The eLuna mixed-reality visual language for co-design of narrative game-based learning trails

Increased focus on out-of-school learning has led to extended use of Science Centers as learning arenas for junior and high school students in formal learning situations. The creation of learning trails, semantic collections of science center exhibits based on formal learning plans for interdisciplinary STEAM education, has become an area of focus. Previous design research has resulted in the definition of story-driven learning trails that foster flow and engagement in learners. In science centers, equal emphasis is placed on the physical real-world domain, represented by the exhibits themselves, as the virtual components, represented as collaborative positions-based portables carried between exhibits, linking the exhibits into virtual storylines using sensors and control assignments. This defines science center learning trails as mixed reality systems; holistic systems that integrate real and virtual elements, existing on the axis between real and virtual poles on the reality–virtuality continuum. Research has shown that a set of characteristics of narrative game-based learning has positive effects on engagement, motivation, and learning. The eLuna Framework comprises a co-design method and a visual language that emphasizes these characteristics, and that supports educators and game developers to co-specify blueprints of screen-based narrative learning game experiences. Applying thematic analysis and heuristic usability methods to interview data from two design studies completed by six science center educators based on a STEAM enabled exhibit cluster at the Bergen Science Centre VilVite, this research extends the eLuna Visual Language to distinguish between real and virtual elements for the eLuna Framework to achieve its full potential to co-design and co-specify science center mixed reality narrative game-based learning trails. The resulting extension can be plugged into the eLuna method and applied in future co-design and co-specification of mixed-reality narrative game-based learning trails which promote flow in learners, and affords positive effects on engagement, motivation, and learning.publishedVersio

Designing and Building immersive education spaces using Project Wonderland: from pedagogy through to practice

This paper presents work on the JISC funded SIMiLLE project to build a culturally sensitive virtual world to support language learning. This builds on the MiRTLE project (funded by Sun Microsystems), which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project is to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting and content for language learning interaction. The paper starts by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements will be supported through the use of a virtual world based on Project Wonderland. We then present our plans for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how we can support good practice with the ever-growing use of 3D virtual environments in formalised education

Collaborative System Design of Mixed Reality Communication for Medical Training

We present the design of a mixed reality (MR) telehealth training system that aims to close the gap between in-person and distance training and re-training for medical procedures. Our system uses real-time volumetric capture as a means for communicating and relating spatial information between the non-colocated trainee and instructor. The system's design is based on a requirements elicitation study performed in situ, at a medical school simulation training center. The focus is on the lightweight real-time transmission of volumetric data - meaning the use of consumer hardware, easy and quick deployment, and low-demand computations. We evaluate the MR system design by analyzing the workload for the users during medical training. We compare in-person, video, and MR training workloads. The results indicate that the overall workload for central line placement training with MR does not increase significantly compared to video communication. Our work shows that, when designed strategically together with domain experts, an MR communication system can be used effectively for complex medical procedural training without increasing the overall workload for users significantly. Moreover, MR systems offer new opportunities for teaching due to spatial information, hand tracking, and augmented communication

