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Design and Evaluation of a Learner-
Centric Immersive Learning
Environment for Physics Education
Institute for Information Systems and Computer Media (IICM)
Faculty of Informatics – Graz University of Technology, Austria
Johanna Pirker, Christian Gütl, John Winston Belcher, Philip H. Bailey
SouthCHI Conference 2nd July, 2013
© 2013 - Johanna Pirker24/09/2013 2
Agenda
• Introduction
• Background and Motivation
• Technology-Enables Active Learning (TEAL)
support Physics Education
• Virtual TEAL Environment
• Future Work
© 2012 - Johanna Pirker24/09/2013 3
Advanced Educational Media Technologies Group
• Remote & Collaborative Learning
• Adaptive e-learning systems
• Virtual learning environments
• E-Assessment
• Computer-based assessment
• Peer assessment
• Virtual Environments & Setups
• Virtual 3D World Infrastructure
• End devices (immersive … mobile)
• Multimedia IR and NLP
• Access to learning repositories
• Pre-processing of content
Physics Education (1)
© 2013 - Johanna Pirker24/09/2013 4
Physics Education (2)
© 2013 - Johanna Pirker24/09/2013 5
“I hear and I forget.
I see and I remember.
I do and I understand.”
Confucius
Technology-Enabled Active Learning
© 2013 - Johanna Pirker24/09/2013 6
• Approach
• Collaborative Learning
• Mini lectures
• Hands-on experiments
• Simulations & Visualizations
• Quizzes and discussions
• Special Designed
Classroom
• Small working groups
• Shared Computers
• Desktop Experiments
• $ 1.5 Mio / classroom
http://mit.edu/jbelcher/www/categories/education/index.htm
Virtual TEAL World - Motivation
© 2013 - Johanna Pirker24/09/2013 7
• Motivation
• On-campus extension to Prepare, re-visit, reflect
• Affordable Environment (TEAL classroom $1.5 MIO each)
• Distance learning experience for
• Geographically dispersed learning groups
• Part-time students
• Handicapped
• MOOC (Massive open online course) extension as Social
motivator and Collaboration possibilities
• Main Issues of VWs
• Technical Demands
• Technical Know-How
• User Acceptance
Virtual TEAL World - Motivation
© 2013 - Johanna Pirker24/09/2013 8
• Design
• Focus on advantages of VWs in comparison to
conventional E-Learning Systems
• 3D, Immersion, Collaboration, Presence, Active
Participation,…
• Reduce issues of VWs by good Design (Technical
demands, Technical know-how, User Acceptance)
• Raise the acceptance (Interactivity, Collaboration,
Assessability)
• Avoid steep learning curves
• Usability of Virtual World Environment and In-World
Tools
Workflow
© 2013 - Johanna Pirker24/09/2013 9
Virtual TEAL
Model
Implementation
of the required
components
Preparation &
Evaluation of a
pilot
environment
Raise the acceptance
• Interactivity
• Collaboration
• Assessability
Avoid steep learning
curves
• Usability
• Adaptation and
improvement of
the existing
TEALsim-Module
• Creation of the
Concept Question-
Module
• Creation of a Web-
Interface as link to
the Concept
Question-Module
• Faraday’s Law
course
• Two experiments
with two
stakeholder
groups
Virtual TEAL World - Model
© 2013 - Johanna Pirker24/09/2013 10
Technology-Enabled Active Learning
© 2013 - Johanna Pirker24/09/2013 11
Virtual TEAL World – Faraday’s Law
© 2013 - Johanna Pirker24/09/2013 12
http://www.youtube.com/watch?v=45pw4jEJ5MM
Evaluation (1/3)
Objectives
• Usability of VTW and in-world tools
• Learning progress within the Faraday‘s Law scenario and
it‘s assessability
• Motivational aspects of students, such as interactivity and
collaboration
Setup
• 2 experiments with 2 stakeholder groups
• 2 physics experts with pedagogical background
• 8 students
• Pre-questionnaire with demographical data
• Experiment (Learning roundtrip)
• Post-questionnaire
• Experience, usability (SUS), motivation (CES),..
