Effects and applications of video games and virtual environments

The widespread use of virtual environments in today’s society leads to the importance of researching how using these virtual environments affect us, as well as how we can best use them. Video games are a very commonly used type of virtual environment/application of virtual environments. Video game research is rife with conflicting results, from studies into training, effects on emotion, to effects on visual attention. Chapter 2 considers the impacts of playing video games on visual attention and shows that the effects depend on the type of attentional process measured, and the video game genres played. Chapter 3 looks at how studies measure video game experience, and suggests a more sophisticated measure, including video game genres and platforms. This chapter also considers to what extent different video game genres are linked to different cognitive skills. Chapter 4 covers research between video game playing, task switching, and impulsivity. Chapter 5 shows that home video game playing (i.e. on home console platforms) affects both implicit memory and explicit memory, but mobile video game playing does not. Recent technological advances allowed the development of a newer form of virtual environment, virtual reality. Virtual reality has become more popular over the last few years in manufacturing and entertainment industries. However, studies into applying virtual reality to educational settings are limited. Chapter 6 presents a study that tests the effects of virtual reality on learning. The results show increased motivation and engagement with learning materials, when xxiv compared to learning with textbook-style or video materials. Chapter 7 compares learning in virtual reality, mixed reality and traditional lecture style modalities, and finds that participants report higher levels of engagement in both Virtual Reality and Mixed Reality conditions, and higher levels of positive emotions in the Virtual Reality condition. Implications for how individuals are affected by both of these types of virtual environments is discussed, including how they can be applied to learning

Education in the digital age : learning experience in virtual and mixed realities

In recent years Virtual Reality has been revitalized, having gained and lost popularity between the 1960s and 1990s, and is now widely used for entertainment purposes. However, Virtual Reality, along with Mixed Reality and Augmented Reality, has broader application possibilities, thanks to significant advances in technology and accessibility. In the current study, we examined the effectiveness of these new technologies for use in education. We found that learning in both virtual and mixed environments resulted in similar levels of performance to traditional learning. However, participants reported higher levels of engagement in both Virtual Reality and Mixed Reality conditions compared to the traditional learning condition, and higher levels of positive emotions in the Virtual Reality condition. No simulator sickness was found from using either headset, and both headsets scored similarly for system usability and user acceptance of the technology. Virtual Reality, however, did produce a higher sense of presence than Mixed Reality. Overall, the findings suggest that some benefits can be gained from using Virtual and Mixed Realities for education

