Constructivism, virtual reality and tools to support design

This paper describes a process for creating a design tool, which is based in constructivism. The process is described for the creation of a tool to help novices in designing virtual environment interactions, however it can be generalized to other design domains. The process consists of four steps: first constructivist values of atomic simplicity, multiplicity, exploration, control and reflection are distilled. Next, expert practices are researched and reframed in terms of the constructivist values. Thirdly, novice processes are examined and understood in constructivist terms. Lastly, prototypes are created and shown to target users. These steps are iterated until the designed tool is satisfactory

User satisfaction on virtual reality taekwondo training material

This study focuses on the design and development of Virtual Taekwondo Training Environment (VT2E) prototype as a supplementary material for self-directed Taekwondo training. Even though there are varieties of supplementary Taekwondo training materials available, most of them have limitations in supporting self-directed training. The results of the preliminary study clearly indicated the importance of self-directed Taekwondo training among the trainees and they are facing problems while performing self-directed training at home since they do not have proper supplementary training materials to guide them. Thus, the research aims to propose the VT2E prototype as a supplementary material for self-directed Taekwondo training which incorporates Virtual Reality (VR) and Motion Capture (MoCap) technologies which is to study the trainees’ satisfaction in terms of Engaging, Presence, Usefulness and Ease of Use. The methodology of this study consists of three phases, namely; information gathering, prototype design and development and evaluation which is adapted from Vaishnavi and Kuechler (2008). In providing a useful and effective training material, the prototype incorporates the Constructivist Theory and Theory of Flow. Perception, Pearson Correlation and Regression analyses were used to determine the effects of Engaging, Presence, Usefulness and Ease of Use on trainees’ Satisfaction in using the VT2E prototype. The results provided empirical support for the positive and statistically significant relationships between usefulness and ease of use on trainees’ satisfaction. However, Engaging and Presence did not have positive and significant relationships with satisfaction. As for the conclusion, this study has looked into the possibility of introducing a new approach of training through the use of the two technologies. It is hopeful that this prototype can be a guide for self-directed Taekwondo training in enhancing the skills and performances and indirectly fullfil the trainees’ satisfaction

YOUTH PERCEPTIONS ON LEARNING IN IMMERSIVE VIRTUAL REALITY: DEVELOPING AND ASSESSING ESSENTIAL SOCIOEMOTIONAL SKILLS

This qualitative study investigated youth perceptions of educational virtual reality (VR) for developing socioemotional skills. A constructivist theoretical framework was utilized to guide the research design according to five key elements: learning in relevant settings, the social negotiation of learning, ownership in learning, multimodal representation, and metacognition. An exploratory case study approach was used. A grade 8 class of 28 students were invited to participate as the co-researchers for this study. The methods for data collection were semi structured artifact analysis, observations, surveys, and interviews. Research activities involved guided exploration of sustainability issues in AltspaceVR, collaborative painting in MultibrushVR, and an artifact contribution to a co-created learning experience in FrameVR. Empathy was the most predominant type of social-emotional learning (SEL) demonstrated by the co-researchers: Teamwork, creativity, and problem-solving skills were also evident. The youth exemplified new empathetic insights and activism for people, the environment, and animals based on their learning in immersive contexts. Findings indicate a rationale for educational VR to include SEL competencies, which VR excels at through its capacity for perspective-taking. The research activities within the virtual environments contributed to the co-researchers’ sense of social presence through open communication, affective expression, and group cohesion. Although the scholarly literature identifies personalized avatars as influential for enhancing social presence in VR environments, there was a lack of consensus on avatar value. The data collected in this study may serve as a basis for further research on understanding the capacity of educational VR to promote empathy and SEL in youth

Narrative Threads: supporting young people in developing writing skills through narrative-based game creation

This thesis examines how narrative-based game creation can be used as an activity to improve writing skills for young people aged 11-15, and how additional representational support in a game creation tool can increase the benefits of the activity. Creating narrative-based games can involve traditional writing skills as well as requiring the 21st century skills of multimodal and interactive writing. Toolsets make it possible for young people to create 3D role-playing games with a commercial look and feel, but they do not provide support for the complex task of interactive and multimodal narrative creation. To investigate the desirable features of a tool that would support this task and the associated learning, an extensive learner-centred design process was conducted. This involved teachers and young people, and also incorporated relevant theory synthesised into a design model. A suite of tools, Narrative Threads, was designed and developed through an iterative process to provide the support highlighted as important. Two evaluative studies were conducted in different learning contexts; a secondary school and a vacation workshop. A mixed-methods approach was used to examine the overall potential for the activity to support writing skills development and the impact made by additional representational support. Comparative studies between groups showed some evidence that writing skills were improved for those taking part in game creation, and there were further benefits for groups using Narrative Threads in the workshop setting, but not in the school setting. Additionally, a multimodal analysis of the games created showed that many participants demonstrated a developing proficiency in using 3D graphical elements, text and sound to convey an interactive narrative. The findings indicate promise for the approach, although additional curricular and pedagogical support would be crucial if the potential is to be actualised in a classroom context

