This document presents a framework for using mixed reality in classrooms based on a literature review. It begins with an introduction and motivation for developing such a framework. It then provides a classification of mixed reality technologies, specifically augmented reality (AR) and virtual reality (VR). Next, it discusses results and examples of mixed reality used in educational contexts. It proposes a framework to cluster mixed reality applications according to type, location, teaching method, level of immersion, and supervision. Finally, it concludes with thoughts on future development and research needs in this area.
A Pedagogical Framework for Mixed Reality in Classrooms based on a Literature Review
1. u www.tugraz.at
W I S S E N n T E C H N I K n L E I D E N S C H A F T
A Pedagogical
Framework for Mixed
Reality in Classrooms
based on a Literature
Review
EDMEDIA 2019
24.06.19
KOMMETTER Christopher | EBNER Martin
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Motivation
Introduction
§ VR devices since 60s
§ many diverse ways to integrate these techniques into the classroom
§ Affordable devices in combination with concepts like making
§ Pedagogical motivation factors like collaborations and gamification
§ already in classrooms à in higher education: need to catch up
§ Framework: spot new capabilities for implementation of future VR or AR
applications in education
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Research Design
Introduction
§ clarify the consistent definition of virtual reality (VR) and define the
classification on VR systems
§ clustered due to the definitions found in literature regarding the appropriate
technology they were using
§ searching on academic databases like ERIC, WebOfScience, ACM Digital
Library and also SpringerLink; A search using Google Scholar was also
performed
§ papers were selected and been clustered in a second analysis according to
the kind of technology used
§ papers dealing with technical specifications and implementations have been
dropped for further analysis
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Taxanomy of MR
Classification of mixed reality
The Virtuality Continuum (VC) of
Milgram defines the area
between Real to Virtual
environment as mixed reality,
where AR is supposed to
augment the real world with
virtual objects while AV is
augmenting a virtual world with
real-world objects
picture adopted from Milgram & Kishino (1994)
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Augmented reality (AR)
Classification of mixed reality
§ fuses physical & digital world in real time
by expanding real world with virtual
object
§ natural operations to interact with virtual
objects
§ marker or location based
§ popular to public since Pokèmon Go
(hype in summer 2016)
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Virtual reality (VR)
Classification of mixed reality
Unlike augmented reality, VR produces a world of
its own, rather than expanding the real one
---
dominant features of virtual worlds are:
§ Immersion
§ Telepresence
§ Multisensory simulation
§ Motivation
§ Multiple representations and 3D frames of
reference
(Dede, Salzman, & Loftin, 1996)
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Virtual reality (VR)
Classification of mixed reality
Classification of virtual reality (VR) based on type of technology used to
achieve virtual worlds and interact with them
picture adopted from Muhanna (2015)
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Pedagogical context
Results and Diskussion
enhance
distance
learning
break the
borders on
physical
limitations of
real objects
interact with
objects in a
natural way as
used to it
collaborations
including facial
expressions,
gestures and
body language
(Woods et al., 2004)
(Kaufmann, 2003)
(Winn, 1993)
(Billinghurst & Kato, 1999)
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Pedagogical context
Results and Diskussion
AR Systems:
allows users to interact with object and events in a natural way
gains the potential for the use as an educational tool
Physical activity is linked to conceptual understanding
students can increase their learning outcome when they use their hands to
interact with scenes from an augmented story
Augmented reality systems can establish such an interactive learning
environment
(Radu, 2014)
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Pedagogical context
Results and Diskussion
VR Systems:
are largely self-explanatory, but
a guideline should be provided to the users
in order to ensure learning benefits
To portray the actual scenario in teaching activities
the presence of a supervisor must be observed
A supervisor could either be next to the students or even could be a part of the
virtual environment either as virtual human or artificial intelligence.
