The Immersive Education Laboratory: understanding affordances, structuring experiences, and creating constructivist, collaborative processes, in mixed-reality smart environments

In this paper we describe how the iClassroom and other technologies are providing the testbed through which we are able to design, develop, and research future intelligent environments. We describe the process of distinguishing between the technical and pedagogical aspects of immersive learning environments, while simultaneously considering both in the redefinition of effective intelligent learning spaces. This paper describes how our laboratory is working on specific projects that increase our understanding of the distinct advantages of technical design elements, like immersive visual displays, and pedagogical design elements that need to be in place as we go through the process of structuring learning situations that create constructivist, collaborative experiences. We describe specific technologies and their design across these multiple dimensions and the ways in which they are helping us better understand how to maximize technological affordances for increased positive learning outcomes. Finally, through this design research process, as we begin to better understand the affordances and iteratively create design guidelines, our hope is that eventually a prescriptive framework emerges that informs both the practice of embedded technology development and the deliberate incorporation of technical attributes into both the educational space and the pedagogy through which students learn

Smart feedback and the challenges of virtualisation

The use of audio feedback is becoming more prevalent and it would be possible to use avatars for this purpose. When audio feedback is recorded by a human tutor, the recording contains not only the text of the feedback, but also additional information associated with the intonation and manner of delivery of the voice. Experiments were conducted to investigate student’s responses to the use of audio in comparison with other forms of feedback. Students were generally positive about audio feedback; results also indicated that the conveyed emotion or intent is significant and that it is perceived by the student as an important part of the feedback. We also explore this in the context of strategies for the deployment of virtual agents in the provision of feedback

Evaluating an intelligent Q&A system for mobile cultural learning

The paper presents a user study designed to evaluate the impact of an intelligent Q&A system for mobile cultural learning on the user’s subjective impressions and retention performance. We have chosen a recent pedagogical framework for mobile learning as a theoretical foundation for this work and designed our system accordingly. In particular, our Q&A system enables individual learners to interact with unknown cultural content under simulated mobile conditions in a well-organised and structured manner using natural language. To investigate the impact of the Q&A system on the participants’ retention of cultural content, we compared two variations of the Q&A system in the lab under simulated mobile conditions. The systems differed both in terms of the approach for processing natural language and style of a Q&A session. Below, we present the results of the study and a series of design recommendations that should aid in the development of more robust Q&A models for mobile cultural systems

Application Scenarios of Interactive Science Fiction Prototyping in Virtual Worlds for Education.

This article discusses the potentials of 3D virtual worlds as tool for science fiction prototyping in education. Science fiction prototyping has become an important resource for creating, discussing, and assessing the impact of future scenarios. Introducing this creative process into education and training can help students understand societal and contextual implications of future technologies, scenarios, and environments. We discuss traditional SFP processes, such as storywriting,movies, or computer games that require different talents from their creators. Based on our findings we will introduce ‘Interactive Science Fiction Prototyping (ISFP)’ as a simplified creation approach in virtual world environments. ISFP enables students to create to reflect on science fiction scenarios in an interactive and collaborative way. As an example of ISFP a science fiction prototype of a future city was created and discussed in the virtual world framework Open Wonderland

Smart feedback and the challenges of virtualisation

The use of audio feedback is becoming more prevalent and it would be possible to use avatars for this purpose. When audio feedback is recorded by a human tutor, the recording contains not only the text of the feedback, but also additional information associated with the intonation and manner of delivery of the voice. Experiments were conducted to investigate student’s responses to the use of audio in comparison with other forms of feedback. Students were generally positive about audio feedback; results also indicated that the conveyed emotion or intent is significant and that it is perceived by the student as an important part of the feedback. We also explore this in the context of strategies for the deployment of virtual agents in the provision of feedback

Preface to the Special Issue on Immersive Environments: Challenges, Research and New Developments

Immersion could be defined as a subjective impression of participating in a comprehensive, realistic experience [1]. However, immersion should not be treated as a unique property, as it is achieved from a complex interaction of representational fidelity and learner interaction, holding a dependency on other aspects of the environment [2, 3]. The use of immersive environments which create a feeling of ?presence? naturally allows for more complex social interactions and designed experiences [4]. A particular use of these technologies is in educational settings, where they can enhance learning experiences, foster participation, collaboration, creativity and engagement; creating huge opportunities for integration and research. Effective immersive learning experiences can be created with multiple media using myriad techniques and employing a wealth of knowledge that spans many disciplines. This includes but is not limited to computer science, user experience and media design, the learning sciences, architecture, game development, artificial intelligence, biology, medicine, and thousands of disciplinary and occupational content areas wherein immersive learning and training may be relevant. The Immersive Learning Research Network (iLRN) is ?an international organization of developers, educators, and research professionals collaborating to develop the scientific, technical, and applied potential of immersive learning? [5]. The vision of the network is to develop a comprehensive research and outreach agenda that encompasses the breadth and scope of learning potentialities, affordances and challenges of immersive learning environments. The first international conference iLRN 2015 held in Prague, Czech Republic, attracted a number of high-quality contributions. As a follow-up, this special issue was organised as an open call to seek a wider set of contributions from the research community, including extended versions of iLRN 2015 best papers

Guess the score, fostering collective intelligence in the class

This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [1]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, collaboration and engagement of students. It's has been designed with the intention of facilitating the development of individual’s social skills in a group in order to promote education of collective intelligence. This paper concludes that the design of learning activities using serious games as a support tool in education, generate awareness about of utilities of gaming in the collective learning environment and the fostering of collective intelligence education.Postprint (published version

An investigation into the efficacy of avatar-based systems for student advice

Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provided by a university student employability service. Firstly, students and staff were surveyed to establish the demand for such a system. The system was then constructed. Finally, the system was evaluated by students and staff, which led to a clearer understanding of the optimal role for avatar-based systems and consequent improvements to the system’s functionality

An investigation into the efficacy of avatar-based systems for student advice

Student support is an important function in all universities. Most students expect access to support 24/7, but support staff cannot be available at all times of day. This paper addresses this problem, describing the development of an avatar-based system to guide students through the materials provided by a university student employability service. Firstly, students and staff were surveyed to establish the demand for such a system. The system was then constructed. Finally, the system was evaluated by students and staff, which led to a clearer understanding of the optimal role for avatar-based systems and consequent improvements to the system’s functionality