The Design and Development of Educational Immersive Environments: From Theory to Classroom Deployment

Computer game technology is poised to make a significant impact on the way our youngsters will learn. Our youngsters are ‘Digital Natives’, immersed in digital technologies, especially computer games. They expect to utilize these technologies in learning contexts. This expectation, and our response as educators, may change classroom practice and inform curriculum developments. This chapter approaches these issues ‘head on’. Starting from a review of the current educational issues, an evaluation of educational theory and instructional design principles, a new theoretical approach to the construction of “Educational Immersive Environments” (EIEs) is proposed. Elements of this approach are applied to development of an EIE to support Literacy Education in UK Primary Schools. An evaluation of a trial within a UK Primary School is discussed. Conclusions from both the theoretical development and the evaluation suggest how future teacher-practitioners may embrace both the technology and our approach to develop their own learning resources.

Creating Educational Immersive Environments Using a Computer Game Engine: Case Studies and Design Theory

This paper aims to crystallize recent research performed at the University of Worcester to investigate the feasibility of using the commercial game engine ‘Unreal Tournament 2004’ (UT2004) to produce ‘Educational Immersive Environments’ (EIEs) suitable for education and training. Our research has been supported by the UK Higher Education Academy. We discuss both practical and theoretical aspects of EIEs. The practical aspects include the production of EIEs to support high school physics education, the education of architects, and the learning of literacy by primary school children. This research is based on the development of our novel instructional medium, ‘UnrealPowerPoint’. Our fundamental guiding principles are that, first, pedagogy must inform technology, and second, that both teachers and pupils should be empowered to produce educational materials. Our work is informed by current educational theories such as constructivism, experiential learning and socio-cultural approaches as well as elements of instructional design and game principles.

Deconstruction-reconstruction of Computer Game and Immersive Environment Semiotics

Computer game technology produces compelling ‘immersive environments’ where our digitally-native youth play and explore. Players absorb visual, auditory and other signs and process these in real time, making rapid choices on how to move through the game-space to experience ‘meaningful play’. How can immersive environments be designed to elicit perception and understanding of signs? In this paper we explore game design and gameplay from a semiotic perspective, focusing on the creation of meaning for players as they play the game. We propose a theory of game design based on semiotics.

INTERACTIVE AND IMMERSIVE: Factual transmedia narratives around experiences of displacement and migration.

This article will examine how media organisations are increasingly experimenting and innovating with interactive transmedia forms to explore issues around displacement and the ongoing migration crisis. I plan to interview a number of key industry figures with a view to understand how and why journalists and producers are expanding the scope of factual storytelling beyond traditional media platforms. It will include a number of industry case studies.

Exploring the future of immersive education

Trabalho apresentado em iLRN 2016 - Workshop, Short Paper and Poster Proceedings from the Second Immersive Learning Research Network Conference, Santa Barbara, California, USA, 2016.

Virtual Learning Factory on VR-Supported Factory Planning

Part 13: Virtual Reality and Simulation

Vapor pressure and liquid density of fluorinated alcohols:Experimental, simulation and GC-SAFT-VR predictions

The vapor pressure of four liquid 1H,1H-perfluoroalcohols (CF3(CF2)n(CH2)OH, n ¼ 1, 2, 3, 4), often called odd-fluorotelomer alcohols, was measured as a function of temperature between 278 K and 328 K. Liquid densities were also measured for a temperature range between 278 K and 353 K. Molar enthalpies of vaporization were calculated from the experimental data. The results are compared with data from the literature for other perfluoroalcohols as well as with the equivalent hydrogenated alcohols. The results were modeled and interpreted using molecular dynamics simulations and the GC-SAFT-VR equation of state.

CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene

Interactive experiences are rapidly becoming popular via the surge of ‘escape rooms’; part game and part theatre, the ‘escape’ experience is exploding globally, having gone from zero offered at the outset of 2010 to at least 2800 different experiences available worldwide today. CrashEd is an interactive learning experience that parallels many of the attractions of an escape room – it incorporates a staged, realistic ‘crime scene’ and invites participants to work together to gather forensic evidence and question a witness in order to solve a crime, all whilst competing against a ticking clock. An animation can enhance reality and engage with cognitive processes to help learning; in CrashEd, it is the last piece of the jigsaw that consolidates the students’ incremental acquisition of knowledge to tie together the pieces of evidence, identify a suspect and ultimately solve the crime. This article presents the background to CrashEd and an overview of how a timely placed animation at the end of an educational experience can enhance learning. The lessons learned, from delivering bespoke versions of the experience to different demographic groups, are discussed. The article will consider the successes and challenges raised by the collaborative project, future developments and potential wider implications of the development of CrashEd.

Developing a methodology for co-creation using extended reality technologies.

Amid the remarkable growth of innovative technologies, particularly immersive technologies like Extended Reality (XR) (comprising of Virtual Reality (VR), Augmented Reality (AR) & Mixed Reality (MR)), a transformation is unfolding in the way we collaborate and interact. The current research takes the initiative to explore XR’s potential for co-creation activities and proposes XR as a future co-creation platform. It strives to develop a XR-based co-creation system, actively engage stakeholders in the co-creation process, with the goal of enhancing their creative businesses. The research leverages XR tools to investigate how they can enhance digital co-creation methods and determine if the system facilitates efficient and effective value creation during XR-based co-creation sessions. In specific terms, the research probes into whether the XR-based co-creation method and environment enhances the quality and novelty of ideas, reduce communication challenges by providing better understanding of the product, problem or process and optimize the process in terms of reduction in time and costs. The research introduces a multi-user, multi-sensory collaborative and interactive XR platform that adapts to various use-case scenarios. This thesis also presents the user testing performed to collect both qualitative and quantitative data, which serves to substantiate the hypothesis. What sets this XR system apart is its incorporation of fully functional prototypes into a mixed reality environment, providing users with a unique dimension within an immersive digital landscape. The outcomes derived from the experimental studies demonstrate that XR-based co-creation surpasses conventional desktop co-creation methods and remarkably, the results are even comparable to a full mock-up test. In conclusion, the research underscores that the utilization of XR as a tool for co-creation generates substantial value. It serves as a method that enhances the process, an environment that fosters interaction and collaboration, and a platform that equips stakeholders with the means to engage effectively.

