participants were 49 Taiwanese seventh-graders, randomly assigned to either the VR group or video group. The VR group played with a language learning VR app using mobile VR while the video group watched the walkthrough video of the VR app on personal computers. The effects of mobile VR were analyzed based on listening comprehension post-tests, recalls, and interviews. The results revealed the VR group’s listening comprehension and recall were significantly better than that of the video group. The interview data indicated that, for most VR players, mobile VR-mediated EFL listening was motivating, beneficial, and convenient. They felt more engaged in the listening tasks. Simulated real-life scenarios and interactivity, particularly the interaction with virtual characters, led to a stronger sense of presence and a higher degree of immersion, which enabled them to listen as a participant rather than overhearer. Interaction in an authentically fully-immersive context facilitated listening comprehension. The findings suggest that mobile VR may be a useful tool to promote EFL listening and underscore the necessity for additional research on the emerging technology for language learning

Digital Scripture: An Investigation of the Design and Use of a Mobile Application for Reading Sacred Text

Digital sacred text reading is rapidly growing as digital devices such as mobile smartphones are becoming more common across the globe. Although sacred text can have strong influence on identify and behavior, the effects of a digital revolution on scripture reading practices are not well understood. In particular, current research literature indicates that more information is needed about the design and use of digital sacred text applications (apps) such as mobile Bibles across different religious groups or cultures. Therefore, this study builds upon and extends previous work to analyze a religious text app, Gospel Library, which is designed and largely used by members of The Church of Jesus Christ of Latter-day Saints. Data about the design of the app were collected by analyzing app store description text, conducting a technical app walkthrough, and interviewing current app design team members. Data about the usage of Gospel Library were collected by gaining permission from the design organization to access user analytic data collected during normal app operations. Results of the study show that this digital sacred text app is designed and used in ways that support religious or cultural reading values and norms. In particular, this study suggests that Latter-day Saints appear to value the King James Version of the English Bible and other unique religious text such as the Book of Mormon and General Conference sermons or messages. Results also suggest Latter-day Saints value church-wide directed scripture reading efforts situated in a culture of listening and receiving interpretation as opposed to social discussions of scripture. Furthermore, this study reports unique features or affordances that digital sacred texts can offer including audio capabilities, videos, search functions, sharing, highlighting, and other annotations. This study contributes to the research field of digital sacred text literacy by offering data gathered from an app design organization including interviews and user analytic data. It also adds to the broader conversation about religious literacy and digital versus print-based reading

Generators of Architectural Atmosphere

This book was born as the legacy of the “Generators of Architectural Atmosphere” Symposium, an Interfaces event of the Academy of Neuroscience for Architecture (ANFA), sponsored by the EU’s Horizon 2020 MSCA Program — RESONANCES Project, the Perkins Eastman Studio, and the 2020 Regnier Chair. The event was hosted in the College of Architecture, Planning and Design (APDesign), Kansas State University, Manhattan, KS, on April 12, 2022. Recent advances in science are confirming many of the architect’s expert intuitions opening new doors to the perception of space and the meaning of architectural design. This volume collects three essays: “The Atmospheric Equation and the Weight of Architectural Generators” by Elisabetta Canepa; “Sensing the Atmospheric Space Through a Virtual Lens: Scrutinizing Opportunities and Limitations” by Kutay Güler; and “Locating Architectural Atmosphere” by Tiziana Proietti and Sergei Gepshtein. Bob Condia provided a critical introduction entitled “The Applied Science of Generating Atmospheres in Architecture.”https://newprairiepress.org/ebooks/1048/thumbnail.jp

Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners

Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011; Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le développement des multilittératies, les jeux numériques représentent une option possible en éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les conséquences de l’utilisation des jeux numériques pour générer un développement en multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique. Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations détaillées sur la manière de les utiliser dans leur enseignement

Designing and Evaluating a Collaborative Writing Process with Gamification Elements: Toward a Framework for Gamifying Collaboration Processes

