The document discusses designing immersive worlds to enhance learning experiences. It summarizes research showing how reaching learners, engagement, purposefulness, feedback, and experience can accelerate learning. An example of using a learning management system, 3D virtual world, and project-based learning for an innovation management course is provided. Key aspects of an engaging user/learner experience are identified as having a clear purpose, a sense of presence and connection with others, being in a state of flow, and engaging learners through their senses, actions, emotions, cognition, and creativity. Immersive worlds are proposed as a way to enhance these aspects of experience online.
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Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
1. Designing for Immersive Worlds:
Enhancing Experience to
Accelerate Learning
Niki Lambropoulos Diploma, MA, PhD
Human Computer Interaction Education Expert
niki@lambropoulos.org IW Team LANETO Group
University of Calabria, 25 June 2012 – Seminar Organised by Rocco Servidio www.immersive-worlds.com
2. Agenda
• Accelerate Learning (research so far)
• ITIN Example: Innovation Management
• User eXperience (UX)
• Learning eXperience LX)
• User/Learner eXperience+ (U/LX+)
– Learners’ Engagement for Connectedness
• Immersive Worlds
• Summary
www.immersive-worlds.com
4. Accelerate Learning by REPSE
1. R stands for Reaching/Repeating
2. E stands for Engagement
3. P stands for Purposefulness
4. S stands for Strong, Direct, Immediate
Feedback
5. E stands for Student’s Experience
(Lambropoulos et al, 2011)
www.immersive-worlds.com
5. Example: Innovation
Management at ITIN
• Onsite Learning and Evaluation
• Learning Management System (Moodle)
– Educational material
– Structured discussions for higher order thinking
• 3D Immersive Worlds (Second Life)
– Building students’ teams at the beginning of the
course
– Present and evaluate at the end of the course
www.immersive-worlds.com
9. Project-Based Learning
• Team-based activities promote the innovation cycle in practice
• Students’ co-Creativity: idea generation and implementation in
actual project proposals for real funding opportunities
• Objectives, daily activities and tasks are macro- and micro- scripted
to promote students’ improvisation
• E-tutor orchestrates the learning activities
• The transactive time and cost is reduced to minimum
• Interface support of scripting
• Student evaluation
– Critical thinking levels (15%, 3 marks)
• 4 Participation Levels: Null, Low, Medium, High (15%, 3 marks)
– Real life team project (30%, 6 marks)
– Online individual questionnaire (40%, 8 marks)
www.immersive-worlds.com
11. CSCL Scripts
• Macro-scripts:
Pedagogical Models e.g. Collaborative
Learning, Daily tasks
• Micro-scripts:
Dialogical models, also translated into tools
• Content:
Educational material, team building and roles
definition, activities, tasks distribution,
relationships and coherence of educational
orchestration for convergence e.t.c.
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19. User Total eXperience (UX)
• ISO: User eXperience (UX) is
– a person's perceptions
– responses
– resulting from
• use and/or
• anticipated use of a
product, system or service
• UX is subjective
• UX focuses on the use
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27. Presence – Co-Presence
• Intimacy (closeness) as the interpretation of the
degree of interpersonal interactions (Argyle &
Dean, 1965)
• Immediacy (directedness) as psychological
distance (Wiener & Mehrabian, 1968)
• The degree of salience (stands out) of the other
person in a mediated communication and the
consequent salience of their interpersonal
interactions (Short and colleagues, 1976:65)
• The degree by which a person was perceived as
real in an online conversation (Meyer, 2002)
www.immersive-worlds.com
28. Zone of Proximal Flow
Extract of Figure from Repenning,
A. "Programming Goes to School",
B. CACM, 55, 5, May, 2012.
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30. Engagement Factors
1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
functions
3. Emotion via the heart – emotional & instinctual
nature functions
4. Cognition via the mind – rational consciousness
functions
5. Co-creativity via imagination & intuition –
higher consciousness thinking functions
6. Combinations of the above
www.immersive-worlds.com
32. User/Learner Experience (U/LX+)
• Make learning interesting & fun
• Engage the learner
– Have a clear & focused purpose
– Be present
– Be in a state of constant flow
– Connect with each other
• Design: Understanding Users as Learners
– Usability
– Pedagogical usability
– Mental & conceptual models
– Joy, enthusiasm, humour
– Other psychological factors
www.immersive-worlds.com
33. Subjective U/LX+
• Etc:
– Organisational targets
– Initial learning targets
– Learning and teaching styles
– Micro- Macro- Scripts
– Appropriate pedagogical design
– Specific group of learners
– Courses design
– Tools
– …..
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38. Focus on one Engagement Factor
1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
functions
3. Emotion via the heart – emotional & instinctual
nature functions
4. Cognition via the mind – rational consciousness
functions
5. Co-creativity via imagination & intuition –
higher consciousness thinking functions
6. Combinations of the above
www.immersive-worlds.com
39. Example: Affective Haptics
Study and design of devices and systems to elicit,
enhance, or influence the emotional state of a
human by means of sense of touch.
www.immersive-worlds.com
40. Example: Social Robots
• Autonomous robots that interacts and actively
and emotionally communicates with humans or
other autonomous physical agents by following
social behaviours and rules attached to its role.
www.immersive-worlds.com
41. Example: Embodied Cognition
• Cognition is embodied when it is deeply
dependent upon features of the physical body
of an agent
www.immersive-worlds.com
42. Example: Kinect
• An action motion sensing input device based
around a webcam-style add-on peripheral (e.g.
for the Xbox 360 console) that enables users to
control and interact with the device without
the need to touch a game controller, through a
natural user interface using gestures and
spoken commands.
www.immersive-worlds.com
44. Example: Augmented reality
A live, direct or indirect, view of a physical, real-
world environment whose elements are
augmented by computer-generated sensory input.
www.immersive-worlds.com
46. Adaptive Learning Systems
Use of computers to deliver material and
information in a way that responds to each
individual’s performance and/or activity on the
system.
• Continuous adaptivity
• Personalised Learning
• Customisation
• Distributed User Interfaces
• Large scale Knewton Adaptive Learning Platform™
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47. Engagement Factors
1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
functions
3. Emotion via the heart – emotional & instinctual
nature functions
4. Cognition via the mind – rational consciousness
functions
5. Intuition, co-creativity via imagination – higher
consciousness functions
6. All of the above
www.immersive-worlds.com
48. Summary
User/Learner eXperience+ (U/LX+)
Purpose
Presence & Co-presence
Zone of Proximal Flow (ZPD)
Connectedness
Engagement factors
• Accelerate Learning by creating a
Strong Vibration to Remember www.immersive-worlds.com