Presence and rehabilitation: toward second-generation virtual reality applications in neuropsychology

Virtual Reality (VR) offers a blend of attractive attributes for rehabilitation. The most exploited is its ability to create a 3D simulation of reality that can be explored by patients under the supervision of a therapist. In fact, VR can be defined as an advanced communication interface based on interactive 3D visualization, able to collect and integrate different inputs and data sets in a single real-like experience. However, "treatment is not just fixing what is broken; it is nurturing what is best" (Seligman & Csikszentmihalyi). For rehabilitators, this statement supports the growing interest in the influence of positive psychological state on objective health care outcomes. This paper introduces a bio-cultural theory of presence linking the state of optimal experience defined as "flow" to a virtual reality experience. This suggests the possibility of using VR for a new breed of rehabilitative applications focused on a strategy defined as transformation of flow. In this view, VR can be used to trigger a broad empowerment process within the flow experience induced by a high sense of presence. The link between its experiential and simulative capabilities may transform VR into the ultimate rehabilitative device. Nevertheless, further research is required to explore more in depth the link between cognitive processes, motor activities, presence and flow

Standardised training simulations: a case study of the water industry in Australia

This article is a case study which discusses how a realistic game-based simulation training platform may tackle the challenges raised by the requirements for a national competencies certification framework and the requirements of a new generation of trained water operators. The proposed platform aims to 1) enhance training experience with learn by doing and scenario- based learning experience, 2) increase training capacity for the water industry, 3) provide cost effective methods to deliver training in remote areas, and 4) attract young people to join the water industry workforce. The National Water Commission of Australia is currently developing a national competencies framework for certification of water treatment operators. This framework aims to ensure that the water operator role is carried out by qualified staff. In response to the introduction of this new competencies framework, there will be an increase in demand for skills training in the water industry to ensure that employees at water treatment facilities possess the required certifications. Currently, the water industry is facing several challenges to meet the future training demands required by the new competencies framework. The lack of standardised training manuals and assessment criteria make it very difficult to ensure that training is consistent between different water treatment facilities. Australia is an immense country with sparse distribution of population centres and large distances between towns, which create an insurmountable problem for delivery of training. In particular, for rural areas, there is a substantial lack of trainers available to deliver training. Travel expenses and loss of work days for travelling makes training a very expense exercise. Also, the water industry is facing an ageing workforce with an average age over 45. There are less than 5% of trained water operators under 25 years of age. With the ever increasing technological advancements being introduced into the water industry, a new generation of water operator who are technology savvy are required. In response to these problems, a realistic game-based simulation training platform is being developed for water operator training. The pilot training module focuses on the collection of water samples. This particular task was chosen as it is a statutory requirement for the industry to perform water testing at regular intervals and it is a critical factor in the quality assurance process. It is also important as thousands of dollars can be wasted on each contaminated water sample. During the development of this training application, several technical challenges were encountered. The challenges include rendering of realistic water, simulating physics for small objects, and using two handed controls for object manipulation. Future development of this training platform will also be discussed

Digital Transformation of Education and Sustainability-Review Based Study

Since 1990, the usage of internet as well as digitization has significantly increased. Digital transformation is the process of using, adoption of digital technology or information technology by an organisation to embed or digitalize products and services. A brief picture of types of learning, educational technology like Artificial intelligence, Metaverse, AR&VR, IoT, how digital transformation enables to meet UN SDG 4 is portrayed in this paper

A Cross-Case Analysis of Gender Issues in Desktop Virtual Reality Learning Environments

This study examined gender-related issues in using new desktop virtual reality (VR) technology as a learning tool in career and technical education (CTE). Using relevant literature, theory, and cross-case analysis of data and findings, the study compared and analyzed the outcomes of two recent studies conducted by a research team at Oklahoma State University that addressed gender issues in VR-based training. This cross-case analysis synthesized the results of these two studies to draw conclusions and implications for CTE educators that may assist in developing or implementing successful virtual learning environments for occupational training. The cross-study findings suggested that males and females may be differently affected by VR and that females may be less comfortable, confident, and capable in virtual learning environments, particularly when the environments are highly technical and visually complex. The findings indicate caution in the use of VR in mixed-gender CTE programs, particularly in programs that are heavily female-gendered

The immersive internet: New models and lead users in Australia

The move to develop new visualisation tools for online activities is a response to the complex systems of our expanding, informationalised world and the realisation that graphical representation improves our ability to navigate and make sense of it. But when such tools are combined with social networking and gaming principles, the impact is multiplied, the sum becoming bigger than its parts (Battelle and O\u27Reilly 2009). Real time communication within persistent 3-D environments (worlds), enable users to engage more deeply with one another and with content. With this, new modes of knowledge building, service delivery, interaction and collaboration are being borne

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.