In this study, we examine the influence that gamification elements have on collaboration processes in terms of whether they increase intention to continue to use the system based on meaningful engagement and hedonic motivation as well as outcome quality. Therefore, we review gamification models and principles for information systems and consolidate them in a preliminary framework. We then evaluate how one can supplement the collaboration process for collaborative story writing with gamification elements based on the framework. Additionally, we consider specific gamification elements to successfully accomplish the process. To do so, we conducted action design research in a common iterative structure. First, we observed and reflected on the analog collaborative writing process. Next, we derived design principles and remodeled and implemented the process via a Web application instantiation to evaluate them. In the evaluation, we identified the developed design principles’ ability to reach higher hedonic motivation and meaningful engagement, which led to an enhanced intention to continue to use the system. Additionally, we found the potential to manage the shift toward digital collaboration processes that motivate people to participate and produce promising outcomes that do not vary much from outcomes in an analog setting

PENGUJIAN COGNITIVE WALKTHROUGH ANTARMUKA PERPUSTAKAAN DIGITAL (E-LIBRARY) PUSAT DOKUMENTASI DAN INFORMASI ILMIAH – LIPI (PDII-LIPI)

Interface design has a significant role towards the successful of digital librarys application use. Digital libraryservices developed by Centre for Scientific Documentation and Information - Indonesian Institute of Sciences (PDII-LIPI) has yet to be evaluated. This research analyzed the design of the web interface of PDII-LIPI’s digitallibraries using the method of cognitive walkthrough (CW). The aim of the research is to identify user constraints inusing PDII-LIPI’s digital libraries. Object of this study are three menus in digital library web interface that is “KaryaIlmiah Indonesia”, “Buku Elektronik”, and “Jurnal Indonesia (ISJD)”. CW testing parameters for PDII-LIPI’s digitallibrary interface consists of the successful completion of the task, and the effectiveness of the task. The successfulcompletion of the task was assessed by comparing the standard time with task completion time by respondents. Effectiveness accessed based on the processing time of each stage and the number of mistakes made by therespondent. The test results showed that all respondents successfully completed the task with the time that goesbeyond the standard set time. The analysis was conducted on all test results indicate that the obstacles faced byusers in general are finding menu of “E-Library”, specify the search facility is used, and searching the articles

Exploring Augmented Reality App Usability: A Socially Practised Affordance Perspective

Augmented Reality (AR) apps have the potential to transform the way in which users experience products and services. However, AR adoption rates have not yet reached the expectations of developers and the service sector. Users' expectations and experiences of AR apps can influence the adoption of AR technology. This thesis explores AR user behaviour; specifically, by focusing on the usability of AR and the underlying motives that drive users to adopt or reject AR technology. To achieve this aim, qualitative methods and multiple sources of data (858 online reviews, 62 users’ reflections, multiple apps) have been used to inform a better understanding of AR app use. Affordance theory was applied using the ‘walkthrough technique’ to identify AR affordances arising from the application of AR technology. Ten AR app affordances and five user goals were identified by investigating the performance and usage aspects of various applications. Then, social practice theory (SPT) elements (meanings, materials, competency) were applied to understand the three major characteristics of usability (interactivity, compatibility, credibility) associated with current AR apps that may prevent potential users from actualising their affordances. This study contributes to knowledge by introducing a new theory of “socially practised affordances” (SPA) which allows AR app users to actualise an app’s affordances when there is a coherence between SPT elements. Moreover, it sheds new light on how AR apps, users, and social practices are interconnected by explaining connections between materials e.g., AR apps, expected and developed meanings, user and system competencies and how these elements might drive AR apps’ users’ behaviour. This study concludes by discussing theoretical and practical implications that can give future direction to AR developers through the development of a SPA framework for AR applications. Keywords: AR applications, Users’ expectation and experience, Usability, Socially practised affordance (SPA)

