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Collaborative Work on 3D Educational Content
No full textThe use of three-dimensional Collaborative Virtual Environments (3D CVEs) for educational purposes has been constantly increasing during the recent years. One of the reasons is the potential of such environments and the possibility they offer for supporting collaborative work with various types of content. Another important reason is an opportunity for participants to interact in a way that conveys a sense of presence lacking in other media. These opportunities result in a number of benefits for establishing and supporting learning communities, simulating various contexts and conducting educational activities. Nevertheless, this area is in the early stage of development and needs both theoretical concepts and empirical results.
The research work presented in the thesis has three main objectives. The first is to provide recommendations and guidelines for supporting collaborative work on 3D educational content. The second is to provide frameworks for designing tools and environments in 3D CVEs to benefit educational activities. The third is to provide frameworks for technological and instructional support of learning communities in 3D CVEs.
Within this research work, four empirical studies were conducted. The data were extracted from a number of sources, including direct observation, digital artefacts created by the participants and recorded interaction, reflection and feedback. Analysed data were applied to each next empirical study and, in addition, used for developing theoretical frameworks.
The research work presented in the thesis resulted in six main contributions. Two of them are related to the use of collaborative work on 3D content for learning: C1 – Typology of 3D Content and Visualization Means; and C2 – a methodology for learning with educational visualizations in 3D CVEs. Other two contributions are related to the design of tools and environments for supporting educational activities in 3D CVEs: C3 – a framework for designing tools in 3D CVEs called Creative Virtual Workshop; and C4 – guidelines for designing environments based on a virtual campus and virtual city metaphors. The two final contributions are related to the support of learning communities in 3D CVEs: C5 – a framework called Virtual Research Arena for creating awareness about educational and research activities, promoting cross-fertilization between different environments, and engaging the general public; and C6 – a framework called ‘Universcity’ for integrating the cultural, social, educational, and entertainment aspects of a city community life in a single 3D CVE.
The findings presented in the thesis can be applied by developers for creating educational 3D CVEs and by educators for conducting educational activities in 3D CVEs. All the findings can also be used for further research.PhD i informasjonsteknologiPhD in Information Technolog
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Proceedings of the Doctoral Consortium of Sixteenth European Conference on Technology Enhanced Learning co-located with the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL 2021)
No full textDetecting emotions in a learning environment:a multimodal exploration
Get PDFLearner-emotions are intrinsically linked with learning experiences and academic outcomes. Therefore, intelligent learning environments need to be emotion-aware to bring learners to theirzone of proximal development. In this paper, we describe the first steps towards such a system. In this study, we manipulated task difficulty with the aim of detecting the physiological indicators of accompanying emotions, namely boredom/anger (during an easy task), enjoyment (during a moderately challenged task) and frustration/boredom (during a difficult task). Twenty-one adults (13 females and 8 males, Mage = 24.1 years) participated in a repeated- measures quasi-experimental set-up. Data were collected via Empatica E4 wristbands and self-reports. Results indicate that varying task difficulty may be associated with changes in skin temperature, phasic and tonic skin conductance, and heart rate. Findings encourage further exploration and thoughts on study design are discussed.</p
Examining the impact of data augmentation for psychomotor skills training in human-robot interaction
Get PDFTraining psychomotor skills for human-robot interaction is generally done with a human trainer educating the human on how to handle the robot effectively and interact with it safely and efficiently. The dynamic interaction between a robot and a human requires complex machine learning algorithms to be modeled, and these algorithms rely on a large amount of data to be trained. Such data are collected by sensors when a human interacts with a robot. Consequently, the data must be annotated by an expert. Finally, with the annotated data, a psychomotor skills training model can be created to assist the training process. This is a time intensive and costly process. To ease the costs and cut down collection time, we propose the use of data augmentation
Sense the classroom: AI-supported synchronous online education for a resilient new normal
No full textFollowing the COVID-19 pandemic, as the user-base of online synchronous communication systems skyrocketed, the shortcomings of synchronous online learning systems became more visible. Any attempt to overcome these shortcomings should be considered worthwhile due to the magnitude of potential impact. Improving the quality and addressing the shortcomings of online education is more important than ever. The goal of this multidisciplinary study that lies in the intersection of the fields of Education Science and Computer Science is to address a number of challenges of online education by incorporating AI. This study focuses on developing methods and means to ethically collect and use non-verbal cues of participants of online classrooms to assist teachers, students, and course coordinators by providing real-time and after-the-fact feedback of the students’ learning-centered affective states
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Engaging Young Job Seekers with an Internship as a Wind Turbine Technician in Virtual Reality
Get PDFDet er viktig å inkludere alle i samfundet, slik at så mange som mulig kan bidra til velferdsstaten. Unge mennesker lever i en digital verden, og både næringslivet og statlige organisasjoner må kommnunisere gjennom et medium de forstår, og som engasjerer. Ved å kombinere virtuell virkelighet med spillteknologi kan man konstruere oppslukende opplevelser for å nå nye generasjoner med arbeidstakere: dette refereres til som \textit{virutal internships}.