AR VR e interfacce aptiche: stato dell'arte e sfide future

Obiettivo di questa tesi è l’introduzione dei principali temi correlati con le tecnologie di Realtà Aumentata, Realtà Virtuale e tecnologie aptiche, cercando di darne una definizione esaustiva e definendo i principali utilizzi e illustrando alcune tecnologie esistenti. L’elaborato, in questo modo, mira a proporre una spiegazione esaustiva della Realtà Virtuale e della Realtà Aumenta, soffermandosi a valutare le differenze e le similitudini delle due tecnologie e proponendo una serie di esempi di utilizzo in ambito formativo e culturale.

VRSDE: implementazione di tecnologie AR e VR all'interno dei processi di Car Design. Caso Studio: Maserati Gran Turismo

Con il seguente elaborato ci si è posti come oggetto di ricerca il valutare e mostrare come l’implementazione delle nuove tecnologie di realtà virtuale e aumentata possano portare un miglioramento al metodo di studio e lavoro dello Stylistic Design Engineering nello sviluppo di un concept design di un nuovo veicolo. Si illustreranno i cambiamenti apportati dall’utilizzo di un software di modellazione in realtà virtuale lungo tutto il processo di sviluppo, mettendo in evidenza la grande potenzialità di poter essere un forte strumento di condivisione e integrazione in ogni fase del progetto di tutte le figure professionali coinvolte nello sviluppo del prodotto.

Wildspace VR. Il wellness per le nuove generazioni - Studio su come la psicologia percettiva applicata alla Virtual Reality può migliorare gli effetti della Mindfulness

Dai recenti studi effettuati sulle nuove generazioni (Z e Alpha) è emerso che stress e ansia colpiscono di più i giovani che si trovano in queste fasce di età. Questa tesi, partendo dalle ricerche socio-culturali, vuole proporre una soluzione progettuale a questi problemi. Si vuole elaborare quindi un progetto sul benessere mentale attraverso la Mindfulness. Le nuove tecnologie emergenti, come ad esempio l’Extended reality, stanno trovando consenso tra le nuove generazioni. Per questo motivo è stata scelta questa tecnologia per erogare il contenuto del servizio. Si ipotizza di poter migliorare gli effetti della Mindfulness utilizzando la Psicologia Percettiva. Questo campo di studio consente di sfruttare l’alterazione della percezione nella Virtual Reality attraverso ‘Spatial Visualization’ e ‘Spatial Audio’. Queste ipotesi sono stata valutate attraverso uno studio indiretto del mercato del Wellness e consolidate attraverso una User Research. Dopo questa fase di ricerca si è valutata la strada progettuale comprendendo a fondo i bisogni del target: i giovani lavoratori. Sono stati utilizzati metodi di Design Thinking e Service Design per intraprendere il progetto, tenendo ben saldi i valori etici. Il progetto pensato, Wildspace VR, è un servizio per aziende che permette ai dipendenti di meditare con contenuti di Mindfulness in Realtà Virtuale. I contenuti proposti mirano a rispondere ai bisogni degli utenti elaborando per loro percorsi personalizzati. Le aziende traggono ricavo dal servizio avendo dipendenti profittevoli salvaguardando il loro stato di salute. L’obiettivo è aiutare i giovani lavoratori offrendogli la possibilità di praticare la Mindfulness dal luogo di lavoro grazie alla Realtà Virtuale, dando loro uno strumento per affrontare lo stress quotidiano in modo innovativo. Si è infine fatto un M.V.P. dell’esperienza, elaborando un prototipo Virtuale e stilando conclusioni ed idee per sviluppi futuri.

Seasonal variation of soluble carbohydrates and starch in Echinolaena inflexa, a native grass species from the Brazilian savanna, and in the invasive grass Melinis minutiflora

Echinolaena inflexa (Poir.) Chase is an abundant C3 grass species with high biomass production in the Brazilian savanna (cerrado); Melinis minutiflora Beauv. is an African C4 forage grass widespread in cerrado and probably displacing some native herbaceous species. In the present work, we analysed seasonally the content and composition of soluble carbohydrates, the starch amounts and the above-ground biomass (phytomass) of E. inflexa and M. minutiflora plants harvested in two transects at 5 and 130 m from the border in a restrict area of cerrado at the Biological Reserve and Experimental Station of Mogi-Guaçu (SP, Brazil). Results showed that water soluble carbohydrates and starch amounts from the shoots of both species varied according to the time of the year, whilst in the underground organs, variations were observed mainly in relation to the transects. Marked differences in the pattern of the above-ground biomass production between these two grasses relative to their location in the Reserve were also observed, with two peaks of the invasive species (July and January) at the Reserve border. The differences in carbohydrate accumulation, partitioning and composition of individual sugars concerning time of the year and location in the Reserve were more related to the annual growth cycle of both grasses and possibly to specific physiological responses of M. minutiflora to disturbed environments in the Reserve border.