Collaborative and Multi-Modal Mixed Reality for Enhancing Cultural Learning in Virtual Heritage

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Narrating by doing: a bridging concept for understanding and informing the design of tangible interfaces for storytelling

We present and discuss the concept ‘narrating by doing’ as the process of creating narratives by performing different embodied actions with tangible interfaces for storytelling. We characterize it as a ‘bridging concept’ that can facilitate exchange between theory and design, informing research and design of TUIs for storytelling targeting young children. The concept builds on theories of cognition, learning and narration, specifically drawing upon the following perspectives: Constructionism, Socio-Constructivism, Embodied Cognition, Narratology and The Narrative Practice Hypothesis. Building upon these theoretical foundations, we identify and discuss four ‘design articulations’ (i.e. important parameters that express the qualities of the concept), namely communicative situation, narrative function of the tangible objects, collaborative and embodied actions and the narrator’s position. Finally, we add evidence to the concept and discuss its productiveness by presenting a set of considerations to inform the design of tangible interfaces for storytelling.This work has been financed by national funds through the Portuguese Foundation for Science and Technology (FCT) and by the European Regional Development Fund through the Competitiveness and Internationalization Operational Program under the reference POCI/01/0145/FEDER/032580. This work is funded by CIEd—Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT

PolySurface:a design approach for rapid prototyping of shape-changing displays using semi-solid surfaces

We present a design approach for rapid fabrication of high fidelity interactive shape-changing displays using bespoke semi-solid surfaces. This is achieved by segmenting virtual representations of the given data and mapping it to a dynamic physical polygonal surface. First, we establish the design and fabrication approach for generating semi-solid reconfigurable surfaces. Secondly, we demonstrate the generalizability of this approach by presenting design sessions using datasets provided by experts from a diverse range of domains. Thirdly, we evaluate user engagement with the prototype hardware systems that are built. We learned that all participants, all of whom had no previous interaction with shape-changing displays, were able to successfully design interactive hardware systems that physically represent data specific to their work. Finally, we reflect on the content generated to understand if our approach is effective at representing intended output based on a set of user defined functionality requirements

Virtual Community Heritage:An Immersive Approach to Community Heritage

   Our relationship with cultural heritage has been transformed by digital technologies. Opportunities have emerged to preserve and access cultural heritage material while engaging an audience at both regional and global level. Accessibility of technology has enabled audiences to participate in digital heritage curation process. Participatory practices and co-production methodologies have created new relationships between museums and communities, as they are engaged to become active participants in the co-design and co-creation of heritage material. Audiences are more interested in experiences vs services nowadays and museums and heritage organisations have potential to entertain while providing engaging experiences beyond their physical walls. Mixed reality is an emerging method of engagement that has allowed enhanced interaction beyond traditional 3D visualisation models into fully immersive worlds. There is potential to transport audiences to past worlds that enhance their experience and understanding of cultural heritage

Virtual Reality in Mathematics Education (VRiME):An exploration of the integration and design of virtual reality for mathematics education

This thesis explores the use of Virtual Reality (VR) in mathematics education. Four VR prototypes were designed and developed during the PhD project to teach equations, geometry, and vectors and facilitate collaboration.Paper A investigates asymmetric VR for classroom integration and collaborative learning and presents a new taxonomy of asymmetric interfaces. Paper B proposes how VR could assist students with Autism Spectrum Disorder (ASD) in learning daily living skills involving basic mathematical concepts. Paper C investigates how VR could enhance social inclusion and mathematics learning for neurodiverse students. Paper D presents a VR prototype for teaching algebra and equation-solving strategies, noting positive student responses and the potential for knowledge transfer. Paper E investigates gesture-based interaction with dynamic geometry in VR for geometry education and presents a new taxonomy of learning environments. Finally, paper F explores the use of VR to visualise and contextualise mathematical concepts to teach software engineering students.The thesis concludes that VR offers promising avenues for transforming mathematics education. It aims to broaden our understanding of VR's educational potential, paving the way for more immersive learning experiences in mathematics education

Framework for using tangible programming concepts to stimulate learning of STEM subjects at primary school

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PolySurface: a design approach for rapid prototyping of shape-changing displays using semi-solid surfaces

We present a design approach for rapid fabrication of high fidelity interactive shape-changing displays using bespoke semi-solid surfaces. This is achieved by segmenting virtual representations of the given data and mapping it to a dynamic physical polygonal surface. First, we establish the design and fabrication approach for generating semi-solid reconfigurable surfaces. Secondly, we demonstrate the generalizability of this approach by presenting design sessions using datasets provided by experts from a diverse range of domains. Thirdly, we evaluate user engagement with the prototype hardware systems that are built. We learned that all participants, all of whom had no previous interaction with shape-changing displays, were able to successfully design interactive hardware systems that physically represent data specific to their work. Finally, we reflect on the content generated to understand if our approach is effective at representing intended output based on a set of user defined functionality requirements