© 2013 - Johanna Pirker24/09/2013 13
Evaluation (2/3)
Learning Progress
• Experiment: Students learned through discussion and
learning content
• Self-assessment: Faraday‘s law (M=1.625 SD=0.86); 7/8
learned something new
Collaborative activities
• Students likes „solving questions with other people“
• 3/8 students changes their answer after the
discussion
Assessability
• Both SHGs were satisfied with the assessability (M=2.5;
SD=0.92) „It is similar to real life group assignments. You
never know who contributed to the assignment“
© 2013 - Johanna Pirker24/09/2013 14
Evaluation (3/3)
Interactivity
• M=1.6 (SD=0.66) „Such a playful animation can motivate
also students, which are not really interested in the topic“
Usability
• 8/10 SUS score 70+; Avg 73.89 (SD=22.81)
• TEALsim-Module M=2. (SD=0.5)
Motivation
• According to CES
© 2013 - Johanna Pirker24/09/2013 15
Conclusion & Future Work
© 2013 - Johanna Pirker24/09/2013 16
Current and future Work
• Further improvements (Performance, Usability,
Interactivity,… )
• Integration to LMS such as Moodle
• Integration of a game-based approach
• Further user studies
Conclusions
• Motivational and acceptance issues can be minimize
• Interactivity, Collaboration, Assessability
• Technical issues will remain the next years (ref. Gartner’s
Hype Cycle)
Publications
Pirker, J., Berger, S., Gütl, C., Belcher, J., & Bailey, P. H. (2012).
Understanding Physical Concepts using an Immersive Virtual
Learning Environment. European Immersive Education Summit.
Paris.
Pirker, J. & Gütl, C., (2013). Design and Evaluation of a Learner-
Centric Immersive Virtual Learning Environment for Physics
Education. SouthChi Conference. Maribor. [accepted]
© 2013 - Johanna Pirker24/09/2013 17
© 2013 - Johanna Pirker24/09/2013 18
Questions & Contact Information
Thank you for your Attention!
Questions are welcome!
Further Information:
Johanna Pirker
jpirker@iicm.edu

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Design and Evaluation of a Learner-Centric Immersive Learning Environment for Physics Education

  • 1. Design and Evaluation of a Learner- Centric Immersive Learning Environment for Physics Education Institute for Information Systems and Computer Media (IICM) Faculty of Informatics – Graz University of Technology, Austria Johanna Pirker, Christian Gütl, John Winston Belcher, Philip H. Bailey SouthCHI Conference 2nd July, 2013
  • 2. © 2013 - Johanna Pirker24/09/2013 2 Agenda • Introduction • Background and Motivation • Technology-Enables Active Learning (TEAL) support Physics Education • Virtual TEAL Environment • Future Work
  • 3. © 2012 - Johanna Pirker24/09/2013 3 Advanced Educational Media Technologies Group • Remote & Collaborative Learning • Adaptive e-learning systems • Virtual learning environments • E-Assessment • Computer-based assessment • Peer assessment • Virtual Environments & Setups • Virtual 3D World Infrastructure • End devices (immersive … mobile) • Multimedia IR and NLP • Access to learning repositories • Pre-processing of content
  • 4. Physics Education (1) © 2013 - Johanna Pirker24/09/2013 4
  • 5. Physics Education (2) © 2013 - Johanna Pirker24/09/2013 5 “I hear and I forget. I see and I remember. I do and I understand.” Confucius
  • 6. Technology-Enabled Active Learning © 2013 - Johanna Pirker24/09/2013 6 • Approach • Collaborative Learning • Mini lectures • Hands-on experiments • Simulations & Visualizations • Quizzes and discussions • Special Designed Classroom • Small working groups • Shared Computers • Desktop Experiments • $ 1.5 Mio / classroom http://mit.edu/jbelcher/www/categories/education/index.htm
  • 7. Virtual TEAL World - Motivation © 2013 - Johanna Pirker24/09/2013 7 • Motivation • On-campus extension to Prepare, re-visit, reflect • Affordable Environment (TEAL classroom $1.5 MIO each) • Distance learning experience for • Geographically dispersed learning groups • Part-time students • Handicapped • MOOC (Massive open online course) extension as Social motivator and Collaboration possibilities • Main Issues of VWs • Technical Demands • Technical Know-How • User Acceptance