(Mellet-d'Huart, 2012)
19. Framework for mixed reality use in education
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We need something to cluster
20. Framework
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AR or
VR
Type Operation
site
at school or
at home
Teaching
method
group, single or
partner
Level of
pervasion
assisting,
enhancing or
replacing
Super-
vision
1:1 or
1:n
Results and Diskussion
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & II
MARIE
MagicBook
Second Life
some examples of MR used in teaching
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & IIAR
AR
AR
AR
VR
VR
MARIE
AR
MagicBook
AR/VR
Second Life
VR
Type
AR or
VR
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & IIschool
school & at
home
school &
excursion
school
school
school
MARIE
school
MagicBook
school
Second Life
at home
Operation
site
at school or
at home
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & II
single or
group
single
single
single or
group
single
single
MARIE
single
MagicBook
single or
partner
Second Life
group
Teaching
method
group, single or
partner
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & IIreplacing
enhancing
enhancing
replacing
replacing
replacing
MARIE
enhancing
MagicBook
enhancing
Second Life
replacing
Level of
pervasion
assisting,
enhancing or
replacing
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Framework
Results and Diskussion
Studierstube
Anatomy 4D
Aurasma / HP
Reveal
Construct 3D
Science Space
Viecher I & II
1:1, 1:n teacher is
present in real
environment next to
student(s)
1:n teacher is present
in real world;
instructions within the
application are served
without any AI
1:n instructor in real
world guides pupils
1:1, 1:n teacher is
present in real
environment next to
student(s)
1:n teacher in real
environment guides
students
1:1, Instructions in a
virtual welcome
center, fully computer-
generated without AI
MARIE
1:1 teacher control
parts of the system
MagicBook
1:n a teacher in real
environment is
guiding students
Second Life
1:n in virtual word,
avatar controlled
by a human
Super-
vision
1:1 or
1:n
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Framework
Results and Diskussion
§ Most of the examples shown require any type of instruction
§ Usually a teacher is present in the real world next to the students for
supervision either for one student (1:1) or for a group of students (1:n)
§ Some examples are using a kind of virtual instruction
§ none of the shown examples are using an automatic tool to instruct the
students
§ Even fully immersive virtual worlds require a teacher
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Development
Conclusion and outlook on future work
§ A kind of AI in the form of an avatar, as human-controlled in Second Life,
could improve a virtual environment by helping each student individually.
§ Therefore, a usage beyond a school-setting could be established.
§ The availability of affordable VR headsets also represents a step in this
direction to use VR as a learning platform instead of just an entertaining one
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Development
Conclusion and outlook on future work
§ VR systems: chicken and egg problem à huge amount of time to create
content to make a system for teaching and this content is not generated
until there are enough systems developed to make use of it
§ AR applications, as the MagicBook shown formerly, could be easily be
realized and can enhance a traditional schoolbook for example on showing
3D visualizations of the teaching content
§ need for research to investigate purposes of the use of AR in lecture halls
(Allison & Hodges, 2000)
(Zumbach & Moser, 2012)
31. u www.tugraz.at
§ Christopher Kommetter, kommetter@tugraz.at
Thank you for your attention!
24.06.19
§ Martin Ebner, martin.ebner@tugraz.at
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Acknowledgements
This activity has received funding from the European Institute of
Innovation and Technology (EIT), a body of the European Union,
under the Horizon 2020, the EU Framework Programme for Research
and Innovation. Further information about MiReBook: https://
eitrawmaterials.eu/course/mirebooks-mixed-reality-handbooks-for-
mining- education/
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References
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and Technology (pp. 160–165). New York, NY, USA: ACM. https://doi.org/10.1145/502390.502420
§ Zumbach, J., & Moser, S. (2012). augmented reality--Multimediale Lernumgebung der Wahl im 21. Jahrhundert. Zukunft Des
Lernens, 154–164.
§ Milgram, P., & Kishino, F. (1994). A Taxonomy of mixed reality Visual Displays. IEICE TRANSACTIONS on Information and
Systems, 77(12), 1321–1329.
§ Dede, C., Salzman, M. C., & Loftin, R. B. (1996). MaxwellWorld: learning complex scientific concepts via immersion in virtual
reality. Proceedings of the 1996 International Conference on Learning Sciences. https://doi.org/10.1016/S0151-9638(18)30048-6
§ Muhanna, M. A. (2015). Virtual reality and the CAVE: Taxonomy, interaction challenges and research directions. Journal of King
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