Design revolutions: IASDR 2019 Conference Proceedings. Volume 4: Learning, Technology, Thinking

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 4 includes papers from Learning, Technology and Thinking tracks of the conference

VRBridge: a Constructivist Approach to Supporting Interaction Design and End-User Authoring in Virtual Reality

For any technology to become widely-used and accepted, it must support end-user authoring and customisation. This means making the technology accessible by enabling understanding of its design issues and reducing its technical barriers. Our interest is in enabling end-users to author dynamic virtual environments (VEs), specifically their interactions: player interactions with objects and the environment; and object interactions with each other and the environment. This thesis describes a method to create tools and design aids which enable end-users to design and implement interactions in a VE and assist them in building the requisite domain knowledge, while reducing the costs of learning a new set of skills. Our design method is based in constructivism, which is a theory that examines the acquisition and use of knowledge. It provides principles for managing complexity in knowledge acquisition: multiplicity of representations and perspectives; simplicity of basic components; encouragement of exploration; support for deep reflection; and providing users with control of their process as much as possible. We derived two main design aids from these principles: multiple, interactive and synchronised domain-specific representations of the design; and multiple forms of non-invasive and user-adaptable scaffolding. The method began with extensive research into representations and scaffolding, followed by investigation of the design strategies of experts, the needs of novices and how best to support them with software, and the requirements of the VR domain. We also conducted a classroom observation of the practices of non-programmers in VR design, to discover their specific problems with effectively conceptualising and communicating interactions in VR. Based on our findings in this research and our constructivist guidelines, we developed VRBridge, an interaction authoring tool. This contained a simple event-action interface for creating interactions using trigger-condition-action triads or Triggersets. We conducted two experimental evaluations during the design of VRBridge, to test the effectiveness of our design aids and the basic tool. The first tested the effectiveness of the Triggersets and additional representations: a Floorplan, a Sequence Diagram and Timelines. We used observation, interviews and task success to evaluate how effectively end-users could analyse and debug interactions created with VRBridge. We found that the Triggersets were effective and usable by novices to analyse an interaction design, and that the representations significantly improved end-user work and experience. The second experiment was large-scale (124 participants) and conducted over two weeks. Participants worked on authoring tasks which embodied typical interactions and complexities in the domain. We used a task exploration metric, questionnaires and computer logging to evaluate aspects of task performance: how effectively end-users could create interactions with VRBridge; how effectively they worked in the domain of VR authoring; how much enjoyment or satisfaction they experienced during the process; and how well they learned over time. This experiment tested the entire system and the effects of the scaffolding and representations. We found that all users were able to complete authoring tasks using VRBridge after very little experience with the system and domain; all users improved and felt more satisfaction over time; users with representations or scaffolding as a design aid completed the task more expertly, explored more effectively, felt more satisfaction and learned better than those without design aids; users with representations explored more effectively and felt more satisfaction than those with scaffolding; and users with both design aids learned better but did not improve in any other way over users with a single design aid. We also gained evidence about how the scaffolding, representations and basic tool were used during the evaluation. The contributions of this thesis are: an effective and efficient theory-based design method; a case study in the use of constructivism to structure a design process and deliver effective tools; a proof-of-concept prototype with which novices can create interactions in VR without traditional programming; evidence about the problems that novices face when designing interactions and dealing with unfamiliar programming concepts; empirical evidence about the relative effectiveness of additional representations and scaffolding as support for designing interactions; guidelines for supporting end-user authoring in general; and guidelines for the design of effective interaction authoring systems in general

Making scenarios more worthwhile: orienting to design story work

Increased complexity in contemporary design work has led designers to place greater dependence on the use of story and narrative. Though many consider story and narrative a fundamental part of design, use continues to present challenges and efficacy is poorly understood. With regards to use, challenges stem from a lack of support in directing strategic conversations towards getting the right stories and to getting stories right. With regards to efficacy, poor understanding stems from a lack of research and a corresponding lack of unifying theory. Scenario research represents the largest body of knowledge on the use and efficacy of story and narrative in design. Yet, scenarios are characteristically narrow in scope and their descriptions typically thin. Scenario research is in decline, and what theory exists is neither extensive nor extensible. Nevertheless, scenarios serve as a starting point for this research, with questions posed about how designers work with story and narrative, and how, in turn, story and narrative work for designers. To explore these questions epistemological, philosophical and theoretical positions are taken up and these underpin a Research into/through/for Design methodology. A series of self-reflective experiments lead to the creation of novel narrative resources and approaches, which empirical studies expose to a range of increasingly challenging settings. Findings from these studies show that narrative resources coupled with resource-based approaches provide targeted support for cognitively challenging aspects of story work. Furthermore, outcomes from a programme of critical analysis provide insights into how story, narrative and narrative resources work for designers. Contributions to knowledge are made in three areas: first, in the area of design practice in relation to narrative resources and approaches to story work; second, in the area of design theory in relation to realistic approaches to method innovation; and third, in the area of research practice in relation to aids to visual analysis