Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning

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

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

Accelerate Learning

Students’ Hidden Potential

(Lambropoulos et al, 2011)

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)

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


In the class… and


Moodle LMS… and


Second Life.


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)


Activities &
Collaborative
Learning Convergence

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.

Students’ Evaluation


eLearning


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

Learning eXperience (LX)


Breath Taking eXperience


What is common in
Breath Taking eXperience?

Purpose

Presence
Engagement

Connectedness
Proximal Flow

Immersive Worlds
• Purpose
• Powerful Presence
• Zone of Proximal Flow (ZPF)
• Connectedness
• Engagement in Compelling &
Memorable Activities

HOW?


Purpose – Common Purpose


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)


Zone of Proximal Flow

Extract of Figure from Repenning,
A. "Programming Goes to School",
B. CACM, 55, 5, May, 2012.

Engagement


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


Group Connectedness

Converge
1. Direction / Motivation / Activation
2. Knowledge / Understanding / Meaning
3. Skills / Competencies
4. Flow / Activities
5. Trust / Belonging
6. Learning / Sharing / Co-creation
7. Consciousness / Inter-Connectedness

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


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
– …..


PROBLEM

• Online environments suffer from reduced
capacity to transmit such cues

Problem


Immersive Worlds


Avatars e.g. Second Life


IW Team @Second Life


Focus on one Engagement Factor

functions
nature functions
functions
5. Co-creativity via imagination & intuition –
higher consciousness thinking functions
6. Combinations of the above


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.


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.


Example: Embodied Cognition

• Cognition is embodied when it is deeply
dependent upon features of the physical body
of an agent


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.


Kinect Yoga


Example: Augmented reality

A live, direct or indirect, view of a physical, real-
world environment whose elements are
augmented by computer-generated sensory input.


Example: Adaptive Systems


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™

Engagement Factors
functions
nature functions
functions
5. Intuition, co-creativity via imagination – higher
consciousness functions
6. All of the above


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

GRAZIE TANTO!!
Niki Lambropoulos IW Team

Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning

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