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S C I E N C E * PA S S I O N * T E C H N O L O G Y
E X P L O R AT O RY A N D C O L L A B O R AT I V E
L E A R N I N G : : E X P E R I E N C E I N
I M M E R S I V E E N V I R O N M E N T S
C H R I S T I A N G Ü T L , L I S A M A R I A T O M E S , J O H A N N A P I R K E R , &
VA N E S S A C H A N G
A D VA N C E D M O T I VAT I O N A L M E D I A
T E C H N O L O G I E S G R O U P
– M I C H A E L D . G A L L A G H E R , P R E S I D E N T A N D C E O ,
E N T E R TA I N M E N T S O F T WA R E A S S O C I AT I O N 

“ No other sector has experienced the same
explosive growth as the computer and video game
industry. Our creative publishers and talented
workforce continue to accelerate advancement
and pioneer new products that push boundaries
and unlock entertainment experiences. These
innovations in turn drive enhanced player
connectivity, fuel demand for products, and
encourage the progression of an expanding and
diversified consumer base.”
M O R E G A M E D E S I G N I N L E A R N I N G
Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
Pirker, J., Riffnaller-Schiefer, M., Tomes, L. M., & Gütl, C. (2016). Motivational Active Learning in Blended and
Virtual Learning Scenarios: Engaging Students in Digital Learning. Handbook of Research on Engaging Digital
Natives in Higher Education Settings, 416.
A C H I E V I N G - G A M E - B A S E D L A B
S O C I A L I S I N G - C O L L A B O R AT I V E
L E A R N I N G
K I L L E R S - C O M P E T I N G
Explorers?
T R I N I T Y O F E N G A G E M E N T
Exploration

Immersion

Collaboration
Design Analysis
E X P L O R AT O RY & C O L L A B O R AT I V E
L E A R N I N G
• Educational Multi-User Virtual Scavenger Hunt
• Learning experience:
• Exploration
• Cooperation & Collaboration
• Discussion & Reflection
https://www.youtube.com/watch?v=kLTpOOXJjiQ
T H E S T U D Y - G O A L S
• (1) Motivation
• (2) Immersion
• (3) Usability
• (4) Perception of knowledge acquisition
T H E S T U D Y - PA R T I C I PA N T S
• 18 students (13 male); 20-31 (M=25.5; SD=3.15)
• No-one with pre-knowledge in Egyptology
• Experiences with computers
• Medium/Low experience with immersive learning
• - > divided in groups between 2 and 4
T H E S T U D Y - M E T H O D
• Research focuses
• Motivation - Flow state scale [4]
• Immersion - Immersion scale [5]
• Usability - System Usability Scale (SUS) [6]
• Personal opinion
• Methodology/ Procedure
• Pre-questionnaire
• Recording of subjects’ activities/Observation
• Interviews/ Post-questionnaire
E X P E R I E N C I N G E X P L O R AT I O N
FUN LEARNING: “I like the idea of finding
information. The statues were interesting and the
learning goal is fulfilled!”; “Fun learning!”



EXPLORATIVE: “The riddle was nice” ; “sense of
adventures”; “I actually found it very funny. It had
something adventurous.”
COLLABORATIVE: “I liked that teamwork was
required for the final quiz”; “Moreover, the constant
communication was great!”
G R A P H I C S & C O N T R O L S
OLD-FASHIONED GRAPHICS: “Graphics could be improved” ;
“Graphics looked a bit stale, not really realistic” “It is probably
better suited for a younger audience, e.g. for primary
schoolchildren, primary school children because you can represent
things graphically.”
CLUMSY CONTROLS: The controls were not good, especially
inside the pyramid. Every time I turned I could only see a wall.”;
“We often got stuck with our avatars on a wall. One time I even
left the pyramid unintentionally.”
USABILITY: “I would have liked some additional task after picking
up the information”; “using the Whiteboard was not very intuitive”
R E S U LT S I N N U M B E R S
• Motivation (63.7/100)
• (-) navigation problems
• (-) unintuitive controls
• (+) group dynamics
• Immersion (50.7/100)
• (-) unrealistic graphics
• (-) cumbersome controls
• (+) perceived immersion
70/100
• Usability (65.3/100)
• generally good
• compareable projects: 

SUS score of ~70
• (+) small amount of time to learn 

using the system
“It is probably well suited for a younger audience,
e.g. for primary school children.”
“Whether you can learn well with such worlds
depends on your personal learning preferences.”



