Research priorities in immersive learning technology: the perspectives of the iLRN community

This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards higher relevance being placed on aspects that link immersive environments with learning management systems and pedagogical tasks, alongside aspects that empower non-technical users (educational actors) to produce interactive stories, objects, and characters.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/acceptedVersio

A case study in user support for managing OpenSim based multi user learning environments

This research was supported by the Commonwealth Scholarship Programme (UK) and the Scottish Informatics and Computer Science Alliance (SICSA).Immersive 3D Multi User Learning Environments (MULE) have shown sufficient success to warrant their consideration as a mainstream educational paradigm. These are based on 3D Multi User Virtual Environment platforms (MUVE), and although they have been used for various innovative educational projects their complex permission systems and large numbers of functions can make their management potentially challenging. It follows that an inadequately managed MULE can be ineffective with respect to intended learning outcomes. The purpose of this research was to determine how management challenges manifest themselves and how to support educators in learning and applying MULE management skills. We utilized the popular OpenSim platform for this study. First, a survey of the need for user support (N=43) is described. Next, the design and evaluation of a guidance tool using graph topologic visualization of OpenSim functions is presented (N=211). The tool is further evaluated in the delivery of a course module. The analysis and user feedback indicated that the tool provides accurate information and helpful support for MULE management. As the final phase of the research, training environments were developed for both basic and advanced OpenSim MULE management. Evaluations of their usability and perceived educational value were carried out with participants (N=68); the outcomes suggest that training for advanced MULE management is more useful for all users, without requiring more time or effort, regardless of the degree of complexity of the MULE being designed.PostprintPeer reviewe

Workshop, Long and Short Paper, and Poster Proceedings from the Fourth Immersive Learning Research Network Conference (iLRN 2018 Montana), 2018.

ILRN 2018 - Conferência internacional realizada em Montana de 24-29 de june de 2018.Workshop, short paper, and long paper proceedingsinfo:eu-repo/semantics/publishedVersio

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

Representation of virtual choreographies in learning dashboards of interoperable LMS analytics

Learning management systems (LMS) collect a large amount of data from user interaction, and it isn't easy to analyze this data in a reliable and context-independent manner. This research seeks to comprehend how virtual choreographies can be represented in interoperable LMS analytics dashboards. In order to gain a better understanding of the problem, this objective has been divided into three sub-goals: determining which interactions can be gathered from LMS contexts, identifying virtual choreographies from LMS logs, and representing virtual choreographies in learning dashboards. To achieve these objectives, we first conducted a Systematic Literature Review to comprehend the behaviors and interactions other authors have investigated in LMS contexts. Then, by applying these findings to this dissertation's case study, a methodical procedure for extracting valuable choreographies from the logs was outlined. The Design Science Research methodology was then applied to transforming logs into virtual choreographies and their representation in learning dashboards. It was implemented two services: one responsible for identifying virtual choreographies from data logs and transforming the logs into statements, recipes, and choreographies, following xAPI specification elements; and the other translates the information from the backend service into dashboard visualizations, allowing the user to view representations for statements, recipes, choreographies, and various visualizations. These artifacts provide a new flexible and cost-efficient solution for the identification of virtual choreographies, thereby facilitating the widespread adoption of their use

Educational Technology and Related Education Conferences for June to December 2015

The 33rd edition of the conference list covers selected events that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2015 are complete as dates, locations, or Internet addresses (URLs) were not available for a number of events held from January 2016 onward. In order to protect the privacy of individuals, only URLs are used in the listing as this enables readers of the list to obtain event information without submitting their e-mail addresses to anyone. A significant challenge during the assembly of this list is incomplete or conflicting information on websites and the lack of a link between conference websites from one year to the next

