Space games: evaluating game-based virtual reality in higher education

With increasing global dependence on satellite technology, space traffic has grown exponentially over the last decade. Enhanced education and training of future mission operators will be necessary to meet this growing demand. The complexity of satellite mission operations poses a challenge in education and training. Remote spacecraft are elusive and difficult for a trainee to visualize and involve a steep learning curve. However, the integration of game-based virtual reality into spacecraft simulation and training may assist in overcoming these challenges. This research study explored the integration of game-based virtual reality into a university course involving spacecraft operations. Virtual spacewalks allowed student participants to conduct visual inspections and interact directly with spacecraft components. The immersive virtual reality environment prolonged cognitive engagement and game mechanics influenced motivation, both cornerstones in learning. After completing the training scenarios, user experience was assessed with several validated scales measuring system usability, user satisfaction, cognitive loading, and any potential simulator sickness. Results revealed satisfactory scores in all categories with minimal simulator sickness. The integrated use of game-based virtual reality in the classroom provided an enhanced learning experience in a safe and repeatable environment that might be difficult with traditional teaching methods. This paper will evaluate game-based virtual reality when integrated into higher education or other training environment

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

Can Library Research Be Fun? Using Games for Information Literacy Instruction in Higher Education

Collectively, the world\u27s population spends about 3 billion hours a week playing video games. To reach game-playing audiences of all ages, educators, including library instructors, are embracing game-based learning to engage and motivate students the same way that games do. In looking at the collective wisdom on what makes a good game, and providing concrete examples of library gaming projects, this paper discusses the best practices for creating virtual and virtual-reality hybrid games for bibliographic instruction. The author explores the literature on gamification and games used for teaching information literacy in higher education, and provides recommendations gleaned from existing research and known outcomes

Situated Immersive Gaming Environments for Irish Language Learning

In this thesis, three cycles of design based research are outlined, implementing a situated immersive virtual reality game for Irish language learning. It was undertaken in order to investigate a potential technological solution to improve the limited number of daily Irish adult speakers in Ireland, 3%. It examines the intersection between game based learning, Irish language learning and virtual reality technology and the methodological approach undertaken follows a design based research paradigm. The research focus is on motivation and anxiety through interaction with a virtual reality game. It offers several contributions to current literature including: The utilisation of the Second Language (L2) self-system system of motivation within a design based research methodological approach. The study disseminates the results of three cycles of a design based research experiment. It found an increase in vocabulary retention, reduction in anxiety towards Irish and a significant increase in attitudes towards learning Irish. It also highlights learner’s experience of a immersive situated game to learn Irish. The first case study was conducted with 7 participants from TU Dublin’s game design programme. This was a pilot study which confirmed the questionnaires and game design direction of the thesis moving forward. The results led to a redesign of the game following quantitative and qualitative feedback from participants. The second case study was conducted with 13 participants from TU Dublin’s Irish language classes. There were no statistically significant results found, however, there was a large reduction in the mean for Irish language anxiety and Irish language self confidence in participants after engaging with the virtual reality game. The results led to a redesign of the game following the quantitative and qualitative feedback from participants. In the third case study there were 10 participants from Marino Institute of Education. Statistically significant results were found with a 21% increase in vocabulary retention alongside a decrease in Irish language anxiety and an increase in attitudes towards iilearning Irish. Focus groups of the participants are explored through thematic analysis in order to corroborate the quantitative data. Participants validated the quantitative analysis and illustrated how the design of the VR game aided their motivation and vocabulary retention. The thesis concludes by providing a summary of the research questions and the results obtained and gives game design recommendations for future immersive situated games for Irish language learning

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

Mobile game-based learning in cultural heritage education: a bibliometric analysis

Purpose – The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education. Design/methodology/approach –Abibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications. Findings – The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially gamebased learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality. Originality/value – This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.Spanish Government FPU20/0028