eLuna : A Co-Design Framework for Mixed Reality Narrative Game- Based Learning

De siste tiårs utvidede fokus på læring utenfor skolen har bidratt til økt anvendelse av vitensentre som læringsarena for barn i grunnskole og videregående utdanning. En læringsløype er en type integrert læringsmiljø der de lærende, fysiske installasjoner, og digitale hjelpemidler bidrar til å fremme læringsinnhold og mål. På vitensentre brukes læringsløyper som pedagogisk støtte innen et bredt spekter av pensumplaner og programmer, gjennom å kombinere forskjellige sett av installasjoner og ved å vektlegge forskjellige aspekter av installasjonenes innhold. Siden de er sammensatt av både fysiske installasjoner og digitale hjelpemidler, er læringsløyper blandet virkelighet systemer, der de lærende interagerer med elementer i både den fysiske og virtuelle virkeligheten. Forskning har vist at både narrativ og spillmekanikker er blant de mest effektive komponentene som kan ligge til grunn for at læringsløyper skal kunne oppnå økt fokus på læringsinnhold, og for å engasjere de lærende ved å sette dem i en tilstand av flyt (av engelsk flow). Forskningen som presenteres i denne avhandlingen har som hovedmål å forbedre læring på vitensentre, gjennom å bidra med et co-design-rammeverk for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. Narrativ har vært brukt til læring og instruksjon siden forhistorisk tid, og spill for læring har vært teoretisert og anvendt i mennesker i århundrer, i enda større grad etter oppfinnelsen av datamaskiner, og mulighetene bragt på banen gjennom digitale spill. Selv om bade narrative og spill har vært vist å kunne ha positive effekter når anvendt for læring, har forskning på effekter fra narrative spillbasert læring vist variable og motstridende resultater. Mangelen av en felles modell for kategorisering av narrative spill medfører manglende kunnskap relatert til hvordan og under hvilke forutsetninger narrative spill har effekt på læring. På tross av at de fleste studier av narrativ spillbasert læring unnlater å nevne narratologiske modeller, og de som gjør det primært refererer til modeller lånt fra andre media som mangler de nødvendige egenskapene til å kategorisere hendelsesflyten som benyttes i mange spill, finnes det en ludo narrativ variabel modell (LNVM), som er en narratologisk modell som kategorisere alle spill som narrativ. Denne forskningen videreutvikler LNVM, og presenterer en felles modell for kategorisering av narrativ spillbasert læring; eLNVM (fra engelsk: The extended LNVM). Narrative spillbaserte læringsløyper består av interaktive installasjoner og digitale hjelpemidler som belyser læringsmål innenfor pensumprogrammer. Det er derfor nødvendig med deltakelse både fra pedagoger og utviklere når slike læringsløyper skal designes og presenteres til lærende. Forskning viser at det er mangel av modeller, metoder, og rammeverk som myndiggjør pedagoger og utvikleres felles design av spillbasert læring, noe som enten resulterer i tapt fokus på læringsinnhold til fordel for engasjerende spillmekanikk, eller i at underholdningspotensialet i spill blir underordnet læringsmålene. Slike rammeverk må videre kunne skille mellom fysiske og virtuelle elementer for å være anvendbare i blandet virkelighet omgivelser. Forskningen presentert i denne avhandlingen benytter et rammeverk for informasjonssystemer som vitenskapelig metode til å utvikle eLuna co-design-rammeverket for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. En systematisk litteraturstudie identifiserte 15 studier som rapporterte effekter fra digitale spillbaserte læringssystemer på engasjement, motivasjon, og læring. Disse systemene ble kategorisert med bruk av eLNVM og sortert basert på deres rapportering for å identifisere karakteristikker av narrative digital spillbasert læring som har positive effekter på engasjement, motivasjon, og læring. Denne forskningen benytter en iterativ design-basert forskningsprosess der karakteristikkene assosiert med de positive effektene legges til grunn for et co-design-rammeverk bestående av en metode og et visuelt språk. Co-design-rammeverket blir deretter utvidet med kapasitet til å separere mellom fysiske og virtuelle elementer i blandet virkelighet omgivelser. Rammeverket blir gjennom prosessen testet i deltakende co-design workshops og evaluert med bruk av varierte metoder, inkludert fokus grupper, intervjuer, spørreskjemaer, tematisk analyse, og heuristisk evaluering. Forskningen som blir presentert i denne doktoravhandlingen resulterer i eLuna co-design-rammeverket for narrative spillbasert læring, som kan bli brukt av pedagoger og utviklere til å lage både narrative digitale spillbaserte læringssystemer, og blandet virkelighet narrative spillbaserte læringsløyper som optimaliserer potensiale for positive effekter på engasjement, motivasjon, og læring.Increased focus on out of school learning over the last decades has led to extended use of science centres as learning arenas for pupils in primary and secondary education. A learning trail is a form of embedded learning environment in which the learners themselves, physical exhibits, and digital companions are elements that promote learning content and goals. When used in science centres, learning trails can combine different sets of exhibits and emphasize various aspects of their content to support learning goals inside a broad range of curricular plans and programs. Being comprised of physical exhibits and digital companions, science centre learning trails are mixed reality systems in which learner interaction occurs in both the physical and virtual domains. Research has shown that narratives and game mechanics are among the most effective components for science centre learning trails to achieve increased focus on the learning content, and to induce flow and engagement in learners. With an aim to contribute to improving science centre learning, the main objective of this research is to develop a co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning. Narratives have been used in learning and instruction since prehistoric times, and games for learning have been theorized and applied in human culture for centuries, increasingly so with the advent of the computer, and opportunities provided by digital games. While both narratives and games are shown to have the ability to positively affect learning, research on the effects from narrative game-based learning has shown mixed and contradictory results. The lack of a common model to categorize narrative games has led to a knowledge gap regarding how and under which conditions narrative games have effects on learning. Whereas most studies of narrative game-based learning neglect mentioning a narratological model at all, the ones that do mainly refer to models adapted from different media that lack the capabilities to properly categorize the event flow of many digital games. An exception is the ludo narrative variable model (LNVM), a narratological model that can properly categorize all games as narratives. Building on the LNVM, this research fills this gap with the development of the extended LNVM (eLNVM), a common model to categorize and isolate narratives in digital game-based learning. Narrative game-based learning trails comprise interactive exhibits and digital companions and promote learning goals inside curricular programs. Therefore, they require participation from educator and developer stakeholders to be properly designed and brought to learners. Research has shown that there is a lack of models, methods, or frameworks that empower educators and developers to co-design game-based learning, something which results in either the learning content being lost in the engaging mechanics of the game, or the fun of the games becoming inferior to the learning goals. Furthermore, to be applicable in science centres, such a co-design framework must also distinguish between physical and digital elements in mixed reality environments. Applying an information system research framework as a design science methodology, the eLuna co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning was developed. A systematic literature review identified 15 studies that self-reported effects of digital game-based learning systems on engagement, motivation, and learning. These were categorized on the eLNVM and sorted by their self-reported effects to identify what characterizes narrative digital game-based learning systems that positively affect engagement, motivation, and learning. Using an iterative design-based research process these characteristics associated with positive effects were then applied in a co-design framework comprising a method and a visual language, which was later extended with the capabilities to distinguish between physical and virtual elements in mixed reality learning trails. Throughout the process the framework was tested in co-design workshops with stakeholders and evaluated through mixed methods, including focus groups, semi-structured interviews, questionnaires, thematic analysis, and heuristic usability inspection. The research presented in this PhD dissertation contributes the eLuna co-design framework for narrative game-based learning, which empowers educators and developers in the creation of both narrative digital game-based learning and mixed reality narrative game-based learning trails that optimize the potential to induce positive effects on engagement, motivation, and learning.Doktorgradsavhandlin

