Genaro Rebolledo-Mendez

Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world

Traditional approaches to learning have often focused upon knowledge transfer strategies that have centred on textually-based engagements with learners, and dialogic methods of interaction with tutors. The use of virtual worlds, with text-based, voice-based and a feeling of ‘presence’ naturally is allowing for more complex social interactions and designed learning experiences and role plays, as well as encouraging learner empowerment through increased interactivity. To unpick these complex social interactions and more interactive designed experiences, this paper considers the use of virtual worlds in relation to structured learning activities for college and lifelong learners. This consideration necessarily has implications upon learning theories adopted and practices taken up, with real implications for tutors and learners alike. Alongside this is the notion of learning as an ongoing set of processes mediated via social interactions and experiential learning circumstances within designed virtual and hybrid spaces. This implies the need for new methodologies for evaluating the efficacy, benefits and challenges of learning in these new ways. Towards this aim, this paper proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four-dimensional framework reported in a previous study. The study undertaken aimed to test the efficacy of the proposed evaluation methodology and framework, and to evaluate the broader uses of a virtual world for supporting lifelong learners specifically in their educational choices and career decisions. The paper presents the findings of the study and considers that virtual worlds are reorganising significantly how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning design through the lens of ‘immersive learning experiences’ rather than sets of knowledge to be transferred between tutor and learner. The challenges that remain for tutors rest with the design and delivery of these activities and experiences. The approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences.

Developing an Evaluation Methodology for Immersive Learning Experiences in a Virtual World

This article proposes an evaluation methodology for supporting the development of specified learning activities in virtual worlds, based upon inductive methods and augmented by the four dimensional framework [4]. The study undertaken aimed to test the efficacy of the evaluation methodology and to evaluate the broader uses of Second Life for supporting lifelong learners in their educational choices and career decisions. The paper presents the findings of the study and argues that virtual worlds are reorganising how we relate to the design and delivery of learning. This is opening up a transition in learning predicated upon the notion of learning as made up of immersive experiences rather than sets of knowledge to be transferred between tutor and learner. The challenge for tutors remains in the design and delivery of these activities and experience and the approach advocated here builds upon an incremental testing and evaluation of virtual world learning experiences.

Societal impact of a serious game on raising public awareness: the case of FloodSim

This paper presents an evaluation of the societal impact of a simulation-based Serious Game. FloodSim was developed with the aim of raising awareness of issues surrounding flooding policy and citizen engagement in the UK. The game was played by a large number of users (N=25,701) in a period of 4 weeks. Quantitative and qualitative analyses (on a reduced data set) were carried out in order to explore the impact of FloodSim play in raising the general public awareness around flooding in the UK. The results suggest FloodSim was hugely successful in generating general public interest and there was evidence that (a) FloodSim increased awareness at a basic level and (b) that despite the simplicity of the simulation, players perceived FloodSim to be an accurate source of information about flood risk and prevention. This suggests that serious games such as FloodSim have potential to engage the public and raise awareness of societal issues. However, FloodSim only raised awareness at a basic level. It is suggested that more needs to be done to endow serious games with pedagogical principles and more care should be given to the accuracy of the information they convey. The appropriateness of games as an educational medium for raising awareness of complex, real-life issues should also be carefully considered. This study throws some light on the potential of simulation-based Serious Games to offer experiential learning, engage users with serious topics while raising public awareness and understanding of social issues such as flooding and related policymaking. Future research is outlined consisting of identifying the problems and challenges in designing and developing serious games while considering pedagogical principles.

Motivating the learner: an empirical evaluation

The M-Ecolab was developed to provide motivational scaffolding via an on-screen character whose demeanour defended on modelling the learners motivational state at interaction time. Motivational modelling was based on three variables: effort, independence and the confidence. A classroom evalu-ation was conducted to illustrate the effects of motivational scaffolding. Students had an eighty minute interaction with the M-Ecolab, divided into two sessions. The results suggested a positive effect of the motivational scaffolding, particularly for initially de-motivated students who demonstrated higher learning gains. We found that these students followed the suggestions of the on-screen character which delivered personalized feedback. They behaved in a way that was conducive to learning by being challenge-seekers and displaying an inclination to exert more effort. This paper gives a detailed account of the methodology and findings that resulted from the empirical evaluation.

