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Immersive Learning with Virtual Reality and Face Recognition

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Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition

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Immersive Learning with Virtual Reality and Face Recognition

  1. 1. Project Number: 688520 – TESLA – H2020-ICT-2015/H2020-ICT-2015 Agreement Number: 688520 Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition Alexandra Okada ale.okada@open.ac.uk Okada, A.; Rocha, K.; Fuchter, S.; Zucchi, S. ; Wortley, D.
  2. 2. 2 Literature Responsible Research and Innovation To embed a technological innovation in society, researchers and innovators must interact with societal users to discuss the (ethical) acceptability, sustainability and desirability of the innovation process and products (EC, 2012; Von Schomberg 2011)
  3. 3. 3 INDEX • Research Context • Literature • Methodology • Findings • Conclusion
  4. 4. Research Context
  5. 5. 5 Context Can immersive technologies be used to foster advanced digital skills and scientific literacy across Economy and Society? To what extent ? How will technology-enhanced assessment support digital transformation? Short-term learning activities? Medium and Long-term courses? On-job professional training? 350,000 vacancies in Europe in: • Artificial intelligence • Data analytics • Cybersecurity • … What is immersive learning?
  6. 6. Literature How can assessment be changed towards the Generation 4? Immersive experiences AR VR AI Formative assessment is vital for students to develop competences: knowledge, skills and attitude for lifelong learning What is embedded assessment? Authentic and Authenticated assessment Robotics
  7. 7. Literature
  8. 8. Literature Inquiry Skills for Responsible Research and Innovation (RRI) This qualitative study provides: A model to design and implement AR inquiry game |which engaged students to • Care about global issues • Know science concepts • Do actions through an open schooling network The key drivers for teachers’ adoption of AR inquiry games: 1. Making learning meaningful and engaging 2. Students-centered approaches with topical resources 3. Easy-to-use technologies 4. Pedagogical strategies including formative assessment to identify students’ achievements and difficulties What are teachers’ views about immersive tools to foster and assess inquiry skills for RRI?
  9. 9. Literature Intelligent Computing Conference 2019 Fig1. HoloSENAI Motor – example created to illustrate the AR experience https://www.youtube.com/watch?v=nnebPmlqmw0 This mixed-method study provides: Students views about using HoloLens to explore and analyze data about an electric motor. Immersive Analytics’ benefits for students : • High level of motivation, curiosity and understanding • Increased knowledge in terms of features, properties and functionalities of the motor, • Better acquisition of information and data analysis skills after using Microsoft HoloLens and HoloSENAI motor App. Key barriers highlighted by educational technologies were: • the high cost of the HoloLens equipment and • the technical development of new applications. What are the benefits & barriers of immersive HoloLens for learners to develop skills for RRI?
  10. 10. How can educational technology designers promote immersive learning & assessment-in-context with virtual reality ? This qualitative study provides: • Three types of learners’ interactions features highlighted by social, virtual and cognitive presence. • immersive experience with FR authentication assessment. • Examples about peer-learning and assessment-in-context enhanced by immersive presence. • Recommendations about authenticated immersive learning for teaching staff and technology developers This study
  11. 11. Methodology
  12. 12. Research questions: How can virtual reality be used to foster inquiry skills for Responsible Research and Innovation (RRI)? 1.How do peers interact with each other and with the 3DVRG? 2.Do these interactions enhance peer-learning and assessment-in- context of inquiry skills for RRI? 3.What are the key recommendations for teaching staff and technology teams interested in authentic experiences with virtual reality with authenticated assessment?
  13. 13. This exploratory study focuses on: • the app “virtual classroom” created in the unit 3D by the authors • with 360 degree photos and video clips of the famous “Bletchley Park” the TeSLA e-authentication instruments for voice and face recognition (funded by EC) Resources
  14. 14. Community of Inquiry (Garrison et al., 2000, 2001 ) extended by authors Productive conversations are likely to lead to epistemic engagement VIRTUAL Students experience emotional engagement (Nafukho, 2014), and Sull (2014) connectedness belonging empathy Students construct knowledge together (Garrison, et al., 2001; Nagel & Kotzé, 2010) sensemaking critical thinking understanding Students’ interactions with the virtual teaching environment and their peers Yang et al. (2010) Feedback Assessment SupportRaise issues LEARNING
  15. 15. Participants: • Pilot Study: 30 participants • Courses: Computing and Educational Technology • Four pairs of students and two facilitators (10 people) were invited from three universities : • Open University - UK • Estácio de Sá University • UNISUL Virtual University
  16. 16. Procedures: 1. Watch a short video 2. Fill out the participation consent 3. Read the orientations 4. Answer the pre-questionnaire and enrolment 5. Use 3DRVG to explore the Bletchley museum in pairs 6. Complete the assessment task in Moodle with Face Recognition 7. Fill out the post-questionnaire Methodology peer-interaction visual-interaction space-exploration formative-assessment Individual (with peers) Individual (alone)
  17. 17. Findings
  18. 18. Virtual learning/teaching presence • Participants shared feedback about their experience. (if you look down or spin around too much you might feel a bit dizzy) • They mentioned technical issues. (It is a “still” photo... if it was more dynamic... ) • They explored and shared technical solutions (I found a thing which approximates and decreases at least on these glasses. I can pull forward or back places…) • Most of students were very engaged with the topic. They completed the assessment successfully (Where did you find this information? I would like to read and check more details). Findings: peers interaction 360 App & 3DVRG
  19. 19. Social presence • Students shared the feeling of being or willing to be together (Let's go,… Wait,…Wow, We are in,…). • The social interactions activated participants’ curiosity. They shared various questions (Is him Turing?, Is it actually him?) • They also talked about issues, needs and expectations (Can we walk forward? …Where are you?....) Findings: peers interaction Peer-Learning
  20. 20. Cognitive presence • The interaction in pairs activated learners’ previous knowledge (at the university, we learn, Turing machine is the origin of everything, right) It is very known in computing area but not in other fields… why not • visual immersion was useful to understand the size and components of the first computers (The most interesting thing to see is the size right? ! From the machine, which was needed to process all this) right? …See…electronic components were very large Yes, with lots of switches… • Exploring objects and sharing questions created opportunities to reflect about the social-cultural historical context. (lets see…What objects did Alan Turing have in his office? … Findings: peers interaction What would it happen in the world without Turing’s machine peer-assessment
  21. 21. Findings: issues about e-authentication • Commitment to try and solve problems Initially I had problems with the face recognition tool because the system was not working in Chrome browser. After changing it, I did not have any technical problem. • Trust - confidence I found the whole process longer than traditional assessment without e- authentication, however, I do believe that the face recognition will increase trust of participants with online assessment. • Quality of e-assessment To ensure quality of the e-assessment activities, I think that various tools could be integrated with option for students to select in case of technical problems. e-authentication
  22. 22. Kolb (1984) Experiential Learning Experience as a source of learning and development Extended by authors from 2014 skillsyouneed.com connectedness belonging empathy sensemaking critical thinking understanding Feedback Assessment SupportRaise issues Findings: inquiry skills for RRI with immersive learning QualityCommitment Trust • Writing an article • Create a project • Develop an app Authorship Authenticity Immersive do think acquireextend
  23. 23. Recommendations for teaching activities with 3DVRG : • Suggest a set of goals for students to expand social, virtual and cognitive presence. • Clarify how they can find each other during the virtual tour. • Provide different pathways with some meeting points (e.g. coffee area). • Encourage students to connect their virtual experience with current facts or past events and link previous knowledge with visual information.
  24. 24. Recommendations for VR App developers: • Enable learners to read information and expand cognitive interactions • Provide options for students to explore the space ( zoom in and zoom out ) and enrich their virtual interactions within the environment • Include a mini-map to get an overview of the place, for planning the navigation and activating virtual, social, and cognitive interaction
  25. 25. Conclusion
  26. 26. Discussion: 1. Learners’ “immersion” occurred through the visual interaction in the virtual environment and also via the verbal interaction with their real peer 2. Peer-to-peer interaction was supported by social, virtual and cognitive presence 3. The immersive learning with 3DVRG was enhanced also through assessment-in- context. 4. E-Assessment supported by authentication requires commitment and might increase trust and quality assurance
  27. 27. Final remarks: • This study highlights the value of virtual, social and cognitive interactions mediated by VR artefacts, peer-interaction and assessment-in-context. • It offers to educators- instructors, tutors, course-designers and learners, the possibility of using Virtual Reality with pedagogical activities in pairs including contextualized assessment with authentication. • It also reveals some recommendations for technologists interested in creating apps about real remote places with 360° pictures and videos and for educators to create activities including assessment-in-context with e-authentication.
  28. 28. Alexandra Okada The Open University, OU UK ale.okada@open.ac.uk QUESTIONS?
  29. 29. 29 CONSORTIUM PARTNERS
  30. 30. 30 THANK YOU FOR YOUR ATTENTION

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