Strategies for Combining e-Learning and Serious Games

Analisar as múltiplas valências dos sistemas de aprendizagem em e-learning constitui um desafio. A educação e a comunicação estão em constante (r)evolução. Os fenómenos da globalização afetam de forma direta e/ou indireta a maioria das áreas da atividade humana e os sistemas de ensino aprendizagem não são exceção. A relação entre a utilização de ferramentas e as estratégias digitais é um ponto fulcral desta dissertação. Nesta dissertação doutoral teve como objeto a contextualização e problematização das diferentes estratégias na utilização de game-based na aprendizagem e estratégias de utilização do e-learning. A utilização de jogos sérios no âmbito das aprendizagens digitais em Portugal não é pratica comum no contexto educativo. Assim, esta dissertação foi desenvolvida para a definição de estratégias de utilização dos jogos sérios e e-learning, propondo uma utilização pedagógica dos jogos sérios em sala de aula por forma a motivar e consolidar conhecimentos adquiridos. A construção de jogos sérios com o intuito de corresponder às necessidades foi o objeto de análise da experiência controlada. O jogo sério “Alpha Patrol” foi conceptualizado, desenvolvido e testado sob responsabilidade do Centro de Investigação para Tecnologias Interactivas. O projeto de investigação envolveu diferentes etapas da investigação de forma a adoptar uma estratégia de análise, que por vezes, se mostrou difícil e ingrata. Investigar e desenvolver jogos sérios em Portugal confronta-se com ambientes indiferentes ou mesmo hostis. O preconceito de jogar (em especial no espaço de sala de aula) ainda existe. No estudo de caso que a dissertação apresenta e desenvolve foi decidido que, face a algumas limitações sociais e culturais, o objecto digital a ser analisado apresenta-se uma estrutura híbrida: livro e jogo dele extraído. A experiência controlada permitiu definir os parâmetros sobre o jogo sério criado, os elementos de motivação, a pertinência na utilização de diferentes estratégias como o livro, os quizzes e as medalhas de aprendizagem.To analyze multiple valences of learning systems in e-Learning is a challenge. Education and communication are in constant (r)evolution. The phenomena of globalization affect directly and/or indirectly most areas of human activity and learning educational systems are no exception. This doctoral dissertation focuses on the context and problematization of different strategies in the use of game-based learning and the use of e-learning strategies. The relationship between the use of tools and digital strategies is a key point of this thesis. The use of serious games in the digital learning context in Portugal is not a common practice in the educational context. Thus, this thesis was developed to define the use of elearning and serious games strategies, proposing a pedagogical approach to the use of serious games in the classroom in order to motivate and consolidate knowledge acquisition. The construction of serious games in order to meet the identified needs was the object of analysis of the controlled experiment. The serious game "Alpha Patrol" was conceptualized, developed and tested under the responsibility of the Research Center for Interactive Technologies. The research project involved different stages of the investigation in order to adopt a strategy of analysis, which sometimes proved to be difficult. Research and develop serious games in Portugal is often faced with indifference or even hostile environments. Prejudice to play as a form of knowledge acquisition (especially in the classroom) still exists. With this in mind, in the case study it was decided that the digital object had to present a hybrid structure: a book and the serious game. The controlled experiment allowed to set the parameters for the serious game created, the motivation elements, the relevance of using different strategies like the book, quizzes and learning medals

Os jogos como estratégia de aprendizagem para um envelhecimento ativo: co-designing, desenvolvimento e avaliação de um jogo

Doutoramento em Informação e Comunicação em Plataformas DigitaisCurrent demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008) in which the GBLP showed improvements relative to the CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.As exigências atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por não fazerem parte da população ativa, quer pelo estado de saúde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida têm sido temas centrais da Declaração Política de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de Saúde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratégias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece não considerar os jogos como estratégia de aprendizagem para motivar hábitos saudáveis, segurança e participação na sociedade. Trinta e três alunos de uma Universidade Sénior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes métodos longitudinais: inquérito, discussões em grupo e observação participante. Sessenta alunos de quatro Universidades Sénior foram posteriormente divididos em três grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que não teve intervenção. Antes e pós cada experiência, foi avaliada a perceção sobre o bem-estar de saúde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram também concretizadas com dez especialistas da Academia e Indústria nas áreas dos Jogos, Interação Homem-Máquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora não tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saúde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saúde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicológico dos domínios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemória, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagética e engagement social são importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protótipos que resultam das sessões de co-design são apresentados tais como um conjunto de recomendações para o seu desenvolvimento

