IMTEL research group at NTNU

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Mikhail Fominykh

Innovative Immersive Technologies for Learning, presentation at VR-Norway meetup in Trondheim, Norway on 14 June 2018

Education

VR lab Dragvoll
a part of ‘Four campuses One Reality’ VR lab network

VR Lab NTNU at Dragvoll
What VR lab is: an innovative space for students, teachers and
researchers from all study programs at NTNU to explore, learn
and experiment with VR, AR and MR
• People who are experienced in VR/AR and ready to help
• Knowledge hub for development of VR/AR applications
• Provides a diverse and inclusive meeting arena for people
from all backgrounds to discuss latest trends
What VR lab does:
• Provides innovative educational experiences
• Rises awareness about innovative VR/AR/MR technologies
• Hosts student and staff R&D projects
• Does R&D projects
• Play and have fun

Physical lab designed for VR
• Four VR boxes
• Additional screens for spectators
• Workstations for developers
• Large room for meetings, discussions and visits
State-of-the-art VR / AR / MR equipment
• 4 HTC Vives
• 3 Microsoft Hololens
• 3 Mixed Reality headsets, including Samsung Odyssey
• 1-2 Oculus Rift
• 5 Gear VR headsets
VR Lab NTNU at Dragvoll

R&D projects at IMTEL
VirSam: Virtual arenas in medical education
grant by Norwegian Research Council FINNUT program, (2017-2020)
Virtual workplace training in VR/AR: Virtuelle praksisplasser
grant by Norwegian Labour & Welfare Administration (2017-2018)
VRLab NTNU: Network of VR labs across NTNU campuses
grant by NTNU Property division (2017-now)
Transformative-IMTEL: Competence development at VR Lab
grant by the Faculty of Social and Educational Sciences (2018-2019)
Active Learning Module for Emergency Management
Professionals using Virtual Reality
grant by Norgesuniversitetet: (2016-2018)

Virtual workplace training in VR/AR
Virtuelle praksisplasser

Najla Rettberg & Tiziana Ferrari talk about National & European e-infrastructures | OSFair2017 Workshop Workshop title: National and European e-infrastructure cooparation for Open Science Workshop overview: This collaborative workshop comes in the context of coordinating EOSC related activities across large European infrastructures at European and national level. The workshop will offer an opportunity for cross-pollination on issues ranging from open scholarship to technical service provision, training, community engagement and support. OpenAIRE NOADs, EGI NGIs, GEANT NRENs and other national e-Infrastructure representatives will discuss gaps, synergies, coordination and service integration opportunities. DAY 3 - PARALLEL SESSION 6 & 7

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"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/ Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.

Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality

Mikhail Fominykh

"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019. https://sites.google.com/site/vrkelvar/ ABSTRACT This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.

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Mikhail Fominykh

Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018. The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce. This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.

Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?

Mikhail Fominykh

Slides til presentasjon på konferanse "Unge i arbeidslivet" Tid: onsdag 24. og torsdag 25. oktober 2018 Sted: Scandic Holmenkollen Park, Oslo Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU). Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU

Industrial Training and Workplace Experience with Augmented and Virtual Reality

Mikhail Fominykh

Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018) http://siie2018.uca.es/index.php/en/keynotes-en/ Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.

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These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE. http://tale-conference.org/tale2017/

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Presentation given at the 29th EdMedia conference, Washington DC. Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.

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Presentation given at the 29th EdMedia conference, Washington DC. Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.

WEKIT Learning Methodology and Technology Design @ TCC online conference

Mikhail Fominykh

Wearable Experience for Knowledge Intensive Training: Learning Methodology and Technology Design Mikhail Fominykh Project Manager at Europlan UK ltd, United Kingdom Associate Professor at Molde University College, Norway Adjunct Professor at Volga State University of Technology, Russia mihail.fominyh@gmail.com Abstract: This session presents a learning methodology and a technology design that are being developed in the European research-and-innovation project Wearable Experience for Knowledge-Intensive Training (WEKIT). The project aims to improve industrial training with immersive experience by embedding captured expert guidance and technical documentation into the physical space around the learner. In WEKIT, we use advanced sensors to capture experience as it emerges. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place. Expert guidance is captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. The learning activities in WEKIT are enhanced by the trainees reflecting on their own performance, looking back at their behavior and comparing it to that of others. The goal of the WEKIT methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance. The WEKIT technological software-and-hardware platform is a modular and distributed system for capturing and re-enacting experience.

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Wearable Experience: New Educational Media for Knowledge Intensive Training

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This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016. Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.

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Wearable Experience for Knowledge-Intensive Training WEKIT lecture

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This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies (learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.

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