The iLRN 2020 Virtual Conference has now concluded. If you registered for the conference, recordings of many of the sessions are available to you on the respective pages for the sessions on this site (you will need to be logged in to view the content). If you did not register for the conference, please sign up for a free individual membership of iLRN and we will contact you in due course to provide you with details on how you can gain access to the recordings.

Additionally, a highlights reel from the conference is available here.
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Wednesday, June 24 • 9:00am - 10:00am
Computer Science and Engineering Education II

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Presentation 1: Immersively Learning Object Oriented Programming Concepts With sCool (Full Paper #64)

Authors: Chanelle Mosquera, Alexander Steinmaurer, Christian Eckhardt and Christian Gütl

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The proposed project, sCool, is an adaptive mobile game designed for STEM education. In this work, we present a new iteration of sCool in efforts to further examine contributing factors of engagement and comprehension. The new developed game experience for acquiring object-oriented programming skills is divided into two parts: concept-learning and practical. In the concept-learning part, the users explore a virtual environment filled with puzzle-pieces hinting theoretical concepts, preparing the users for the practical part. There, the users need to solve a programming challenge in Python, directing game-objects on a checkerboard to certain fields. Conducting a study involving 39 school students and three teachers, we are able to successfully display an enhanced understanding of complex programming concepts.

Presentation 2: The Effectiveness of Virtual Reality as an Instructional Medium for Multidimensional Concepts (Short Paper #43)

Authors: Wil Norton, Jacob Sauer and David Gerhard

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This study explored the hypothesis that students using virtual reality (VR) education tools learn more effectively and efficiently when compared to conventional teaching methods. We investigated the specific situation of a course in digital logic design, and the task of simplifying Karnaugh maps. The students using VR observed the Karnaugh map as a higher-dimensional structure, while the students in the control group used a traditional pen-and-paper method. The 15 participants in the trial were administered either the VR education mechanism or the traditional education mechanism. Participants were asked to report their perceived level of comfort with various levels of solving K-maps. Preliminary results demonstrated that participants assigned to the VR test groups reported an increased level of understanding of Karnaugh maps after the trial. Further, participants using a desktop based headset were able to complete the experience quicker on average than the group using a phone based headset.


Jacob Sauer

Undergraduate Student & Research Associate, University of Regina
I\\'m a member of the aRMADILo Research Lab at the University of Regina. Our team\\'s focus is multidisciplinary applications for VR, and the disciplines that we\\'re currently exploring are therapy, training, and education.

Christian Eckhardt

Professor, California Polytechnic State University
avatar for Alexander Steinmaurer

Alexander Steinmaurer

University Assistant & PhD Student, Graz University of Technology

Wednesday June 24, 2020 9:00am - 10:00am PDT
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