Immersive training for movement sequences: The use of 360° video technology to provide poomsae training in Taekwondo

Background: The use of video technology is an established method of training. As an extended video format, 360° videos expand the potential of conventional videos with immersive and interactive design possibilities and combine conventional video technology with immersive technologies in a resource-saving manner. In sports, 360° videos can be used as tactical training tools to support reflection and analysis and to illustrate movements. In particular, 360° videos can be used to create a recorded authentic learning environment to support observational, multi-perspective training. Approach: This paper presents the use of 360° video training for the observation and imitation of movement sequences in poomsae training in taekwondo (or kata training in karate), using the example of the Taegeuk II Jang poomsae. The successive four-step concept can not only be applied to poomsae training in Taekwondo, but can also be transferred to other predefined movement forms and choreographies. Purpose: By using playback media with different degrees of immersion, the movement sequence can be observed, imitated, and followed in successive steps to enable the feeling of participating in a digital training group. Conclusions: The possible applications of 360° video technology in sports are versatile and offer new, immersive possibilities for simple and accessible training design. Training processes that are predominantly done through observational and imitative learning can be accompanied or shifted to home training with the presented 360° video training concept. In particular, 360° videos are suitable for reflective and observational training due to the multiple perspectives provided by the 360° view, which remain to be evaluated

Bridging Consumers’ Self-Brand Distance through Virtual-Reality: Perspective from Presence Experiences

Virtual-reality (VR) technology seems to be an efficient tool for consumer-brand relationship management since it could affect individuals’ psychological distance by enhancing their presence experiences. However, the effects of VR on individuals’ psychological distance are inconsistent. Based on the customer experience framework and construal level theory, these inconsistent effects could be attributed to the two aspects, namely, internal components of presence experience (i.e., immersive presence and realistic presence) and different impacts of vividness modes (i.e., modeling mode and panoramic mode). To address the above research gap, this study plans to investigate the relationships among consumers’ self-brand distance, presence experiences, vividness modes, and interactivity. An experiment will be conducted to collect empirical data in the VR-simulated shopping environment. The analysis of covariance could be used to examine the hypotheses. This research could offer implications to the literature and practice related to VR shopping and consumer-brand relationship management

Spartan Daily, March 28, 2019

Volume 152, Issue 28https://scholarworks.sjsu.edu/spartan_daily_2019/1027/thumbnail.jp

Game Transfer Phenomena in video game playing: a qualitative interview study

Video game playing is a popular activity and its enjoyment among frequent players has been associated with absorption and immersion experiences. This paper examines how immersion in the video game environment can influence the player during the game and afterwards (including fantasies, thoughts, and actions). This is what we describe as Game Transfer Phenomena (GTP). GTP occurs when video game elements are associated with real life elements triggering subsequent thoughts, sensations and/or player actions. To investigate this further, a total of 42 frequent video game players aged between 15 and 21 years old were interviewed. Thematic analysis showed that many players experienced GTP, where players appeared to integrate elements of video game playing into their real lives. These GTP were then classified as either intentional or automatic experiences. Results also showed that players used video games for interacting with others as a form of amusement, modeling or mimicking video game content, and daydreaming about video games. Furthermore, the findings demonstrate how video games sometimes triggered intrusive thoughts, sensations, impulses, reflexes, optical illusions, and dissociations

A Bibliometric Study on Eye-Tracking Research in Tourism

The purpose of this paper is to determine the position of eye-tracking studies in the tourism literature and to provide a panoramic perspective of social and intellectual structures of eye-tracking studies in tourism. Bibliometric methods have been used to analyze 64 studies published from 2013 – 2019. Descriptive, network, and cluster analyses were applied in the R statistics program. The annual growth rate on eye-tracking research in tourism was 38.31%. Most of the authors preferred to cite articles from tourism journals. Effective researchers preferred to use "eye-tracking" and "visual attention" as author keywords in their research. Most of the studies took place in a laboratory environment. The studies discussed many dimensions such as culture, language, website design, advertising strategies, satisfaction, and usability. However, the effect of marketing and behavior studies is remarkable. Institutions and countries with close geographical links tended to publish together, but countries such as the USA, the UK, China, and Australia come to the fore in the collaboration network. Scopus-indexed English publications, most of which are articles, and proceedings were analyzed. Future studies may use different academic databases and publication types. This study is one of the first bibliometric analyses of eye-tracking studies in tourism