Social Virtual Reality Platform Comparison and Evaluation Using a Guided Group Walkthrough Method

As virtual reality (VR) headsets become more commercially accessible, a range of social platforms have been developed that exploit the immersive nature of these systems. There is a growing interest in using these platforms in social and work contexts, but relatively little work into examining the usability choices that have been made. We developed a usability inspection method based on cognitive walkthrough that we call guided group walkthrough. Guided group walkthrough is applied to existing social VR platforms by having a guide walk the participants through a series of abstract social tasks that are common across the platforms. Using this method we compared six social VR platforms for the Oculus Quest. After constructing an appropriate task hierarchy and walkthrough question structure for social VR, we ran several groups of participants through the walkthrough process. We undercover usability challenges that are common across the platforms, identify specific design considerations and comment on the utility of the walkthrough method in this situation

The Embodiment of Architectural Experience:A Methodological Perspective on Neuro-Architecture

People spend a large portion of their time inside built environments. Research in neuro-architecture—the neural basis of human perception of and interaction with the surrounding architecture—promises to advance our understanding of the cognitive processes underlying this common human experience and also to inspire evidence-based architectural design principles. This article examines the current state of the field and offers a path for moving closer to fulfilling this promise. The paper is structured in three sections, beginning with an introduction to neuro-architecture, outlining its main objectives and giving an overview of experimental research in the field. Afterward, two methodological limitations attending current brain-imaging architectural research are discussed: the first concerns the limited focus of the research, which is often restricted to the aesthetic dimension of architectural experience; the second concerns practical limitations imposed by the typical experimental tools and methods, which often require participants to remain stationary and prevent naturalistic interaction with architectural surroundings. Next, we propose that the theoretical basis of ecological psychology provides a framework for addressing these limitations and motivates emphasizing the role of embodied exploration in architectural experience, which encompasses but is not limited to aesthetic contemplation. In this section, some basic concepts within ecological psychology and their convergences with architecture are described. Lastly, we introduce Mobile Brain/Body Imaging (MoBI) as one emerging brain imaging approach with the potential to improve the ecological validity of neuro-architecture research. Accordingly, we suggest that combining theoretical and conceptual resources from ecological psychology with state-of-the-art neuroscience methods (Mobile Brain/Body Imaging) is a promising way to bring neuro-architecture closer to accomplishing its scientific and practical goals

Design Affordances and User Perception: Investigating the Relationship Between Space Design and Pedagogical Possibility in an Innovative Learning Environment

This major research project explores how teachers and school leaders at Branksome Hall, an all-girls International Baccalaureate (IB) school in Toronto, Ontario, Canada perceive the affordances (potential uses) of a new Innovative Learning Environment (ILE) under construction. This study adopted a social constructivist approach. First, primary research involving virtual reality (VR) walkthroughs identified the spatial features participants perceived as supporting their current and future teaching practices. Following this research, a teacher workshop built upon these features, exploring how well they aligned with the stated aims of the building. Abductive thematic coding was applied to the data according to the themes presented in Frelin and Grannäs’ (2022) TEALE model—two additional themes were also uncovered that fall outside of this framework. The findings aim to guide the transition to utilizing the iCAST effectively through the creation of spatial profiles for each space under study. Each profile provides a dynamic resource for teachers that can be used to empower an exploration of the impact of space on pedagogy and to inspire the development of innovative practices. Seven insights were developed based on the analysis of primary data and secondary research. These insights were used to guide the development of five key practice implications for Branksome Hall’s next steps, which involve cross-team collaboration, revisiting the building’s aims, engaging in futures workshops, and intentionally developing teachers’ spatial literacy and professional learning. This project highlights the evolving nature of educational purpose and how educators’ perceptions of space are influenced by their core educational philosophies. Interestingly, the affordances perceived outside of the TEALE model align more closely with the European concept of “Bildung” and a more participatory approach to 21st-century learning