Privacy in Gaming

Video game platforms and business models are increasingly built on collection, use, and sharing of personal information for purposes of both functionality and revenue. This paper examines privacy issues and explores data practices, technical specifications, and policy statements of the most popular games and gaming platforms to provide an overview of the current privacy legal landscape for mobile gaming, console gaming, and virtual reality devices. The research observes how modern gaming aligns with information privacy notions and norms and how data practices and technologies specific to gaming may affect users and, in particular, child gamers. After objectively selecting and analyzing major players in gaming, the research notes the many different ways that game companies collect data from users, including through cameras, sensors, microphones, and other hardware, through platform features for social interaction and user-generated content, and by means of tracking technologies like cookies and beacons. The paper also notes how location and biometric data are collected routinely through game platforms and explores issues specific to mobile gaming and pairing with smartphones and other external hardware devices. The paper concludes that transparency as to gaming companies’ data practices could be much improved, especially regarding sharing with third party affiliates. In addition, the research considers how children’s privacy may be particularly affected while gaming, determining that special attention should be paid to user control mechanisms and privacy settings within games and platforms, that social media and other interactive features create unique privacy and safety concerns for children which require gamer and parent education, and that privacy policy language is often incongruent with age ratings advertised to children and parents. To contribute additional research value and resources, the paper attaches a comprehensive set of appendices, on which the research conclusions are in part based, detailing the technical specifications and privacy policy statements of popular games and gaming platforms for mobile gaming, console gaming, and virtual reality devices

The effect of fantasy on learning and recall of declarative knowledge in AR game-based learning

With increasing research attention on the application of Augmented Reality (AR) and Game elements in education, fantasy elements as imaginary, fictional game features have been shown to improve learners’ motivation and are critical to engaging and immersive experiences in AR game-based learning. With its affordance of enriching real-life education with virtual effects, AR game-based learning has shown its potential to improve recall performance in previous research. However, educators and researchers have concerns regarding the effect of employing fantasy game elements in AR game-based learning, suggesting learning with such elements will add cognitive load for children leading to a lower recall. To explore the effect of AR and fantasy in game-based learning for recalling declarative knowledge, we conducted an experiment involving 98 children participants and 26 adult participants from the Netherlands and China, using our own designed AR game- ChemiKami AR. We used a mixed ANOVA to identify the effect of fantasy and AR on knowledge recall. This study showed that using AR fantasy in game-based learning can improve recall of declarative knowledge and increase learning effectiveness in classroom learning contexts for children. We offer insights and guidelines for designing AR and fantasy experiences that enhance declarative knowledge recall for target groups with different ages, learning capacities, and cultural backgrounds.</p

Game-based evacuation drill using augmented reality and head-mounted display

Purpose–Evacuation drills should be more realistic and interactive. Focusing on situational and audio-visual realities and scenario-based interactivity, we have developed a game-based evacuation drill (GBED) system that presents augmented reality (AR) materials on tablet computers. Our current research purpose is to improve visual reality (AR materials) in our GBED system. Design/methodology/approach–Our approach is to develop a new GBED system that superimposes digital objects (e.g. 3DCG elements) onto real-time vision using a marker-based AR library, a binocular opaque head-mounted display (HMD) and other current easily available technologies. Findings–Our findings from a trial experiment are that the new GBED system can improve visual reality and is appropriate for disaster education. However, a few problems remain for practical use. Research limitations/implications–When using the GBED system, participants (i.e. HMD wearers) can suffer from 3D sickness and have difficulty in moving. These are important safety problems in HMD-based systems. Social implications–The combination of AR and HMDs for GBEDs (i.e. integrating virtual and real worlds) will raise questions about its merits (pros and cons). Originality/value–The originality of our research is the combination of AR and an HMD to a GBED, which have previously been realized primarily as simulation games in virtual worlds. We believe that our research has the potential to expand disaster education

Enhancing the use of Haptic Devices in Education and Entertainment

This research was part of the two-years Horizon 2020 European Project "weDRAW". The aim of the project was that "specific sensory systems have specific roles to learn specific concepts". This work explores the use of the haptic modality, stimulated by the means of force-feedback devices, to convey abstract concepts inside virtual reality. After a review of the current use of haptic devices in education, available haptic software and game engines, we focus on the implementation of an haptic plugin for game engines (HPGE, based on state of the art rendering library CHAI3D) and its evaluation in human perception experiments and multisensory integration