The unexplored potential of virtual reality for cultural learning

[EN] Educational technology tools that improve learning and foster engagement are constantly sought by teachers and researchers. In the domain of Computer-Assisted Language Learning a variety of tools, for instance blogs and podcasts, have been used to promote language and cultural learning (Shih, 2015). More recently, virtual reality has been identified as a technology with great potential for the creation of meaningful and contextualized learning experiences. Despite the  learning affordances of virtual reality, in language education most of the literature has focused on the low-immersive version, whereas research investigating highly immersive virtual environments has only emerged in recent years (e.g., Berti, 2019; Blyth, 2018). In other fields, the use of highly immersive virtual reality has been compared to traditional pedagogical resources and demonstrated that students’ learning improved with the use of virtual environments as compared to two-dimensional video and textbook learning conditions (Allcoat & von Mühlenen, 2018). Considering the potential learning benefits of this technology, this paper argues that longitudinal empirical research in language education is strongly needed to investigate its potential unexplored impact on language and cultural learning.Berti, M. (2021). The unexplored potential of virtual reality for cultural learning. The EuroCALL Review. 29(1):60-67. https://doi.org/10.4995/eurocall.2021.12809OJS6067291Allcoat, D., & von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion, and engagement. Research in Learning Technology, 26, 1-13. https://doi.org/10.25304/rlt.v26.2140Barab, S. A., Hay, K. E., & Duffy, T. M. (1998). Grounded constructions and how technology can help. TechTrends, 43(2), 15-23. https://doi.org/10.1007/BF02818171Berti, M. (2019). Italian open education: virtual reality immersions for the language classroom. New Case Studies of Openness in and beyond the Language Classroom, Research-publishing. net, 37-47. https://doi.org/10.14705/rpnet.2019.37.965Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232. https://doi.org/10.1111/flan.12327Chen, C. J. (2009). Theoretical bases for using virtual reality in education. Themes in Science and Technology Education, 2(1-2), 71-90.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 723-734). New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_58Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412-422. https://doi.org/10.1111/bjet.12135Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. eLearning & Software for Education, 1, 133-141.Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182. https://doi.org/10.1016/j.compedu.2010.05.014Jacobson, J. (2017). Authenticity in immersive design. In D., Liu, C., Dede, R., Huang, & J., Richards (Eds.), Virtual, augmented, and mixed realities in education (pp. 35-54). New York: Springer. https://doi.org/10.1007/978-981-10-5490-7_3Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.Liu, D., Bhagat, K. K., Gao, Y., Chang, T., & Huang, R. (2017). The potentials and trends of virtual reality in education. In D., Liu, C., Dede, R., Huang, & J., Richards (Eds.), Virtual augmented, and mixed realities in education (pp. 105-130). New York: Springer. https://doi.org/10.1007/978-981-10-5490-7_7Lloyd, A., Rogerson, S., & Stead, G. (2017). Imagining the potential for using virtual reality technologies in language learning. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching: Research, theory, and practice (pp. 222-234). Abingdon: Routledge. https://doi.org/10.4324/9781315523293-19Sadler, R. (2017). Virtual worlds and language education. In S. L. Thorne & S. May (Eds.), Language, education and technology (pp. 375-388). New York: Springer International Publishing. https://doi.org/10.1007/978-3-319-02237-6_29Schott, C., & Marshall, S. (2018). Virtual reality and situated experiential education: A conceptualization and exploratory trial. Journal of Computer Assisted Learning, 34(6), 843-852. https://doi.org/10.1111/jcal.12293Schwienhorst, K. (2002a). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning, 15(3), 221-239. https://doi.org/10.1076/call.15.3.221.8186Schwienhorst, K. (2002b). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209. https://doi.org/10.1177/1046878102033002008Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2019). Best practices in the use of augmented and virtual reality technologies for SLA: Design, implementation, and feedback. In M. L. Carrió-Pastor (Ed.), Teaching language and teaching literature in virtual environments (pp. 55-72). New York: Springer. https://doi.org/10.1007/978-981-13-1358-5_4Shih, Y. C. (2015). A virtual walk-through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407-428. https://doi.org/10.1080/09588221.2013.851703Shih, Y. C. (2018). Contextualizing language learning with street view panoramas. In Y. Qian (Ed.), Integrating multi-user virtual environments in modern classrooms (pp. 74-91). Hershey: IGI Global. https://doi.org/10.4018/978-1-5225-3719-9.ch004Slater, M. & Wilbur, S. (1996). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603- 616. https://doi.org/10.1162/pres.1997.6.6.60

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

A comparison of immersive realities and interaction methods: cultural learning in virtual heritage

In recent years, Augmented Reality (AR), Virtual Reality (VR), Augmented Virtuality (AV), and Mixed Reality (MxR) have become popular immersive reality technologies for cultural knowledge dissemination in Virtual Heritage (VH). These technologies have been utilized for enriching museums with a personalized visiting experience and digital content tailored to the historical and cultural context of the museums and heritage sites. Various interaction methods, such as sensor-based, device-based, tangible, collaborative, multimodal, and hybrid interaction methods, have also been employed by these immersive reality technologies to enable interaction with the virtual environments. However, the utilization of these technologies and interaction methods isn’t often supported by a guideline that can assist Cultural Heritage Professionals (CHP) to predetermine their relevance to attain the intended objectives of the VH applications. In this regard, our paper attempts to compare the existing immersive reality technologies and interaction methods against their potential to enhance cultural learning in VH applications. To objectify the comparison, three factors have been borrowed from existing scholarly arguments in the Cultural Heritage (CH) domain. These factors are the technology’s or the interaction method’s potential and/or demonstrated capability to: (1) establish a contextual relationship between users, virtual content, and cultural context, (2) allow collaboration between users, and (3) enable engagement with the cultural context in the virtual environments and the virtual environment itself. Following the comparison, we have also proposed a specific integration of collaborative and multimodal interaction methods into a Mixed Reality (MxR) scenario that can be applied to VH applications that aim at enhancing cultural learning in situ

