Coming down to Earth: Helping teachers use 3D virtual worlds in across-spaces learning situations

Producción CientíficaDifferent approaches have explored how to provide seamless learning across multiple ICT-enabled physical and virtual spaces, including three-dimensional virtual worlds (3DVW). However, these approaches present limitations that may reduce their acceptance in authentic educational practice: The difficulties of authoring and sharing teacher-created designs across different 3DVW platforms, or the lack of integration of 3DVWs with existing technologies in the classroom ecosystem (e.g., widespread web-based learning platforms such as Moodle, or mobile augmented reality applications). Focusing on a specific kind of 3DVW (virtual globes, such as Google Earth, used like 3DVWs), we propose a system that enables teachers to deploy across-spaces learning situations, which can be authored with a plethora of existing learning design tools, that involve different common web-based learning platforms, mobile AR applications and multiple kinds of virtual globes. A prototype of the architecture has been developed to evaluate this novel approach. The mixed-methods evaluation performed comprised both a feature analysis and a study where a teacher deployed an authentic across-spaces learning situation including Google Earth used as a 3DVW. Such evaluation shows that the system enables teachers deploy learning situations over different technological ecosystems composed by physical and web spaces, as well as by 3DVWs.Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14

Towards a theory of augmented place

This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended environments/spaces. The author argues that current theories do not fully model or explain our interactions with technology-enhanced physical environments and that a new theory that combines aspects of these may be required in order to fully understand the way in which we move, interact and learn within such surroundings

Deep Neural Network and Data Augmentation Methodology for off-axis iris segmentation in wearable headsets

A data augmentation methodology is presented and applied to generate a large dataset of off-axis iris regions and train a low-complexity deep neural network. Although of low complexity the resulting network achieves a high level of accuracy in iris region segmentation for challenging off-axis eye-patches. Interestingly, this network is also shown to achieve high levels of performance for regular, frontal, segmentation of iris regions, comparing favorably with state-of-the-art techniques of significantly higher complexity. Due to its lower complexity, this network is well suited for deployment in embedded applications such as augmented and mixed reality headsets

Visualising mixed reality simulation for multiple users

Cowling, MA ORCiD: 0000-0003-1444-1563Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach

Visualyzart Project – The role in education

The VisualYzARt project intends to develop research on mobile platforms, web and social scenarios in order to bring augmented reality and natural interaction for the general public, aiming to study and validate the adequacy of YVision platform in various fields of activity such as digital arts, design, education, culture and leisure. The VisualYzARt project members analysed the components available in YVision platform and are defining new ones that allow the creation of applications to a chosen activity, effectively adding a new language to the domain YVision. In this paper we will present the role of the InstitutoPolitécnico de Santarém which falls into the field of education.VisualYzART is funded by QREN – Sistema de Incentivos à Investigação e Desenvolvimento Tecnológico (SI I&DT), Project n. º 23201 - VisualYzARt (from January 2013 to December 2014). Partners: YDreams Portugal; Instituto Politécnico de Santarém - Gabinete de e-Learning; Universidade de Coimbra - Centro de Informática e Sistemas; Instituto Politécnico de Leiria - Centro de Investigação em Informática e Comunicações; Universidade Católica do Porto - Centro de Investigação em Ciência e Tecnologia das Artes.info:eu-repo/semantics/publishedVersio

Tangible user interfaces : past, present and future directions

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research

Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p