Academic Engagement: A Bibliometric Analysis in Scientific Production

Purpose:    To conduct a bibliometric analysis of the existing literature on academic engagement in order to quantify academic output, identify influential authors and journals, and assess the temporal evolution of research, providing a comprehensive bibliometric perspective with guidance for future studies in the academic field.   Theoretical framework:   Through a systematic search in academic databases, relevant studies about student commitment and motivation in educational contexts were identified.   Design/methodology/approach:  The methodology has a descriptive and exploratory approach, 816 articles were reviewed.  By analyzing bibliometric indicators, it was revealed a constant growth in research in this field over the last decades, proving a growing interest in understanding and enhancing student participation in their learning process.   Findings:   The study identified an evolution on research themes, going from individual factors such as motivation to broader contextual issues, such as the impact of technology on the engagement and educational quality. The influence of key authors and institutions in shaping the field was highlighted, as well as a multidisciplinary approach encompassing psychology, education, medicine, and educational technology.   Research, Practical & Social implications:   This bibliometric study offers a panoramic and updated vision of academic engagement research.   Originality/value:   Its findings offer a solid foundation to future investigations and enrich the comprehension of how student participation and motivation contributes to a more meaningful learning and the improvement of educational systems.

A systematic review of artificial intelligence in education in the arab world

In recent years, many technological innovations that have contributed to the success of the educational process, and artificial intelligence is one of these recent innovations. Artificial intelligence has become one of the technological tools used in education and demonstrated a successful emergency strategy during the pandemic of Covid-19. This study aimed to focus on the role artificial intelligence played in education in Arabs world during the last five years. This study conducted a comprehensive survey of the research published in three databases (Google Scholar, ERIC, and IEEE) to reach the goal of this study. The total number were found in three databases was 436 and 29 of them are related to “Artificial Intelligence and Learning and Teaching and Arab world”, the abstracts of these studies were checked according to adopted methodology. The methodology was applied to select the studies is where these studies applied, the specialization of the researcher, and the research methodology followed. Moreover, the goals of the selected papers, the results, and similarities and differences among these studies were discussed. Recommendations and future studies also discussed.&nbsp

The eLIDA CAMEL model of collaborative partnership: a community of practice in design for learning

Using a communities of practice (CoP) e-learning model for collaborative partnership in Design for Learning (D4L) can facilitate successful innovation while enabling ongoing 'critical friend' appraisals of effective practice. This paper reports on 21 e-learning case studies collected by the JISC-funded UK eLIDA CAMEL Design for Learning Project. The project implemented and evaluated learning design (LD) tools in higher and further education within the JISC Design for Learning pedagogic e-learning programme in 2006-07. Project partners carried out user evaluations on innovative tools with a learning design functionality, collecting design for learning case studies and LD sequences in a range of post-16/HE contexts using LAMS and Moodle. The project brought together learning activity sequences from post-16/HE partners into a collaborative e-learning community of practice based on the CAMEL (Collaborative Approaches to the Management of e-Learning) model, contributing to international developments in design for learning. This paper briefly provides an overview of the key project outputs in terms of their contribution to e-learning innovations, including evaluation results from teachers and students using online surveys. The paper explores intentionality in the development of a community of practice in design for learning, reporting on trials of learning design and social software in bridging tensions between formalised intra-institutional e-learning relationships and inter-institutional project team dynamic D4L practitioner development. Following a brief report of practitioner D4L e-learning case studies and student feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice in the management of e-learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FE/Sixth Form Colleges. Results reported to the UK JISC Experts' Pedagogy Group demonstrated e-learning innovations by practitioners in D4L case studies, illuminated by the role of the 'critical friend', Professor Mark Stiles of Staffordshire University. The project also benefited from case study evaluations by Dr Liz Masterman of Oxford University Learning Technologies Group and the leading work of ALT and JISC infoNet in the development of the CAMEL model