Proceedings videojogos 2020

The 12th Edition of the International Conference on Videogame Sciences and Arts, Videojogos2020, is a joint organization of the School of Public Management, Communication and Tourism – Polytechnic Institute of Bragança (EsACT – IPB) and the Portuguese Society of Videogames Sciences (SPCV). This year, due to the pandemic context, activities were conducted online.info:eu-repo/semantics/publishedVersio

Políticas de Copyright de Publicações Científicas em Repositórios Institucionais: O Caso do INESC TEC

A progressiva transformação das práticas científicas, impulsionada pelo desenvolvimento das novas Tecnologias de Informação e Comunicação (TIC), têm possibilitado aumentar o acesso à informação, caminhando gradualmente para uma abertura do ciclo de pesquisa. Isto permitirá resolver a longo prazo uma adversidade que se tem colocado aos investigadores, que passa pela existência de barreiras que limitam as condições de acesso, sejam estas geográficas ou financeiras. Apesar da produção científica ser dominada, maioritariamente, por grandes editoras comerciais, estando sujeita às regras por estas impostas, o Movimento do Acesso Aberto cuja primeira declaração pública, a Declaração de Budapeste (BOAI), é de 2002, vem propor alterações significativas que beneficiam os autores e os leitores. Este Movimento vem a ganhar importância em Portugal desde 2003, com a constituição do primeiro repositório institucional a nível nacional. Os repositórios institucionais surgiram como uma ferramenta de divulgação da produção científica de uma instituição, com o intuito de permitir abrir aos resultados da investigação, quer antes da publicação e do próprio processo de arbitragem (preprint), quer depois (postprint), e, consequentemente, aumentar a visibilidade do trabalho desenvolvido por um investigador e a respetiva instituição. O estudo apresentado, que passou por uma análise das políticas de copyright das publicações científicas mais relevantes do INESC TEC, permitiu não só perceber que as editoras adotam cada vez mais políticas que possibilitam o auto-arquivo das publicações em repositórios institucionais, como também que existe todo um trabalho de sensibilização a percorrer, não só para os investigadores, como para a instituição e toda a sociedade. A produção de um conjunto de recomendações, que passam pela implementação de uma política institucional que incentive o auto-arquivo das publicações desenvolvidas no âmbito institucional no repositório, serve como mote para uma maior valorização da produção científica do INESC TEC.The progressive transformation of scientific practices, driven by the development of new Information and Communication Technologies (ICT), which made it possible to increase access to information, gradually moving towards an opening of the research cycle. This opening makes it possible to resolve, in the long term, the adversity that has been placed on researchers, which involves the existence of barriers that limit access conditions, whether geographical or financial. Although large commercial publishers predominantly dominate scientific production and subject it to the rules imposed by them, the Open Access movement whose first public declaration, the Budapest Declaration (BOAI), was in 2002, proposes significant changes that benefit the authors and the readers. This Movement has gained importance in Portugal since 2003, with the constitution of the first institutional repository at the national level. Institutional repositories have emerged as a tool for disseminating the scientific production of an institution to open the results of the research, both before publication and the preprint process and postprint, increase the visibility of work done by an investigator and his or her institution. The present study, which underwent an analysis of the copyright policies of INESC TEC most relevant scientific publications, allowed not only to realize that publishers are increasingly adopting policies that make it possible to self-archive publications in institutional repositories, all the work of raising awareness, not only for researchers but also for the institution and the whole society. The production of a set of recommendations, which go through the implementation of an institutional policy that encourages the self-archiving of the publications developed in the institutional scope in the repository, serves as a motto for a greater appreciation of the scientific production of INESC TEC