Presentation 1: Towards a Better User Interface of Augmented Reality based Indoor Navigation Application (Work-in-Progress Paper #112)
Authors: Bing Liu and Liqiu Meng
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Navigation service is among the most widespread geoinformation services. It can be embedded in augmented reality (AR). In this work-in-progress study, we aim to identify key information for indoor navigation and incorporate it in an AR-based indoor navigation system, which could not only guide users to reach their destinations quickly and safely, but also improve users’ spatial learning. To our knowledge, functional landmarks are important for indoor navigation. We designed an interface for indoor navigation on HoloLens, gathered feedback from users, and found that arrows are practical to indicate directions, while semantic meanings embedded in icons are not self-explaining. The visualization is also constantly adjusted in order to optimize the impact of semantic holograms on indoor navigation.
Presentation 2: A Methodology to Evaluate the Use of Serious Games in Achieving Deep Learning: An Application for Andragogy in Human Resource Development (Work-in-Progress Paper #139)
Authors: Mamfe-Ter Gemade, Markos Mentzelopoulos and Daphne Economou
>>Access Video Presentation<<There is a growing literature addressing the potential of Serious Games (SGs) in supporting Deep Learning (DL). DL goes beyond basic training as it encourages students to refine, broaden and deepen their understanding, develop advanced processes and skills, and apply learning to new, novel and authentic situations. The aim of this research is to effect and quantify DL using SGs. This paper presents the methodology which is followed to address this aim. This comprises of the development of a framework called the Game ELC+ to test the strength of adult teaching (andragogy) as well as facilitate DL. The Game ELC+ framework fuses the Octalysis Framework, Bloom's Taxonomy, Cognitive Theory of Multimedia Learning and Ruskov’s four evidences of DL. A use case of judgment and decision making in recruitment and selection – through a SGs build following Game ELC+ is proposed and tested with users.
Presentation 3: A Snapshot of the Future: Virtual and Augmented Reality Training for Radiology (Work-in-Progress Paper #157)
Authors: Xuanhui Xu, Eleni Mangina, David Kilroy, Kathleen Curran, John Healy and Abraham Campbell
>>Access Video Presentation<<Advances in virtual immersive and augmented reality technology, commercially available for the entertainment and gaming industry, hold potential for education and clinical use in medicine and the field of radiology. Radiology departments have begun exploring the use of these technologies to help with radiology education and training. The purpose of this article is to address how skills have been developed in the gaming world and how these can be adopted for radiology education. Radiology is rapidly evolving with the use of AI for more effective diagnostic and prognostic clinical assessment. Advances in computing technology have enabled widespread availability of simulated reality technologies, including virtual reality (VR) and augmented reality (AR). VR and AR technologies are a novel means to communicate and have potential for supplementing radiology training; communicating with colleagues, referring clinicians, and patients; and aiding in interventional radiology procedures.
Presentation 4: Promoting pedagogical media competencies of pre-service teachers based on collaborative methods in social VRAuthors: Gabriela Ripka
>>Access Video Presentation<<Regarding the transfer from knowledge gained at University to hands-on experiences in class there is a big gap to overcome between pre-service and in-service teacher education. Using the advantages of social VR pre-service teachers acquire pedagogical media competencies in an action-oriented seminar with the focus on collaborating in VR with peers. While communicating and collaborating in a full immersive VR learning environment, students learn how to combine technological, pedagogical and content knowledge for the future in class implementation. What are, however, the benefits and challenges they have to face?
Presentation 5: Virtual Reality and AutismAuthors: Anna Xygkou
>>Access Video Presentation<<Research has recently focused on using Virtual Reality (VR) technology to support improved social communication skills in autistic populations (Mesa-Gresa, Gil-Gómez, Lozano-Quilis & Gil-Gómez, 2018; Ke & Lee, 2016). The advantages of using VR technology with autistic populations are numerous (Manju et al., 2018; Bellani, Fornasari, Chittaro & Brambilla, 2011; Newbutt, 2018; Politis, 2019). However, the transfer of such skills to real life situations seems to be challenging, mainly due to small samples, and design of VR scenarios that is not based on psychological theories of Autism or a Participatory Design Approach (PDA). Thus, exploring the effect of VR technology on the social skills of autistic people by involving them in VR is essential to our comprehension of autistic communication. The creation and establishment of AUTISM VR Channel in AltspaceVR by academics and researchers emphasizes the affordances of Virtual Worlds (open access platforms) for autistic populations and autism communities, and targets a three-part collaboration among autistic communities, autism communities and VR communities.
