In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Emerging challenges for HCI : enabling effective use of VR in education and training

This chapter considers some of the challenges in providing effective virtual reality (VR) environments for teaching and training, where users are encouraged and enabled to be truly engaged in their learning. One approach is to use inquiry-based learning, linking that to the use of VR as a vehicle for education. This chapter introduces the notion of virtual learning spaces in a more general form and makes the case that a virtual learning space is any online environment where the learner perceives that they are interacting or gaming, and thus can be enabled within a virtual environment. Thus, virtual learning spaces are not limited to bespoke education learning software but can be considered in any context where the user perceives that they are engaging, having fun, and exploring, as can be implemented within a VR platform.Infotainment or gaming is a potential area that we can exploit to improve the effectiveness of training and learning and is particularly relevant within VR learning spaces. This chapter considers both synchronous and asynchronous computer-mediated communication and virtual and immersed virtual reality to illustrate potential virtual learning spaces. The chapter presents some worked illustrations to show how this could be used with the context of teaching Computer Science

Low empathizing and high systemizing tendencies in Higher Education computing students: The affordances of virtual worlds in their education

Background. The increasing societal reliance on emerging technology is demanding much more of those planning a career in the computing profession than technical ability alone. Many contemporary roles require business contact and therefore soft skills are an essential component of capability. However, the association between those who are inherently drawn to a career in computing and low empathizing, high systemizing (LEHS) tendencies could impair their future performance. Therefore, it is important for higher education to both recognize this need and devise strategies to ensure that the required soft skills are developed as early as possible.Aim. To evaluate the ability of virtual world technology, through its characteristics of immersion, identity and interaction, to foster the soft skills identified as presenting the most difficulty for those with a LEHS disposition as part of their higher education experience.Method. A variety of virtual world activities were introduced to an undergraduate applied computing programme in order to target the following areas: coping with changes in routine, verbal and non-verbal communication, the application of play/imagination and the development of social relationships. The study was guided by the students’ position on the Autism Quotient continuum and a range of quantitative/qualitative methods were applied to assess student performance, as well as their perception of the intervention.Result. It was found that achievement was generally improved for all students in areas that involved virtual world activities. Although the soft skills attainment appeared to be delayed in those with LEHS tendencies, it was seen as being more significant than those below the average AQ threshold, with a noticeable impact in areas of extreme difficulty.Conclusion. The achievement, apparent in all computing students, was expedient in terms of educational practicality. However, the study suggests that VW activities could be used as an engaging device to provide a technical solution to the acquisition of non-technical skills, particularly for those exhibiting LEHS traits

Towards a Creative Virtual Environment for Design Thinking

Background: Digital transformation changes collaboration processes, particularly in rapidly digitalizing countries like ASEAN states. Co-creation and innovation processes become increasingly flexible and time and location independent. But virtual collaboration faces context-specific challenges like technical problems, lack of social presence, and ambiguous attitudes towards autonomy and accountability. Therefore, this study addresses two research questions to contribute to designing a creative virtual environment: First, which Design Principles (DPs) should be prioritized in designing a user-centered creative virtual environment? Second, which Design Features (DFs) effectively implement the DPs in creative virtual collaboration from a user perspective? Method: A user-centered Design Science Research approach was chosen to identify, implement and evaluate DPs and DFs. DPs were derived from theories on creativity drivers in five areas: functionality, process, mood, meaning, and collaboration. The DPs were implemented in a virtual design thinking workshop at a German international university. A qualitative thematic analysis evaluated user feedback from 38 international students from Asia, Africa, America, and Europe. Results: Insights from user feedback indicate that seven DPs should be prioritized and effectively implemented in a virtual environment for creative collaboration: (1) Provide rich, appropriate resources to inspire creative thinking; (2) Technical problems and connectivity issues must be anticipated and mitigated; (3) The environment must foster social presence and interaction, and (4) effective communication and visualization; (5) Methods and technologies must be adapted to the creative process and individual needs; (6) The group work benefits from structured but flexible tasks and time management support; (7) Provide space for individual work that allows autonomy and solitary contemplation. Conclusion: A tailored setup that adapts to context-specific challenges distinct from the on-site collaboration is necessary to facilitate creative virtual collaboration. The study results apply and expand current theories on technology utilization and inform the practical design of a virtual environment for creative collaboration

Wreading, Performing, and Reflecting: The Application of Narrative Hypertext and Virtual World Experiences to Social Work Education

In this dissertation I propose the use of a new media composition of narrative hypertext, performances in a virtual world, and a dialogic process of writing to provide a continuum of learning opportunities in social work education. I suggest that the structure of the hypertext narrative, embedded with hypermedia, mirrors the dissociative aspects of traumatic memory. I argue that work with the multivocality and multisequentiality of narrative hypertext emulates the process of discovery in the clinical interview. The immersive component of work in a virtual world deepens the realism and affective impact of simulations and creates opportunities to practice and demonstrate engagement, assessment, and intervention skills. The writing component of the new media composition actively engages students in a dialogic process that hones the development of self-reflexive practice and a professional social work identity. In developing the project, I enlisted the input of two groups of key informants. Content experts provided background that informed the narrative and scripts. A second group of faculty, students, and practitioners provided input on project design and identified potential barriers to success and anticipated outcomes. Informants suggest that the continuum of media engages students with a variety of learning styles, offers safe ways to practice skills as a precursor to interviews with actual clients, and allows for exploration of diverse identities as an avatar. Potential barriers include the time and resources required to learn new technologies and the potential for students to be triggered by trauma content. Informants offered recommendations to address the barriers. Three changes were immediately incorporated into the structure and content of the project to address these concerns