Student assessment in Virtual Worlds and Augmented Reality - examples and challenges.

1. Immersive Learning Research Network
2020 Conference Online & in VR
Opportunities and Challenges for
Assessment in XR
Transforming Assessment
– VWs to AR and XR
Dr. Mathew Hillier
Macquarie University, Australia.
June 21 - 25, 2020

2. Session
2010 : in World assessments
2018 : AR e-exams – spatial data
Practical challenges

3. 2010: Transforming Assessment SL
In-world e-Assessment
● Quiz HUD: Touch to respond quiz activities in-
World.
● Sloodle: SL to Moodle connection for data.
● Talking objects using AIML
● Simple chat bots.
(former SL island – now defunct).
Ref: Crisp, Hillier & Joarder (2010a,b), Crisp & Hillier (2010) video examples

4. Quiz HUD: Solar system assessment
Quiz HUD: touch objects to respond to the quiz question.
Data is passed to external web server component.

5. Quiz HUD: Midwifery equipment assessment

6. Quiz HUD: Chemistry molecule assessment

7. Quiz HUD: Chemistry molecule assessment

8. Quiz HUD: Chemistry molecule assessment

9. Sloodle: connects in-world activity with Moodle quiz/gradebook
Sloodle is now defunct!

10. Scripted prims: talking objects.
Science lab equipment (beaker)

11. Scripted prims: chat bot using AIML
Virtual patient in ward.

12. 2018: Transforming Exams AR
Spatial data gathering via AR app housed within
secured e-exam platform on BYO Laptop.
● Live Linux USB creates secure environment
● Web cam on laptop
● QR style pattern code
(proof of concept experiment)
Ref: Cowling, Hillier & Birt (2018)

13. AR e-Exam using spatial data capture
AR marker object AR projection

14. e-Exam system running on laptop.
Linux with Android Virtual Machine
to run AR app.
Android App – captures learning
data through observation and
examination mode – uses existing
webcam on student laptop.
AR Android app stores data offline
on USB stick.
Data uploaded to Dashboard
server.
Visualize data, including replay of
student attempt and answers to
questions.
AR e-Exam

15. Challenges to using XR for e-Assessment
Bandwidth – “fraud-band” network – unequal impact esp
Low SES and remote area students.
-> Need to have ‘offline’ capability in XR tools.
Ease of use (lack thereof) of XR construction tools – needs
specialist skills to create XR assessments – still early days.
-> Need to develop ‘joe blogs’ usable build tools.
$$$ to fund development.
-> Leverage partnerships? Need to show value.

16. References
Crisp, G., Hillier, M. & Joarder, S. (2010a). Assessing students in Second Life – some
options. Australasian Society for Computers in Learning in Tertiary Education conference
5-8 December, Sydney pp. 256–261.
https://www.ascilite.org/conferences/sydney10/procs/Crisp-concise.pdf
Crisp, G., Hillier, M. & Joarder, S. (2010b). Assessing students in Second Life with scripted
chatbots. Australian Technology Network Assessment Conference, Assessment
Sustainability Diversity and Innovation, 18-19 November, Sydney, pp. 1–3.
https://www.uts.edu.au/sites/default/files/CRISP.pdf
Crisp, G. & Hillier, M. (2010) Second Life playlist, ‘Transforming Assessment’ YouTube
channel https://www.youtube.com/playlist?list=PL23D12EFD6EC26914
Cowling, M., Hillier, M. & Birt, J. (2018) Integrating mixed reality spatial learning analytics
into secure electronic exams, Australasian Society for Computers in Learning in Tertiary
Education conference, 25-28 Nov, Geelong, Australia, pp. 332-336
https://pdfs.semanticscholar.org/3542/32b602979bb29617642e7c5f6efed76ee3da.pdf
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