Exploratory and Collaborative Learning - Experience in Immersive Environments

S C I E N C E * PA S S I O N * T E C H N O L O G Y

E X P L O R AT O R Y A N D C O L L A B O R AT I V E L E A R N I N G : : E X P E R I E N C E I N I M M E R S I V E E N V I R O N M E N T S

C H R I S T I A N G Ü T L , L I S A M A R I A T O M E S , J O H A N N A P I R K E R , & VA N E S S A C H A N G

A D VA N C E D M O T I VAT I O N A L M E D I A T E C H N O L O G I E S G R O U P

– M I C H A E L D . G A L L A G H E R , P R E S I D E N T A N D C E O , E N T E R TA I N M E N T S O F T W A R E A S S O C I AT I O N

“ No other sector has experienced the same explosive growth as the computer and video game

industry. Our creative publishers and talented workforce continue to accelerate advancement

and pioneer new products that push boundaries and unlock entertainment experiences. These

innovations in turn drive enhanced player connectivity, fuel demand for products, and

encourage the progression of an expanding and diversified consumer base.”

M O R E G A M E D E S I G N I N L E A R N I N G

Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.

Pirker, J., Riffnaller-Schiefer, M., Tomes, L. M., & Gütl, C. (2016). Motivational Active Learning in Blended and Virtual Learning Scenarios: Engaging Students in Digital Learning. Handbook of Research on Engaging Digital

Natives in Higher Education Settings, 416.

A C H I E V I N G - G A M E - B A S E D L A B

S O C I A L I S I N G - C O L L A B O R AT I V E L E A R N I N G

K I L L E R S - C O M P E T I N G

Explorers?

T R I N I T Y O F E N G A G E M E N T

Exploration

Immersion

Collaboration

Design Analysis

E X P L O R AT O R Y & C O L L A B O R AT I V E L E A R N I N G

• Educational Multi-User Virtual Scavenger Hunt

• Learning experience:

• Exploration

• Cooperation & Collaboration

• Discussion & Reflection

https://www.youtube.com/watch?v=kLTpOOXJjiQ

T H E S T U D Y - G O A L S

• (1) Motivation

• (2) Immersion

• (3) Usability

• (4) Perception of knowledge acquisition

T H E S T U D Y - PA R T I C I PA N T S

• 18 students (13 male); 20-31 (M=25.5; SD=3.15)

• No-one with pre-knowledge in Egyptology

• Experiences with computers

• Medium/Low experience with immersive learning

• - > divided in groups between 2 and 4

T H E S T U D Y - M E T H O D

• Research focuses • Motivation - Flow state scale [4] • Immersion - Immersion scale [5] • Usability - System Usability Scale (SUS) [6] • Personal opinion

• Methodology/ Procedure • Pre-questionnaire • Recording of subjects’ activities/Observation • Interviews/ Post-questionnaire

E X P E R I E N C I N G E X P L O R AT I O N

FUN LEARNING: “I like the idea of finding information. The statues were interesting and the learning goal is fulfilled!”; “Fun learning!” EXPLORATIVE: “The riddle was nice” ; “sense of adventures”; “I actually found it very funny. It had something adventurous.”

COLLABORATIVE: “I liked that teamwork was required for the final quiz”; “Moreover, the constant communication was great!”

G R A P H I C S & C O N T R O L S

OLD-FASHIONED GRAPHICS: “Graphics could be improved” ; “Graphics looked a bit stale, not really realistic” “It is probably better suited for a younger audience, e.g. for primary schoolchildren, primary school children because you can represent things graphically.”

CLUMSY CONTROLS: The controls were not good, especially inside the pyramid. Every time I turned I could only see a wall.”; “We often got stuck with our avatars on a wall. One time I even left the pyramid unintentionally.”

USABILITY: “I would have liked some additional task after picking up the information”; “using the Whiteboard was not very intuitive”

R E S U LT S I N N U M B E R S

• Motivation (63.7/100)

• (-) navigation problems

• (-) unintuitive controls

• (+) group dynamics

• Immersion (50.7/100)

• (-) unrealistic graphics

• (-) cumbersome controls

• (+) perceived immersion 70/100

• Usability (65.3/100)

• generally good

• compareable projects: SUS score of ~70

• (+) small amount of time to learn using the system

“It is probably well suited for a younger audience, e.g. for primary school children.”

“Whether you can learn well with such worlds depends on your personal learning preferences.”

“sense of adventures”

F E E D B A C K W E S H O U L D T H I N K A B O U T

F U T U R E W O R K

The future is already here - it is just unevenly distributed

(William Gibson)

Publication tba (Wilding, Pirker, Gütl)

T H A N K Y O U F O R Y O U R AT T E N T I O N .

J O H A N N A P I R K E R , J P I R K E R @ I I C M . E D U , W W W. J P I R K E R . C O M , @ J O E Y P R I N K