Using olfactory media cues in e-learning – perspectives from an empirical investigation

People interact with computers using their senses. Currently, in a digital context, traditional digital media like videos and images used to convey information to users, and these media can be used as a source of information. However, relatively few studies have been conducted on olfactory media as a source of information in a digital context. In this paper, we report on a study that examined the possibility of using olfactory media as a source of information and whether its usage as informational cues enhances learning performance and user Quality of Experience (QoE). To this end, an olfactory-enhanced quiz (web-based) was developed about four countries. The quiz contained different types of questions employing four types of digital media in their contents: text, image, audio and olfactory media. Four scents were used that were considered to be related to the respective countries. Sixty-four participants were invited to our experiment to evaluate this application. Our results revealed that usage of olfactory media synchronised with traditional digital media had a significant impact on learner performance compared to the case when no olfactory media was employed. In respect of user QoE, it was found that olfactory media influenced users positively; moreover, they were passionate about engaging with enhanced olfactory applications in the future

Interactive Personalised STEM Virtual Lab Based on Self-Directed Learning and Self-Efficacy

Virtual labs enable inquiry-based learning where students can implement their own experiments using virtual objects and apparatus. Although the benefits of adaptive and personalised learning are well recognised, these were not thoroughly investigated in virtual labs. This paper presents the architecture of an interactive science virtual lab that personalises the learning journey based on the student's self-directed learning (SDL) and self-efficacy (SE) levels. The results of a pilot in two secondary schools showed that both students with low and high SDL and SE level improved their knowledge, but students with low SDL and SE had a higher number of incorrect attempts before completing the experiment