  • 8. Virtual TEAL World - Motivation © 2013 - Johanna Pirker24/09/2013 8 • Design • Focus on advantages of VWs in comparison to conventional E-Learning Systems • 3D, Immersion, Collaboration, Presence, Active Participation,… • Reduce issues of VWs by good Design (Technical demands, Technical know-how, User Acceptance) • Raise the acceptance (Interactivity, Collaboration, Assessability) • Avoid steep learning curves • Usability of Virtual World Environment and In-World Tools
  • 9. Workflow © 2013 - Johanna Pirker24/09/2013 9 Virtual TEAL Model Implementation of the required components Preparation & Evaluation of a pilot environment Raise the acceptance • Interactivity • Collaboration • Assessability Avoid steep learning curves • Usability • Adaptation and improvement of the existing TEALsim-Module • Creation of the Concept Question- Module • Creation of a Web- Interface as link to the Concept Question-Module • Faraday’s Law course • Two experiments with two stakeholder groups
  • 10. Virtual TEAL World - Model © 2013 - Johanna Pirker24/09/2013 10
  • 11. Technology-Enabled Active Learning © 2013 - Johanna Pirker24/09/2013 11
  • 12. Virtual TEAL World – Faraday’s Law © 2013 - Johanna Pirker24/09/2013 12 http://www.youtube.com/watch?v=45pw4jEJ5MM
  • 13. Evaluation (1/3) Objectives • Usability of VTW and in-world tools • Learning progress within the Faraday‘s Law scenario and it‘s assessability • Motivational aspects of students, such as interactivity and collaboration Setup • 2 experiments with 2 stakeholder groups • 2 physics experts with pedagogical background • 8 students • Pre-questionnaire with demographical data • Experiment (Learning roundtrip) • Post-questionnaire • Experience, usability (SUS), motivation (CES),.. © 2013 - Johanna Pirker24/09/2013 13
  • 14. Evaluation (2/3) Learning Progress • Experiment: Students learned through discussion and learning content • Self-assessment: Faraday‘s law (M=1.625 SD=0.86); 7/8 learned something new Collaborative activities • Students likes „solving questions with other people“ • 3/8 students changes their answer after the discussion Assessability • Both SHGs were satisfied with the assessability (M=2.5; SD=0.92) „It is similar to real life group assignments. You never know who contributed to the assignment“ © 2013 - Johanna Pirker24/09/2013 14
  • 15. Evaluation (3/3) Interactivity • M=1.6 (SD=0.66) „Such a playful animation can motivate also students, which are not really interested in the topic“ Usability • 8/10 SUS score 70+; Avg 73.89 (SD=22.81) • TEALsim-Module M=2. (SD=0.5) Motivation • According to CES © 2013 - Johanna Pirker24/09/2013 15
  • 16. Conclusion & Future Work © 2013 - Johanna Pirker24/09/2013 16 Current and future Work • Further improvements (Performance, Usability, Interactivity,… ) • Integration to LMS such as Moodle • Integration of a game-based approach • Further user studies Conclusions • Motivational and acceptance issues can be minimize • Interactivity, Collaboration, Assessability • Technical issues will remain the next years (ref. Gartner’s Hype Cycle)
  • 17. Publications Pirker, J., Berger, S., Gütl, C., Belcher, J., & Bailey, P. H. (2012). Understanding Physical Concepts using an Immersive Virtual Learning Environment. European Immersive Education Summit. Paris. Pirker, J. & Gütl, C., (2013). Design and Evaluation of a Learner- Centric Immersive Virtual Learning Environment for Physics Education. SouthChi Conference. Maribor. [accepted] © 2013 - Johanna Pirker24/09/2013 17
  • 18. © 2013 - Johanna Pirker24/09/2013 18 Questions & Contact Information Thank you for your Attention! Questions are welcome! Further Information: Johanna Pirker jpirker@iicm.edu