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Identifying Immersive Environments’ most relevant Research Topics: an Instrument to query Researchers and Practitioners

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Presentation used at iLRN 2018. This paper provides an instrument for ascertaining researchers’ perspectives on the relative relevance of technological challenges facing immersive envi-ronments in view of their adoption in learning contexts, along three dimen-sions: access, content production, and deployment. It described its theoretical grounding and expert-review process, from a set of previously-identified challenges and expert feedback cycles. The paper details the motivation, set-up, and methods employed, as well as the issues detected in the cycles and how they were addressed while developing the instrument. As a research in-strument, it aims to be employed across diverse communities of research and practice, helping direct research efforts and hence contribute to wider use of immersive environments in learning, and possibly contribute towards the de-velopment of news and more adequate systems.

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Identifying Immersive Environments’ most relevant Research Topics: an Instrument to query Researchers and Practitioners

  1. 1. Identifying Immersive Environments’ most relevant Research Topics: An Instrument to query Researchers and Practitioners Horácio Gaspar, Leonel Morgado, Henrique Mamede, Baltasar Manjón, Christian Gütl
  2. 2. Can we reach widespread adoption of immersive environments?
  3. 3. Our Sicily isn’t old enough! Sorry, Michael!
  4. 4. Damocles doesn’t look too happy, in spite of all the luxury…
  5. 5. Perhaps due to the sword hanging over his head? Context and its awareness change everything.
  6. 6. Immersive learning traditionally means role-playing and other physical simulations, field trips, internships, etc. A sword & horse hair worked for Damocles. Immersive technology can take it further.
  7. 7. “The Sword of Damocles” was the VR/AR system of inventor Ivan Sutherland.
  8. 8. Which was so heavy it hanged over his head! …showing wireframe shapes. Most of what you hear and see about VR/AR today, including touch… Ivan thought of it back then.
  9. 9. And by the 1980s this was being used for learning (training) purposes at NASA.
  10. 10. 10 Q_GOP_DM_02_V1.1 However, the 80s were hardly the best decade for reasonable approaches to tech….
  11. 11. 5 frames / second Heavy gear Nauseas Headaches …so it didn’t really work!
  12. 12. Consumer AR/VR got lost in its own desert storm of lack of credibility… And soon after the actual Desert Storm (Gulf War)…
  13. 13. …but something happened then that VR did not intend… …it was picked up by the most unlikely creatures imaginable…
  14. 14. Poor graphics (vs. competition), poor processing… but you could move and hit stuff. Huge hit!
  15. 15. Competitors sprouted!
  16. 16. Another creature: the PSP camera and its succesful game of AR beasts.
  17. 17. Everyone has some AR device now. (But mostly for professional use.)
  18. 18. Third unforeseen creature: cheap screens and computing.
  19. 19. Which prompted a guy to say we now could make a decent VR headset.
  20. 20. 2160x1200 pixels (1080x1200 / eye) @ 90 Hz Weight: 470 g 3-axis rotational tracking + 3-axis positional tracking) 110° field of view And he was right!
  21. 21. Competitors sprouted!
  22. 22. And games actually look good and play well!
  23. 23. …but improbability drives the world… And so it did.
  24. 24. Who’d have guessed it?
  25. 25. Technology isn’t static. Technology isn’t “done”. Technology isn’t planned or linear
  26. 26. Technology isn’t static. But lots of Learning research assumes so!
  27. 27. Games Studies Computer Science Learning Sciences Immersive Learning Research Immersive Learning Research combines – consciously – different fields. So a field must IMPACT others, not just “use” them.
  28. 28. Immersive Learning Researchers should seek to impact the CHANGE of technology. - Not just study its “effects”, “impact”, or “use”.
  29. 29. 1 Access 3 Deployment 2 Production Baseline: technological challenges for widespread adoption Technology Challenges of Virtual Worlds in Education and Training - Research Directions http://repositorio.utad.pt//handle/10348/2787
  30. 30. 1 Access 3 Deployment 2 Production Interligação Software Networks Interconnection
  31. 31. 1 Access 3 Deployment 2 Production Tools for developers Tools for everyone
  32. 32. 1 Access 3 Deployment 2 Production MULTIS http://beaconing.eu/
  33. 33. 1 Access 3 Deployment 2 Production MULTIS Make it FEASIBLE for any educator or student to use immersive environments anyday, anytime, often, and yearlong. Not just occasionally, as a gimmick or only in the hands of enthusiasts!
  34. 34. 1 Access 3 Deployment 2 Production What’s the relevance or priority of doing research for each challenge?
  35. 35. Setup Tentative questionnaire Population Scope: immersive learning researchers
  36. 36. Expert validation British U, computing, male, h- índex 19 USA U, Educational Tech, male, h-index 8 Continental Europe U, Game Studies, female, h-índex 8 USA U, Learning Sciences, female, h- índex 37 Reviewer of iLRN2018, self- reported confidence 3 (medium) Expert 1 Expert 2 Expert 3 Expert 4 Expert 5 Expert review interactions
  37. 37. Outcomes – Four types of feedback • Structural - visual organization of the questionnaire. • Context clarification - aspects which could be misunderstood by researchers from fields other than computer science; •Ambiguity - aspects which could lead to differences of interpretation and subsequent impact on meaningfulness of answers. •Missing aspects - new questions which may be relevant
  38. 38. Final instrument – appendix to the paper