Paper-based Mixed Reality Sketch Augmentation as a Conceptual Design Support Tool

This undergraduate student paper explores usage of mixed reality techniques as support tools for conceptual design. A proof-of-concept was developed to illustrate this principle. Using this as an example, a small group of designers was interviewed to determine their views on the use of this technology. These interviews are the main contribution of this paper. Several interesting applications were determined, suggesting possible usage in a wide range of domains. Paper-based sketching, mixed reality and sketch augmentation techniques complement each other, and the combination results in a highly intuitive interface

Designing mobile augmented reality art applications:addressing the views of the galleries and the artists

The utilization of mobile augmented reality to display gallery artworks or museum content in novel ways is a well-established concept in the augmented reality research community. However, the focus of these systems is generally technologically driven or only addresses the end user and not the views of the gallery or the original artist. In this paper we discuss the design and development of the mobile application ?Taking the Artwork Home?, which allows people to digitally curate their own augmented reality art exhibitions in their own homes by digitally ?replacing? the pictures they have on their walls with content from the Peter Scott Gallery in Lancaster. In particular, we present the insights gained from a research through design methodology that allowed us to consider how the views of the gallery and artists impacted on the system design and therefore the user experience. Thus the final artifact is the result of an iterative evaluation process with over 100 users representing a broad range of demographics and continues to be evaluated/enhanced by observing its operation ?in the wild?. Further, we consider the effect the project has had on gallery practices to enable both augmented reality designers, and galleries and museums to maximize the potential application of the technology when working together on such project

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom