The Design and Validation of Virtual Trailblazing and Guidance Interfaces for the VTrail System

Wayfinding is a complex skill and the lack of tools supporting the specific sub-types of navigation hinders performance in large-scale virtual environments and consequently can slow the adoption of virtual technology for training. The VTrail System is designed to support virtual training by providing trainers (trailblazers) with the ability to create trails to guide users (trail followers) during training simulations. Without an effective interface to assist with creating trails, the task of trailblazing remains difficult. The objective of this research was to design a default interface for the VTrail System that adheres to the basic human factors engineering guidelines of simplicity, universality, and that does not interfere with primary task performance. Two studies (trailblazing, trail following), with a total of four experiments, were performed to evaluate and modify the proposed interfaces. The first experiments in each study determined that the proposed default interfaces are simple enough to use so as to not interfere with primary task performance. The second set of experiments found that, aside from the interface components included in the default interface, novice trailblazers and trail followers did not make use of any additional wayfinding aids when users were provided with the ability to create a custom interface. Secondary benefits included; the development of a novel approach for measuring spatial knowledge acquisition (called the SKAT), a set of criteria for qualitative analysis of trail quality in the form of the Trail Quality Questionnaire (referred to as TQQ), and improved understanding of the role individual differences, such as gender and spatial ability, in wayfinding performance. The high correlation between spatial ability score and performance on the SKAT suggests that the test provides a valid means of measuring spatial knowledge acquisition in a virtual environment. A measurable difference in the trail quality between males and females indicates that the TQQ can distinguish between trails of variable quality. Finally, there are measurable gender performance differences, despite similar levels in spatial ability between the genders. With the proposed interface designs the VTrail is closer to being ready to be incorporated as a support tool into virtual training programs. In addition, the designs for the VTrail System can be adapted for other platforms to support trailblazing in a range of applications, from use in military operations to providing an enhanced tourism experience. This research also serves as a starting point for future research projects on topics ranging from improving the design of the SKAT measure to understanding the effect of expertise on trailblazing performance

A study of navigation in virtual space

In the physical world, man has developed efficient methods for navigation and orientation. These methods are dependent on the high-fidelity stimuli presented by the environment. When placed in a virtual world which cannot offer stimuli of the same quality due to computing constraints and immature technology, tasks requiring the maintenance of position and orientation knowledge become laborious. In this paper, we present a representative set of techniques based on principles of navigation derived from real world analogs including human and avian navigation behavior and cartography. A preliminary classification of virtual worlds is presented based on the size of the world, the density of objects in the world, and the level of activity taking place in the world. We also summarize an informal study we performed to determine how the tools influenced the subjects' navigation strategies and behavior. We conclude that principles extracted from real world navigation aids such as maps can be seen to apply in virtual environments

Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science?

Citizen Science (CS) refers to a form of research collaboration that engages volunteers without formal scientific training in contributing to empirical scientific projects. Virtual Citizen Science (VCS) projects engage participants in online tasks. VCS has demonstrated its usefulness for research, however little is known about its learning potential for volunteers. This paper reports on research exploring the learning outcomes and processes in VCS. In order to identify different kinds of learning, 32 exploratory interviews of volunteers were conducted in three different VCS projects. We found six main learning outcomes related to different participants' activities in the project. Volunteers learn on four dimensions that are directly related to the scope of the VCS project: they learn at the task/game level, acquire pattern recognition skills, on-topic content knowledge, and improve their scientific literacy. Thanks to indirect opportunities of VCS projects, volunteers learn on two additional dimensions: off topic knowledge and skills, and personal development. Activities through which volunteers learn can be categorized in two levels: at a micro (task/game) level that is direct participation to the task, and at a macro level, i.e. use of project documentation, personal research on the Internet, and practicing specific roles in project communities. Both types are influenced by interactions with others in chat or forums. Most learning happens to be informal, unstructured and social. Volunteers do not only learn from others by interacting with scientists and their peers, but also by working for others: they gain knowledge, new status and skills by acting as active participants, moderators, editors, translators, community managers, etc. in a project community. This research highlights these informal and social aspects in adult learning and science education and also stresses the importance for learning through the indirect opportunities provided by the project: the main one being the opportunity to participate and progress in a project community, according to one's tastes and skills

Linking with Meaning: Ontological Hypertext for Scholars

The links in ontological hypermedia are defined according to the relationships between real-world objects. An ontology that models the significant objects in a scholar’s world can be used toward producing a consistently interlinked research literature. Currently the papers that are available online are mainly divided between subject- and publisher-specific archives, with little or no interoperability. This paper addresses the issue of ontological interlinking, presenting two experimental systems whose hypertext links embody ontologies based on the activities of researchers and scholars