Learning in a Mixed Reality System in the Context of ‚Industrie 4.0‘

This contribution in the field of innovative approaches to training and education in technical subjects focuses on the potential of modern teaching and learning environments. The contribution is based on a theoretical introduction to Mixed Reality Systems and virtual teaching and learning systems, and as such provides an overview of current research regarding modern learning environments. In particular, it takes a close look at motivational effects in the context of web-based learning structures, human-object interactions, gamification and immersion. The article discusses both technical, user-relevant and pedagogical aspects as well as suggestions for further research in the context of Ausbildung 4.0.Keywords: Industry 4.0, Vocational Training 4.0, Mixed Reality System, virtual learning AcknowledgementThe author would like to thank the ChinaScholarshipCouncil(CSC) for the financial support (No. 201406030091)

Designing and Building immersive education spaces using Project Wonderland: from pedagogy through to practice

This paper presents work on the JISC funded SIMiLLE project to build a culturally sensitive virtual world to support language learning. This builds on the MiRTLE project (funded by Sun Microsystems), which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project is to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting and content for language learning interaction. The paper starts by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements will be supported through the use of a virtual world based on Project Wonderland. We then present our plans for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how we can support good practice with the ever-growing use of 3D virtual environments in formalised education

Smart glasses for 3D multimodal composition

Extended reality technologies – mixed, augmented, and virtual reality, and future-related technologies – are rapidly expanding in many fields, with underexplored potentials for multimodal composition in digital media environments. This research generates new knowledge about the novel wearable technology – smart glasses – to support elementary students’ multimodal story authoring with 3D virtual objects or holograms. The researchers and teachers implemented learning experiences with upper elementary students from three classrooms to compose and illustrate written narratives before retelling the story with Microsoft HoloLens 2 smart glasses, selecting 3D holograms to illustrate the settings, characters, and events from the 3D Viewer software. The findings analyse how smart glasses supported students’ multimodal composition, and relatedly, the new modal resources available to students wearing smart glasses to compose 3D stories. The findings have significance for educators and researchers to understand and utilise the multimodal affordances of augmented and mixed reality environments for composing and storytelling

Evaluating Effects of Character Appearance on Ownership and Learning in Virtual Applications

Virtual applications are now a dominant commercial and social platform. Sixty-seven percent of households own a gaming device, and eighty-one percent of the United States population has a social media profile. Now, virtual reality appears to be the next technological frontier that will take over mainstream markets. New, low-cost devices for virtual reality or mixed reality such as the Oculus Rift, Sony\u27s PlayStation VR, or Samsung\u27s Gear VR are already available or have been announced and might even outperform previous high-cost systems. With the prevalence of this technology, it is important to know how it influences us. One common factor that has remained popular in virtual applications throughout its evolution are characters. How does the appearance of characters affect us in virtual applications and virtual reality? Towards understanding these effects, this research presents findings on results when character model appearance is altered in an educational application and in self-representative avatars. Results from our experiments show that allowing character customization in an educational software results in higher learning outcomes for participants. We also find that when controlling self-avatars, some participants can feel that they own any virtual hand model given to them in virtual reality. In addition, we find that participants generally feel the strongest ownership for virtual hands that appear human-like. Finally, we find that participants experience stronger feelings of ownership and realism when they are able to control virtual hands directly rather than with a hand-held device, and that the virtual reality task must first be considered to determine which modality and hand size are the most applicable. These results contribute to knowledge for how to best create characters for users in virtual applications and environments

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