I denne oppgavene studeres et allerede eksisterende virutal internship. Resultater viser at brukere ser en betydelig verdi, men det er rom for forbedring på flere områder for å oppfylle ungdommens krav og forventninger. Et nytt yrke, vindmølletekniker, er modellert og implementert med fokus på noen områder: guiding, opplæring, tilbakemelding og grafikk. Resultater viser her at applikasjonen er lettere å lære og bruke, men ingenting tilsier at det øker den oppfattede nytteverdien. I tillegg utvikles applikasjonen med bruk av et annet programvarebibliotekfor enn tidligere, som viser seg å tillrettelegge for hurtig utvikling. Utviklingsprosessen blir formelt redegjort for og beskrevet, og resulterer i en femstegs prosess fra virkelighet til den virtuelle verden.It is essential to include everyone in our society so that as many as possible can contribute to the welfare state. Youth are increasingly digital, and both companies and governmental institutions should communicate in a way that the youth understand, and that engages them. Utilizing virtual reality combined with game technology, immersive experiences that reach new generations of workers can be created, deemed as \textit{virtual internships}.
In this thesis, an existing virtual internship is studied, and it is found that the users see substantial value in such an application, but that there is room for further development and experimentation to fulfill the youth's needs and expectations. A workplace, windmill technician, is modeled and implemented with further focus on some areas; guiding, tutorials, feedback, and graphics. This is found to make the application easier to learn and use, but not increase the perceived utility. Also, it is experimented with developing such an application on a different foundation than earlier, which is found to enable rapid development. The process when implementing a virtual internship is formalized and described in detail, resulting in a five-step process from reality to virtuality
Boosting Motivation and Self-Efficacy Through Formative Feedback in Virtual Reality Vocational Training and Career Guidance
No full textArbeids- og velferdsetaten (NAV) tilbyr velferdsgoder som fokuserer på unge jobbsøkere som strever med å innta arbeidslivet. Mange av disse unge jobbsøkerne sliter med lav selvtillit og motivasjon som følge av onstendighetene. Unge jobbsøkere er en sammensatt gruppe, men alle har til felles at de er en del av en yngre generasjon som er mer vant til teknologibruk. Spilling har blitt populært blant den unge generasjonen siden spill er designet for å tilby glede og positive opplevelser til spilleren. Denne tendensen kan utnyttes for å nå ut til ungdommen på plattformer de er kjent med. Disse argumentene danner grunnlag for forskning på hvordan Virtual Reality (VR) og gamification kan benyttes i karriereveiledning for å fasilitere unge jobbsøkere med teknologier de er kjent med. Det internasjonale prosjektet Virtual Reality for Vocational Education and Training (VR4VET) undersøker hvordan VR applikasjoner kan benyttes i yrkesopplæring og -utdannelse og karriereveilending.
Litteratur og relatert arbeid har undersøkt hvordan formative tilbakemeldinger kan leveres i VR, og det er utallige studier på hvordan motivasjon og selvfølelse kan økes. Det er likevel begrenset forskning på skjæringspunktet av disse. Dette prosjektet skal bidra til VR4VET prosjektet ved å forske på hvordan formative tilbakemeldinger kan implementeres i VR applikasjoner for å dyrke motivasjon of selffølelse i unge jobbsøkere og yrkesfagelever. For å nå dette målet har prosjektet studert relatert litteratur og arbeid, og gjennomført en casestudie av en av de relaterte applikasjonene for å få dypere forståelse av hvordan formative tilbakemeldinger implementeres i dagens applikasjoner og påvirkningen det har på motivasjon og selvfølelse. Funnene fra studiene og casestudien ble brukt til å designe en VR applikasjon for karriereveiledning for å samle empirisk data på hvilke strategier for formative tilbakemeldinger styrker motivasjon og selvfølelse best. Oppdagelsene fra design- og utviklingsfasen ble konkretisert og sortert for å tilgjengeliggjøre de for utviklere som ønsker å implementere formative tilbakemeldinger i fremtiden.
Forfatterne fant at relatert litteratur og arbeid hadde varierende design på formative tilbakemeldinger, men at det på generell basis var rom for forbedringer. Særlig data fra casestudien viste at applikasjonen ikke bidro til sterkere motivasjon eller selvfølelse hos brukere til tross for at applikasjonen var ment for bruk i karriereveiledning. Behov for sekvensielle tilbakemeldinger og instruksjoner for å unngå kognitiv overbelastning, og mer beskrivende tilbakemeldinger på prestasjon ble avdekket. Det ble også observert at applikasjonene trengte å implementere tiltak for å styrke brukerens opplevde kontroll, siden dette påvirker påvirker motivasjon og selvfølelse negativt. De nevnte argumentene var en del av fokusgrunnlaget når den empiriske studien skulle gjennomføres iterativt, som resulterte i 21 strategier for formative tilbakemeldinger for å dekke over de identifiserte begrensningene i den foregående studien. Fire steg ble kartlagt for hvordan disse strategiene kan benyttes, som inkluderte å kategorisere de i motiver og konstruering av et rammeverk bestående av tre modeller. Disse modellene veileder justering av tilbakemeldinger basert på prestasjoner og selvfølelse, plassering og presentasjon av motiver i virtuelle miljøer, og den sømløse integreringen av lærings- og spillmekanismer for å øke motivasjon og selvfølelse i yrkesopplæring og karriereveiledning.
En video av gjennomkjøring av Fish Maintenance applikasjonen kan sees ved å følge denne lenken: https://youtu.be/qi_qOvMogbE.
Nøkkelord: Virtuell virkelighet, Karriereveiledning, Yrkesopplæring, Formative tilbakemeldinger, Motivasjon, Selvfølelse, Seriøse spillThe Norwegian Labour and Welfare Administration (NAV) offers welfare services focusing on youths struggling to enter work life, and many of these young job seekers struggle with motivation and self-efficacy due to the circumstances. The young job seekers are a composed group, but they all have in common being a younger generation and used to technology. Gaming has become popular among youths, as games are designed to provide joy and positive experiences to the player. This tendency can be used to reach out to young job seekers on platforms they are used to. These arguments are the foundation of research into how Virtual Reality (VR) and gamification can be used in career guidance to facilitate young job seekers with technologies they are familiar with. The international project Virtual Reality for Vocational Education and Training (VR4VET) researches the usage of VR applications in vocational education and training, as well as career guidance.
Literature and related work have researched how formative feedback in VR can be done, and there are numerous studies on how motivation and self-efficacy can be boosted. There is, however, limited research on the intersection of these. This project will investigate how formative feedback can be implemented in VR applications to facilitate motivation and self-efficacy in young job seekers and vocational students contributing to the VR4VET project. To achieve this goal, this master's project reviewed related literature and work and conducted a case study of one related work application to gain deeper insights into the current state of formative feedback and its implications on motivation and self-efficacy. The findings from this review and case study were used to design a VR career guidance application, gaining empirical data on which formative feedback strategies yield the most value in boosting motivation and self-efficacy. The findings from this design and creation phase were concretized and sorted to make them applicable for developers implementing formative feedback in the future.
The researchers found that the related literature and applications had varying implementations of formative feedback, but there was room for improvement. Especially data from the case study showed that the application did not contribute much to boosting the motivation and self-efficacy of users, despite the application being designed for use in career guidance. The need for cascading instructions to avoid cognitive overload and more descriptive performance feedback was uncovered. Additionally, it was observed that the applications needed to implement measures to strengthen the users' perceived control, as this impacts motivation and self-efficacy negatively. These were among the focus of conducting the empirical study iteratively, resulting in 21 formative feedback strategies to patch the uncovered limitations in the preliminary review. Four steps were identified for the practical, real-world application of these strategies, which included categorizing them into motives and constructing a framework of three models. These models guide the adjustment of feedback based on performance and self-efficacy, the placement and presentation of motives in virtual environments, and the seamless integration of learning and game mechanics to boost motivation and self-efficacy in vocational training and career guidance.
A video run-through of the Fish Maintenance application can be viewed following this link: https://youtu.be/qi_qOvMogbE.
Keywords: Virtual Reality, Career guidance, Vocational training, Formative feedback, Motivation, Self-efficacy, Serious game
Boosting Motivation and Self-Efficacy Through Formative Feedback in Virtual Reality Vocational Training and Career Guidance
No full textArbeids- og velferdsetaten (NAV) tilbyr velferdsgoder som fokuserer på unge jobbsøkere som strever med å innta arbeidslivet. Mange av disse unge jobbsøkerne sliter med lav selvtillit og motivasjon som følge av onstendighetene. Unge jobbsøkere er en sammensatt gruppe, men alle har til felles at de er en del av en yngre generasjon som er mer vant til teknologibruk. Spilling har blitt populært blant den unge generasjonen siden spill er designet for å tilby glede og positive opplevelser til spilleren. Denne tendensen kan utnyttes for å nå ut til ungdommen på plattformer de er kjent med. Disse argumentene danner grunnlag for forskning på hvordan Virtual Reality (VR) og gamification kan benyttes i karriereveiledning for å fasilitere unge jobbsøkere med teknologier de er kjent med. Det internasjonale prosjektet Virtual Reality for Vocational Education and Training (VR4VET) undersøker hvordan VR applikasjoner kan benyttes i yrkesopplæring og -utdannelse og karriereveilending.
Litteratur og relatert arbeid har undersøkt hvordan formative tilbakemeldinger kan leveres i VR, og det er utallige studier på hvordan motivasjon og selvfølelse kan økes. Det er likevel begrenset forskning på skjæringspunktet av disse. Dette prosjektet skal bidra til VR4VET prosjektet ved å forske på hvordan formative tilbakemeldinger kan implementeres i VR applikasjoner for å dyrke motivasjon of selffølelse i unge jobbsøkere og yrkesfagelever. For å nå dette målet har prosjektet studert relatert litteratur og arbeid, og gjennomført en casestudie av en av de relaterte applikasjonene for å få dypere forståelse av hvordan formative tilbakemeldinger implementeres i dagens applikasjoner og påvirkningen det har på motivasjon og selvfølelse. Funnene fra studiene og casestudien ble brukt til å designe en VR applikasjon for karriereveiledning for å samle empirisk data på hvilke strategier for formative tilbakemeldinger styrker motivasjon og selvfølelse best. Oppdagelsene fra design- og utviklingsfasen ble konkretisert og sortert for å tilgjengeliggjøre de for utviklere som ønsker å implementere formative tilbakemeldinger i fremtiden.
Forfatterne fant at relatert litteratur og arbeid hadde varierende design på formative tilbakemeldinger, men at det på generell basis var rom for forbedringer. Særlig data fra casestudien viste at applikasjonen ikke bidro til sterkere motivasjon eller selvfølelse hos brukere til tross for at applikasjonen var ment for bruk i karriereveiledning. Behov for sekvensielle tilbakemeldinger og instruksjoner for å unngå kognitiv overbelastning, og mer beskrivende tilbakemeldinger på prestasjon ble avdekket. Det ble også observert at applikasjonene trengte å implementere tiltak for å styrke brukerens opplevde kontroll, siden dette påvirker påvirker motivasjon og selvfølelse negativt. De nevnte argumentene var en del av fokusgrunnlaget når den empiriske studien skulle gjennomføres iterativt, som resulterte i 21 strategier for formative tilbakemeldinger for å dekke over de identifiserte begrensningene i den foregående studien. Fire steg ble kartlagt for hvordan disse strategiene kan benyttes, som inkluderte å kategorisere de i motiver og konstruering av et rammeverk bestående av tre modeller. Disse modellene veileder justering av tilbakemeldinger basert på prestasjoner og selvfølelse, plassering og presentasjon av motiver i virtuelle miljøer, og den sømløse integreringen av lærings- og spillmekanismer for å øke motivasjon og selvfølelse i yrkesopplæring og karriereveiledning.
En video av gjennomkjøring av Fish Maintenance applikasjonen kan sees ved å følge denne lenken: https://youtu.be/qi_qOvMogbE.
Nøkkelord: Virtuell virkelighet, Karriereveiledning, Yrkesopplæring, Formative tilbakemeldinger, Motivasjon, Selvfølelse, Seriøse spillThe Norwegian Labour and Welfare Administration (NAV) offers welfare services focusing on youths struggling to enter work life, and many of these young job seekers struggle with motivation and self-efficacy due to the circumstances. The young job seekers are a composed group, but they all have in common being a younger generation and used to technology. Gaming has become popular among youths, as games are designed to provide joy and positive experiences to the player. This tendency can be used to reach out to young job seekers on platforms they are used to. These arguments are the foundation of research into how Virtual Reality (VR) and gamification can be used in career guidance to facilitate young job seekers with technologies they are familiar with. The international project Virtual Reality for Vocational Education and Training (VR4VET) researches the usage of VR applications in vocational education and training, as well as career guidance.
Literature and related work have researched how formative feedback in VR can be done, and there are numerous studies on how motivation and self-efficacy can be boosted. There is, however, limited research on the intersection of these. This project will investigate how formative feedback can be implemented in VR applications to facilitate motivation and self-efficacy in young job seekers and vocational students contributing to the VR4VET project. To achieve this goal, this master's project reviewed related literature and work and conducted a case study of one related work application to gain deeper insights into the current state of formative feedback and its implications on motivation and self-efficacy. The findings from this review and case study were used to design a VR career guidance application, gaining empirical data on which formative feedback strategies yield the most value in boosting motivation and self-efficacy. The findings from this design and creation phase were concretized and sorted to make them applicable for developers implementing formative feedback in the future.
The researchers found that the related literature and applications had varying implementations of formative feedback, but there was room for improvement. Especially data from the case study showed that the application did not contribute much to boosting the motivation and self-efficacy of users, despite the application being designed for use in career guidance. The need for cascading instructions to avoid cognitive overload and more descriptive performance feedback was uncovered. Additionally, it was observed that the applications needed to implement measures to strengthen the users' perceived control, as this impacts motivation and self-efficacy negatively. These were among the focus of conducting the empirical study iteratively, resulting in 21 formative feedback strategies to patch the uncovered limitations in the preliminary review. Four steps were identified for the practical, real-world application of these strategies, which included categorizing them into motives and constructing a framework of three models. These models guide the adjustment of feedback based on performance and self-efficacy, the placement and presentation of motives in virtual environments, and the seamless integration of learning and game mechanics to boost motivation and self-efficacy in vocational training and career guidance.
A video run-through of the Fish Maintenance application can be viewed following this link: https://youtu.be/qi_qOvMogbE.
Keywords: Virtual Reality, Career guidance, Vocational training, Formative feedback, Motivation, Self-efficacy, Serious game
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