  39. 39. Early results applying it to the iLRN community 0 2 4 6 8 10 12 14 16 18 20 Studying the consequences for the learning context of adopting immersive environments based on client-server vs. peer-to-peer networking. Analysing which immersive learning environments would benefit from the decentralized storage and computational workload provided by peer-to-peer, and which would be harmed by it. Analysing which educational management methods for teach-ers, trainers, and educational organizations using immersive environments would these alter-native network models imply. Researching aspects impacting the daily work of network ad- ministrators, such as network behaviour of immersive envi-ronments (configurations, per-formance impact, security, costs). Researching the relationship between network behaviour of immersive environments (con-figurations, performance impact, security, costs) and specific ed-ucational activities. Accessing Immersive Environments: networking Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  40. 40. Early results applying it to the iLRN community 0 5 10 15 20 25 Identifying the value of being able to use standard browsers for accessing the immersive envi-ronment rather than installing specific… Analysing the feasibility of re-quiring the use of applications that need be installed in users’ or school’s machines. Studying the risk of software conflicts or hardware shortcom-ings of immersive environment software. Identifying security vulnerabili-ties and tactics used for malicious exploit of these network-aware applications. Identifying methods to stream-line installation and updating of immersive environment software. Identifying methods to manage, monitor, track, and debug immer- sive environment software. Studying the operational behav-iour of immersive environments on Web browsers (e.g., usability, interfaces, vulnerabilities). Identifying learning contexts where using video streaming can render immersive environments feasible. Identifying learning contexts where using video streaming is not feasible for using immersive environments. Accessing Immersive Environments: software Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  41. 41. Early results applying it to the iLRN community 0 5 10 15 20 25 Analysing learning implications of immersive environments that perform “sharding”: users ac-cess different copies of the same environment, rather than being all together online, to avoid the… Creating/Identifying technolog-ical solutions to enable re-sources to be shared across different immersive environ-ments. Creating/Identifying technolog-ical solutions to enable users to access different immersive environments without requiring new login procedures. Creating/Identifying technolog-ical solutions to enable users’ virtual personas (i.e. avatars) to access different immersive environments. Studying scaling and security issues, at the technological level, of sharing users and re-sources across different immer-sive environments. Studying the relevance, for learning contexts, of learning content and activities in immer-sive environments being tied (locked-in) to a specific kind of technology, i.e., of not being able to move them to… Accessing Immersive Environments: interconnection Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  42. 42. Early results applying it to the iLRN community 0 2 4 6 8 10 12 14 16 18 Identifying the impact on tech-nical workload and project risk of adopting some production tools over others (for content production by experts). Identifying the impact on tech-nical development flexibility (e.g., changes, updates) of adopt-ing some production tools over others (for content production by experts). Production: tools for professionals Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  43. 43. Early results applying it to the iLRN community 0 5 10 15 20 25 30 Studying the development pro-cesses of immersive environment content by non-technical users. Studying the adequacy of current development tools for immersive environment content geared to-wards non-technical users. Designing training methods for development tools of immersive environment content geared to-wards non-technical users. Creating/Identifying development tools that enable non-technical users to create interactive behav-iours for objects in immersive environments. Creating/Identifying development tools that enable non-technical users to create interactive virtual characters for immersive envi-ronments. Creating/Identifying development tools that enable non-technical users to define virtual characters’ behaviours by demonstrating what is intended and… Creating/Identifying development tools that enable non-technical users to create choreographies of groups of virtual characters for immersive… Creating/Identifying development tools that enable non-technical users to create interactive stories with multiple virtual characters for immersive… Creating/Identifying development tools that enable non-technical users to express higher-level semantics, such as “from home to work”, instead of raw… Creating/Identifying development tools that enable non-technical users to produce content collabo-ratively. Production: tools for end users Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  44. 44. Early results applying it to the iLRN community 0 5 10 15 20 25 30 Creating/Identifying solutions for tracking student progress while doing assignments in immersive environments. Creating/Identifying solutions for teachers/trainers to be able to identify learning support needs and provide extra resources di-rectly within immersive environ-ments. Creating/Identifying solutions for learning management systems collect student assessment data from immersive environments. Creating/Identifying solutions for learning management systems to provide feedback and guidance to learners directly within immer-sive environments. Creating/Identifying solutions enabling learning management systems to manipulate the content of the immersive environment. Creating/Identifying solutions enabling learning management systems to adjust tasks within an immersive environment accord-ing to the learner’s knowledge or skill levels. Ascertaining the sets of require-ments for improving the integra-tion of immersive environments with learning management sys-tems. Creating/Identifying solutions for recording what happens within an immersive environment from the users’ perspective. Creating/Identifying solutions for recording what happens within an immersive environment from a user-independent perspective. Identifying technical support staff training needs to support the de-ployment of immersive environ-ments at organizations. Ensuring that all users within an immersive environment witness the same occurrences at the same time. Deployment: integration with LMS Unsure Extremely relevant Very relevant Somewhat relevant A little relevant Not relevant
  45. 45. Demographics
  46. 46. Please contribute to this survey, (link in your e-mail), help identify the research priorities of iLRN. Leonel.Morgado@uab.pt

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