OER Immersive Mulitmedia Materials Project: VR as an Agent of Change

OER-Immersive Multimedia Materials Project: VR as an Agent of Change Alexander Isin, Computer Science/ Spanish Major (Main researcher) Jade Basilius, Communication/ Spanish Major (Main researcher) Mentors: Johana Barrero, Ph. D., Ångeles Fernández Cifuentes, Ph. D. This project aims at the design and development of immersive instructional materials (with a focus on virtual reality) for the Spanish language, literature, and culture classroom. It specifically involves the design of an interactive 360-degree experience in Spanish about the Florida Keys Coral Reefs and their environmental, socioeconomic, and cultural impact on the community. My involvement in the project focused on the research of different platforms to optimize streaming of 360-degree footage, the development metadata standards for 3D content, and the implementation of the immersive experience design, which included the edition of the video footage through 3D Vista, a program that develops multimedia virtual tours. The project seeks to design and implement student-created materials in our Spanish curriculum at UNF to enhance learning objectives and increase student engagement, to make connections with the community through partners such as the Coral Restoration Foundation, and to collaboratively create immersive instructional materials and share resources and common goals with schools from the Duval County Public System

Orchestrating Learning Activities in 3D Virtual Worlds: IMS-LD in Open Wonderland

Proceedings of: 6th European Conference on Technology Enhanced Learning Towards Ubiquitous Learning (EC-TEL 2011). Palermo, Italy, 20-23 September, 2011.Immersive environments such as virtual worlds and virtual reality platforms are being increasingly used for educational purposes. Possibilities of these environments are huge, but also are the technical challenges that have to be overcome in order for these platforms to become more usable. One of the main problems that educators have to face when designing an educational experience for virtual worlds has to do with the orchestration of the learning sequence. In this paper, we present a novel approach to support the deployment and execution of Units of Learning (UoLs), described with an Educational Modeling Language such as IMS-LD [1], into a virtual world, with the aim to facilitate the creation of well defined learning sequences for these platforms.This research has been partially supported by the following projects: The Spanish CDTI project “España Virtual” funded by the Ingenio 2010 programme, subcontracted by Deimos Space; The Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI) funded by the Spanish “Plan Nacional de I+D+i” of the Ministry of Research and Innovation; The project “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650) funded by the Government of the Region of Madrid.Publicad

ASSESSING THE EFFECT OF INTERACTIVITY ON VIRTUAL REALITY SECOND LANGUAGE LEARNING

Virtual Reality (VR) being used as a helpful tool in language education is widely supported by the current literature. It can provide a variety of stimulating scenarios that keep learner engagement high. The use of VR for language learning is a research area that has shown promise in recent years. This makes it necessary for further research to be conducted in the field to determine ways to maximize its potential. This thesis aims to determine if the level of interactivity present in a VR Language Learning Application is a factor that will impact a user\u27s capability to successfully learn a second language. Also, to discover an optimal level of interactivity needed to foster successful language learning in VR can be identified when dealing with subjects with different age, gender, and previous VR experience. To satisfy these aims, 3 versions of a VR Language Learning Application were created with varying levels of interactivity. Data collected from participants of this study were used to test efficiency of the VR language learning application. Results of this analysis determine that the level of interactivity present in a VR Language Learning Application is a factor that will impact a user\u27s capability to successfully learn a second language. Also, according to the results, all interactivity levels are useful but no interactivity is the most optimal for successful language learning in VR

Virtual Reality applied to biomedical engineering

Actualment, la realitat virtual esta sent tendència i s'està expandint a l'àmbit mèdic, fent possible l'aparició de nombroses aplicacions dissenyades per entrenar metges i tractar pacients de forma més eficient, així com optimitzar els processos de planificació quirúrgica. La necessitat mèdica i objectiu d'aquest projecte és fer òptim el procés de planificació quirúrgica per a cardiopaties congènites, que compren la reconstrucció en 3D del cor del pacient i la seva integració en una aplicació de realitat virtual. Seguint aquesta línia s’ha combinat un procés de modelat 3D d’imatges de cors obtinguts gracies al Hospital Sant Joan de Déu i el disseny de l’aplicació mitjançant el software Unity 3D gracies a l’empresa VISYON. S'han aconseguit millores en quant al software emprat per a la segmentació i reconstrucció, i s’han assolit funcionalitats bàsiques a l’aplicació com importar, moure, rotar i fer captures de pantalla en 3D de l'òrgan cardíac i així, entendre millor la cardiopatia que s’ha de tractar. El resultat ha estat la creació d'un procés òptim, en el que la reconstrucció en 3D ha aconseguit ser ràpida i precisa, el mètode d’importació a l’app dissenyada molt senzill, i una aplicació que permet una interacció atractiva i intuïtiva, gracies a una experiència immersiva i realista per ajustar-se als requeriments d'eficiència i precisió exigits en el camp mèdic

Immersive education for entrepreneurship and management disciplines: Metaverse’s experience

The purpose of this study is to analyze the application of immersion edu cation in the subject of entrepreneurship and management in the unified general high school of jadan education unit, jadan Parish, guaracio, azuai province. Hybrid methodology. 88.5% of the students agreed to use immersive technology in the process of learning. Teachers said that it was difficult for them to use technology, so they needed training in information and communication technology, virtual platform, use and management of these digital educational resources, such as meta-database, in order to achieve immersive education in educational institutions

Archeota, Spring 2015

The inaugural issue of Archeota, the official newsletter for San Jose State University\u27s Society of American Archivists Student Chapter.https://scholarworks.sjsu.edu/saasc_archeota/1000/thumbnail.jp

Negotiation of meaning via virtual exchange in immersive virtual reality environments

This study examines how English-as-lingua-franca (ELF) learners employ semiotic resources, including head movements, gestures, facial expression, body posture, and spatial juxtaposition, to negotiate for meaning in an immersive virtual reality (VR) environment. Ten ELF learners participated in a Taiwan-Spain VR virtual exchange project and completed two VR tasks on an immersive VR platform. Multiple datasets, including the recordings of VR sessions, pre- and post-task questionnaires, observation notes, and stimulated recall interviews, were analyzed quantitatively and qualitatively with triangulation. Built upon multimodal interaction analysis (Norris, 2004) and Varonis and Gass’ (1985a) negotiation of meaning model, the findings indicate that ELF learners utilized different embodied semiotic resources in constructing and negotiating meaning at all primes to achieve effective communication in an immersive VR space. The avatar-mediated representations and semiotic modalities were shown to facilitate indication, comprehension, and explanation to signal and resolve non-understanding instances. The findings show that with space proxemics and object handling as the two distinct features of VR-supported environments, VR platforms transform learners’ social interaction from plane to three-dimensional communication, and from verbal to embodied, which promotes embodied learning. VR thus serves as a powerful immersive interactive environment for ELF learners from distant locations to be engaged in situated languacultural practices that goes beyond physical space. Pedagogical implications are discussed

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin