1.
3D AND MOBILE ENVIRONMENTS FOR
PARTICIPATION AND LEARNING: CASE KINECT
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Leena Koskimäki 4.12.2014
Openness Accelerating Learning Networks

2.
Openness Accelerating Learning Networks project (2012-2014)
Collaborative, participatory and networked work culture in educational institutions and
organizations and among their stakeholders
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peer education
effective learning
networks
distance education
augmented reality
co-creating
collegial support
new learning
environments
sharing
communality
virtual worlds
mobile services
continous learning
new tools for
participation and
learning
open source
open decision-making

3.
3D and Mobile Environments for
Participation and Learning
To implement pilots to study
the possibilities of new
technologies and services as
tools for learning and
participation.
HAMK pilots first implemented
in an authentic learning
environment - Virvelinranta
Development and Resource
Centre for the Disabled,
Finland.
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4.
Pilots at HAMK
Social and health care students: practice of
interaction and directing skills by conducting
game sessions. Getting familiar with the
technology.
ICT students: The software developing project;
usability and ease of use as a basis of the project.
Accessibility. Natural user interfaces.
Supporting of the taking part: Which kind of
digital elements and experiences could promote
participation?
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5.
Kinect
Launched in late 2010 as a bodily control for the Xbox game
console. A version for Windows on early 2012.
Key features:
– Skeletal and facial tracking
– Gesture recognition
– Voice recognition
The possibilities of natural user interfaces powered by Kinect,
video: Kinect effect
| http://www.microsoft.com/en-us/kinectforwindows/discover/features.aspx
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6.
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Kinect
All interaction at the user interface takes place in
ways natural to human beings: gestures, facial
expressions and speech.
Suitable for various user groups who may not be able
to use technically demanding user interfaces at all
due to disabilities relating to their cognitive, motion,
motor or sensory functions.
The approachable technology also facilitates the
welfare sector students', mostly new to Kinect,
orientation.
The possibility of developing tailor-made apps was
seen crucial.

7.
The pilots: summary
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2012
First pilots in
Virvelinranta
Testing
commercial
games
developed for
Xbox
The game
sessions
conducted
by social and
health care
students
Gathering
feedback and
observations
2013
The software developing
project by HAMK ICT
students, based on
gathered knowledge
Usability and
ease of use as
a basis of the
project
Piloting and
developing
the apps
further
2014
Pilots in new
environments, for new
user group.
The software development
continues.
The aged:
Pilots in
Häme region
Children with
special
educational
needs

8.
Experiences of the participants
The staff member of
Virvelinranta service center for
the disabled tells about his
experiences about Kinect pilots:
http://youtu.be/3ScxZk9Orvg
Social and health care student
tells about her experiences of
Kinect pilots: http://youtu.be/o5-
H-YO1vUU
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9.
Gesture controlled virtual and augmented reality:
Visual, experimental 3D environments
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The natural
user interface
(NUI)
No mouse,
keyboard or any
handheld devices
needed
A technology easy
to approach and
learn
Augmented
reality
Digital content
brought to one’s
surrounding
environment
Instructions and
feedback within the
situation
Virtual reality
New experiences,
memorizing the
past events
Interaction with the
simulations

10.
The process of directing activities
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More
experience on:
Understanding
the client’s needs
Understanding the
varying abilities of the
clients
Evaluation: how does
the client react on
directing and using
Kinect?
Interaction
The relationship
between the student
and the client
How to communicate
with the client?
Evaluation: Did
communication promote
the gaming situation?
Directing skills
The directing
process
From preparation
Evaluation and
reflection: What kind of
an impact the directing
has on client?

11.
Supporting the participation:
New experiences together and by oneselves.
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The gaming
experience
Gaming found as a
refreshing and
different kind of an
acitivity
The significance of
the directing staff
member
Ability to
function
”I can do
this!”
How to advance
participation even
more?
The gaming
situation
A social event;
competitiviness;
cheering each
other, success
How does the social
interaction affect on
clients?

12.
Additional information:
AVO2-project:
http://www.eoppimiskeskus.fi/en/avo
AVO2-project at HAMK:
www.hamk.fi/avo2/en
leena.koskimaki@hamk.fi
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