“sense of adventures”
F E E D B A C K W E S H O U L D T H I N K A B O U T
F U T U R E W O R K
The future is already here - it is just unevenly
distributed
(William Gibson)
Publication tba (Wilding, Pirker, Gütl)
T H A N K Y O U F O R Y O U R
AT T E N T I O N .
J O H A N N A P I R K E R , J P I R K E R @ I I C M . E D U , W W W. J P I R K E R . C O M , @ J O E Y P R I N K

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Exploratory and Collaborative Learning - Experience in Immersive Environments

  • 1. S C I E N C E * PA S S I O N * T E C H N O L O G Y E X P L O R AT O RY A N D C O L L A B O R AT I V E L E A R N I N G : : E X P E R I E N C E I N I M M E R S I V E E N V I R O N M E N T S C H R I S T I A N G Ü T L , L I S A M A R I A T O M E S , J O H A N N A P I R K E R , & VA N E S S A C H A N G
  • 2. A D VA N C E D M O T I VAT I O N A L M E D I A T E C H N O L O G I E S G R O U P
  • 3. – M I C H A E L D . G A L L A G H E R , P R E S I D E N T A N D C E O , E N T E R TA I N M E N T S O F T WA R E A S S O C I AT I O N 
 “ No other sector has experienced the same explosive growth as the computer and video game industry. Our creative publishers and talented workforce continue to accelerate advancement and pioneer new products that push boundaries and unlock entertainment experiences. These innovations in turn drive enhanced player connectivity, fuel demand for products, and encourage the progression of an expanding and diversified consumer base.”
  • 4. M O R E G A M E D E S I G N I N L E A R N I N G Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
  • 5. Pirker, J., Riffnaller-Schiefer, M., Tomes, L. M., & Gütl, C. (2016). Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning. Handbook of Research on Engaging Digital Natives in Higher Education Settings, 416.
  • 6. A C H I E V I N G - G A M E - B A S E D L A B
  • 7. S O C I A L I S I N G - C O L L A B O R AT I V E L E A R N I N G
  • 8. K I L L E R S - C O M P E T I N G
  • 10. T R I N I T Y O F E N G A G E M E N T Exploration
 Immersion
 Collaboration Design Analysis
  • 11. E X P L O R AT O RY & C O L L A B O R AT I V E L E A R N I N G • Educational Multi-User Virtual Scavenger Hunt • Learning experience: • Exploration • Cooperation & Collaboration • Discussion & Reflection
  • 12.
  • 13.
  • 14.
  • 16. T H E S T U D Y - G O A L S • (1) Motivation • (2) Immersion • (3) Usability • (4) Perception of knowledge acquisition
  • 17. T H E S T U D Y - PA R T I C I PA N T S • 18 students (13 male); 20-31 (M=25.5; SD=3.15) • No-one with pre-knowledge in Egyptology • Experiences with computers • Medium/Low experience with immersive learning • - > divided in groups between 2 and 4
  • 18. T H E S T U D Y - M E T H O D • Research focuses • Motivation - Flow state scale [4] • Immersion - Immersion scale [5] • Usability - System Usability Scale (SUS) [6] • Personal opinion • Methodology/ Procedure • Pre-questionnaire • Recording of subjects’ activities/Observation • Interviews/ Post-questionnaire
  • 19.
  • 20. E X P E R I E N C I N G E X P L O R AT I O N FUN LEARNING: “I like the idea of finding information. The statues were interesting and the learning goal is fulfilled!”; “Fun learning!”
 
 EXPLORATIVE: “The riddle was nice” ; “sense of adventures”; “I actually found it very funny. It had something adventurous.” COLLABORATIVE: “I liked that teamwork was required for the final quiz”; “Moreover, the constant communication was great!”
  • 21. G R A P H I C S & C O N T R O L S OLD-FASHIONED GRAPHICS: “Graphics could be improved” ; “Graphics looked a bit stale, not really realistic” “It is probably better suited for a younger audience, e.g. for primary schoolchildren, primary school children because you can represent things graphically.” CLUMSY CONTROLS: The controls were not good, especially inside the pyramid. Every time I turned I could only see a wall.”; “We often got stuck with our avatars on a wall. One time I even left the pyramid unintentionally.” USABILITY: “I would have liked some additional task after picking up the information”; “using the Whiteboard was not very intuitive”
  • 22. R E S U LT S I N N U M B E R S • Motivation (63.7/100) • (-) navigation problems • (-) unintuitive controls • (+) group dynamics • Immersion (50.7/100) • (-) unrealistic graphics • (-) cumbersome controls • (+) perceived immersion 70/100 • Usability (65.3/100) • generally good • compareable projects: 
 SUS score of ~70 • (+) small amount of time to learn 
 using the system
  • 23. “It is probably well suited for a younger audience, e.g. for primary school children.” “Whether you can learn well with such worlds depends on your personal learning preferences.”
 
 “sense of adventures” F E E D B A C K W E S H O U L D T H I N K A B O U T
  • 24. F U T U R E W O R K The future is already here - it is just unevenly distributed (William Gibson) Publication tba (Wilding, Pirker, Gütl)
  • 25.
  • 26.
  • 27.
  • 28.
  • 29. T H A N K Y O U F O R Y O U R AT T E N T I O N . J O H A N N A P I R K E R , J P I R K E R @ I I C M . E D U , W W W. J P I R K E R . C O M , @ J O E Y P R I N K