A Grounded Theory on Becoming a Revolutionary Latinx Student Leader

Research on the leadership experiences of Latinx college students and diverse populations suggests differences in the way these populations experience leadership on the college campus when compared to their White counterparts. These differences put Latinx students and other diverse student populations at a disadvantage and on the margins of leadership education. This qualitative, grounded theory study explored the leadership experiences of 11 undergraduate Latinx college students in the United States. The theory inducted from the data, and the three-stage model, brought to light three themes and 19 processes that explain how Latinx students become “revolutionary leaders” in college. A revolutionary Latinx student leader is a change agent on the college campus, taking purposeful action toward equity, inclusion, and justice. By engaging in the struggle for change (stage one), Latinx students become revolutionary leaders (stage two) who engage in positional leadership roles on the college campus (stage three) to make a difference. Latinx students must progress through the stages with determination, commitment, strength, resilience, courage, persistence, drive, and a selfless mindset. Latinx students develop into revolutionary leaders by challenging negative stereotypes, engaging in student activism, navigating White spaces effectively, and embracing Latinx culture/identity. Students committed to fundamental change and advancing the Latinx community develop critical skills and abilities to trailblaze as first-generation bilingual, bicultural students. Family members, role models, and communities influence Latinx students positively as ecosystems of support. Latinx students counteract negative influences, such as the lack of Latinx representation and mainstream societal expectations, by persisting through the struggles, building resiliency, and practicing leadership. As formal Latinx student organization leaders, students work toward positive social change and equity for all Latinx students. As revolutionary leaders, Latinx students make a difference on the college campus, find fulfillment in the struggle, and aspire to graduate from college despite the struggle. Engaging in formal leadership roles during college is one of the highest expressions of leadership for students in the study. The discussion of the findings, conclusions, and recommendations provide a framework for Latinx student leadership development and suggestions for practice and research

Teaching with AudaCity: A Board Game for Urban Studies

In order to improve undergraduate students’ mastery of urban theory, we developed an active‐learning module that allows participants to compete with one another in a board game of strategic planning and coalition formation called “AudaCity.” Utilizing a games‐based learning design, the game places players in the roles of adversarial property developers, political actors, and zoning committees all seeking to build and raise rent from developments within a spatially constrained urban grid. Game mechanics such as proximity bonuses and limitations to available space compel players to simultaneously compete against and collaborate with their peers to advance their development agenda while thwarting rival projects in the hopes of generating more wealth than their competitors. Unlike a prescribed simulation, the final outcome of the game is an urban environment organically generated from the accumulation of the players\u27 individual decisions. In this paper, we provide an overview of the game’s mechanics and place the game within the larger context of game‐based learning and serious games. Importantly, we note that urban studies classrooms were at one time an early adopter of the games‐based learning design, but the inclusion of simulation in teaching urban studies has waned since the 1970’s. We hope that this active‐learning module can demonstrate the effectiveness of allowing undergraduate students to master urban theory through the negotiated construction of their own urban space and inspire future instructors to return games‐based learning to urban studies. We draw on qualitative data from several courses in which AudaCity was implemented to demonstrate its effectiveness in facilitating student learning. With data from several instances in which AudaCity was used in undergraduate courses and writing assignments completed by students after playing the game, we find that playing AudaCity helps students be able to discuss urban studies models and theories clearly and connect these models and theories to both their game experiences and relevant situations in real‐world cities

Makers in the library: Case studies of 3d printers and maker spaces in library settings

Purpose– The purpose of this paper is to describe the implementation of 3D printing and maker spaces in various library settings. Insights, challenges, successes, projects as well as recommendations will be shared. Commonalities across libraries 3D printing technologies and maker space learning areas will also explored.Design/methodology/approach– This paper delves into six case studies of librarians that have implemented 3D printers and/or maker spaces in their libraries. The case studies focus on libraries at three different levels: school, public, and higher education with two case studies from each type. The author of this paper will describe the cases, projects, challenges, successes, along with other aspects of 3D printer, and maker space integration.Findings– 3D printing and maker spaces, while very popular in the field of librarianship can be incredibly exciting to implement but they come with challenges and successes just like any type of new technology. Librarians have to be fearless in implementing this technology, willing to learn on their feet, and be excited to explore.Originality/value– At this time most publications on 3D printing are held in the realm of popular publications (blogs, magazines, zines, etc.). Very little has been written on a wider range of case studies where 3D printers and maker spaces have been integrated into libraries of various types. This paper sets the foundation for further exploration in how 3D printing and maker spaces could be a part of library services