Multimodal augmented reality tangible gaming

This paper presents tangible augmented reality gaming environment that can be used to enhance entertainment using a multimodal tracking interface. Players can interact using different combinations between a pinch glove, a Wiimote, a six-degrees-of-freedom tracker, through tangible ways as well as through I/O controls. Two tabletop augmented reality games have been designed and implemented including a racing game and a pile game. The goal of the augmented reality racing game is to start the car and move around the track without colliding with either the wall or the objects that exist in the gaming arena. Initial evaluation results showed that multimodal-based interaction games can be beneficial in gaming. Based on these results, an augmented reality pile game was implemented with goal of completing a circuit of pipes (from a starting point to an end point on a grid). Initial evaluation showed that tangible interaction is preferred to keyboard interaction and that tangible games are much more enjoyable.

A Pervasive Augmented Reality Serious Game

This paper presents a pervasive augmented reality serious game that can be used to enhance entertainment using a multimodal tracking interface. The main objective of the research is to design and implement generic pervasive interfaces that are user-friendly and can be used by a wide range of users including people with disabilities. A pervasive AR racing game has been designed and implemented. The goal of the game is to start the car and move around the track without colliding with either the wall or the objects that exist in the gaming arena. Users can interact using a pinch glove, a Wiimote, through tangible ways as well as through I/O controls of the UMPC. Initial evaluation results showed that multimodal-based interaction games can be beneficial in serious games.

Developing a body sensor network to detect emotions during driving

Emerging applications using body sensor networks (BSNs) constitute a new trend in car safety. However, the integration of heterogeneous body sensors with vehicular ad hoc networks (VANETs) poses a challenge, particularly on the detection of human behavioral states that may impair driving. This paper proposes a detector of human emotions, of which tiredness and stress (tension) could be related to traffic accidents. We present an exploratory study demonstrating the feasibility of detecting one emotional state in real time using a BSN. Based on these results, we propose middleware architecture that is able to detect emotions, which can be communicated via the onboard unit of a vehicle with city emergency services, VANETs, and roadside units, aimed at improving the drivers experience and at guaranteeing better security measures for the car driver.

A Model of Motivation Based on Empathy for AI-Driven Avatars in Virtual Worlds

This paper presents a model of motivation based on empathy for artificial intelligence (AI)-driven avatars in virtual worlds. The model is theoretically inspired, based on understanding and sharing other people’s intentions. The AI architecture presented is aimed at providing an avatar with the capabilities of motivational coaching in learning situations. The model consists of two general modules for understanding and sharing motivation; understanding consists of shaping a model of the world while sharing consists of deciding the best course of action and reaction in the virtual world. The AI architecture and its associated algorithms are presented. Future areas for research are defined, including practical applications of this architecture for serious games and activities in virtual world applications.

A Model of Motivation for Virtual-Worlds Avatars

This paper presents a model of motivation for AI-driven avatars in virtual worlds. This work aims at providing the avatar with motivational capabilities to detect and react to different motivational states aiming to enhance and maintain users motivation. The algorithm and its associated rules are presented. Future work consists of assessing this model in virtual world applications in the context of a quiz.

Designing Adaptive Motivational Scaffolding for a Tutoring System

Attribution Theory (Weiner, 1990) and Goal Orientation Theory (Ames, 1990) provide human teachers with useful guidelines to help them understand students’ motivation and personalize their choice of educational activities. Such theories can assist teachers by informing the way they may interact with students in real class settings. However, it is less obvious how these theories can aid the development of motivationally aware educational technology. One of the strengths of educational technology, for example, intelligent tutoring systems, is the use of learner models to adapt the learning activities to the student’s current abilities and needs. This adaptation has provided some degree of efficiency tailoring in educational content delivery but the resulting activities are not, necessarily, motivating for students.