Presentation at ilrn2016 in Santa Barbara

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

9. Explorers?

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

15. https://www.youtube.com/watch?v=kLTpOOXJjiQ

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

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)

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