Book of Abstracts Slactions 2013

I

SLACTIONS2013

BOOK OF ABSTRACTS

OF THE 5TH INTERNATIONAL RESEARCH

CONFERENCE ON VIRTUAL WORLDS LEARNING

WITH SIMULATIONS

SECOND LIFE AND VILA REAL, PORTUGAL

NOVEMBER 21-23, 2013

EDITED BY: J. BERNARDINO LOPES| J. PAULO CRAVINO| CHRISTIAN GTL|PAULO MARTINS| ANA

MARGARIDA MAIA | DANIELA PEDROSA|FERNANDO CASSOLA | GONALO CRUZ MATOS |

RICARDO RODRIGUES NUNES|

PUBLISHED BY:

UTAD - UNIVERSIDADE DE TRS-OS-MONTES E ALTO DOURO

ISBN: 978-989-704-161-7

II

CONFERENCE FORMAT

By Leonel Morgado, Nelson Zagalo, and Ana Boa-Ventura

SLACTIONS 2009 was an innovative conference. It was held in the Second Life virtual

world, but also in physical (real-life) auditoria over 4 continents. It was a mixed event,

with diverse modes of participation and involving several communication flows all the

way from those taking place between participants sitting side-by-side at a real auditorium

in real life, to those between audience and speakers in a real or virtual podium, or to the

communication between participants attending the conference from the comfort of their

offices or homes.

When we set out to organize an international conference on scientific research involving

the use of virtual worlds or metaverse platforms, as this expression renders the concept

more precise our first idea was to hold it traditionally, in a Portuguese academic setting.

But why make it so local? Why should we drop a rich online environment where we

cooperate with colleagues and partners across the world for one where most people would

have to allocate significant budget for participation?

We decided to organize it in Second Life. We were now left with the problems of the much

needed interaction during any conference - what about the informal moments of physical

proximity, of eye contact, of physical handshakes, and those healthy discussions while

sipping coffee or a hearty tea? What about coffee breaks, conference dinners, evening

tours, social moments where one can relax and get a more humane feeling of where fellow

participants stand on the topic at hand? Sometimes conferences end up being the single

moment in a given year where colleagues who cooperate remotely have a chance to meet.

Wouldnt we be missing that?

To solve this dilemma, we devised the SLACTIONS format as we describe next.

The conference would be held on a single location in Second Life. From here on we will

call this the in-world chapter.

III

Participants and speakers would be able to attend and present their papers from physical

rooms across the world. From here on we will call these locations our local chapters.

Presentations taking place in the in-world chapter would be projected on screens at the

local chapters, so people could follow the presentations, and still interact with fellow

participants attending the same physical location.

And why not let participants at local chapters follow the proceedings with their own

computers? Well, they could! But by following a projection, we ensured that a camera

operator kept the video flowing from presenter to slideshow to audience, and people could

follow proceedings even if they were not acquainted with the Second Life interface.

Furthermore, by having less people online, the conference could be enjoyed by many more

people than the small crowds typical of Second Life events given the limits imposed by the

very technological platform, and local chapters could be held even if their bandwidth

allowed only a handful of Second Life avatars.

III

PREFACE

Slactions 2013 (www.slactions.org) is the fifth edition of SLACTIONS. The 2013 edition was

organized by Universidade de Trs-os-Montes e Alto Douro (UTAD) and the Research Center

Didactics and Technology in the Education of Trainers (CIDTFF).

The conference took place from November 21 to 23, 2013, in Second Life, at the island of

Universidade de Aveiro (courtesy of CIDTFF), with remote participation of speakers and

assistants, supported by a physical auditorium located at UTAD. The conference was

recorded in video and broadcast live through UTAD TV.

The increasing use of virtual world technologies that act as platforms for end-users to

create, develop, and interact, is expanding the realm of human cooperation, interaction,

and creativity. Slactions 2013 focused on both basic research and applications of the

aforementioned metaverse platforms and others, including MMORPGs and social media

virtual worlds, providing a forum for the research community to present and discuss

innovative approaches, techniques, processes, and research results. Multiple disciplines

meet at Slactions, enabling a global perspective on research topics and concerns: Slactions

has been contributing to the creation of a worldwide research community of virtual worlds

/ metaverse researchers.

The 2013 edition included the theme Learning with simulations. The use of simulations in

learning is now an important field of research in education and professional development,

and virtual worlds/metaverse platforms play a significant role in this context. In Slactions

2013, several papers addressed this theme, with researchers presenting and discussing

developments in simulations aiming to assist learning in science and technology education.

There were also four keynote addresses, mostly about this special theme Learning with

simulations. These talks were presented remotely by international specialists:

Vtor Teodoro (Professor at Universidade Nova de Lisboa) presented from

Lisbon the talk entitled Computational Modelling and Simulation in Science and

Technology Learning;
http://www.slactions.org/

IV

Jordi Vallverd (Professor at Universitat Autnoma de Barcelona) presented

from Barcelona the talk entitled Learning with Simulations

Sylvester Arnab (senior researcher at the Serious Games Institute, UK)

presented from Coventry, UK, the talk entitled Serious Games linking Simulations and

Education;

Samia Khan (Professor at the University of British Columbia) presented from

Vancouver, Canada, the talk entitled Simulation for Advancement in Science and

Education.

In this Book of Abstracts we present the abstracts of these keynote

addresses, as well as the abstracts of all the papers and posters accepted for presentation

at Slactions 2013.

The scientific quality of the conference was guaranteed by a Scientific Committee that

conducted the work of scientific review of the papers submitted to the Conference. All

submissions were subject to double-blind review by at least two members of the Scientific

Committee. After this process all manuscripts were revised by the authors to incorporate

the reviewers suggestions, under the supervision of the Conference Chairs.

The Scientific Committee was composed by an international panel of about 50 experts from

several countries: Australia, Austria, Brazil, Canada, Chile, China, Spain, USA, Finland,

Holland, India, Israel, Mexico, Norway, Portugal, UK, Singapore, and Turkey.

The editors.

VI

COMMITTEES

Steering Committee Leonel Morgado Universidade Aberta, Portugal

Nelson Zagalo University of Minho, Portugal

Ana Boa-Ventura University of Texas-Austin, USA

Conference Chair J. Bernardino Lopes University of Trs-os-Montes e Alto Douro, Portugal

Conference Co-Chairs J. Paulo Cravino University of Trs-os-Montes e Alto Douro, Portugal

Christian Gtl Technical University of Graz, Austria

Paulo Martins University of Trs-os-Montes e Alto Douro, Portugal

Organization Committee Ana Margarida Maia University of Trs-os-Montes e Alto Douro, Portugal Daniela Pedrosa University of Trs-os-Montes e Alto Douro, Portugal Gonalo Cruz Matos University of Trs-os-Montes e Alto Douro, Portugal Fernando Cassola Marques INESC Porto Ricardo Rodrigues Nunes University of Trs-os-Montes e Alto Douro, Portugal

Website Designer & Content Manager Andr Pinheiro University of Trs-os-Montes e Alto Douro, Portugal

Paulo Andr Fernandes University of Trs-os-Montes e Alto Douro, Portugal

Designer and Creator of the Structures

Paulo Filipe Fernandes aka Genius Bikcin

Fashion Designer

Avatar: Strelhinha Allen

VII

Public Relations Officer

Antnio Correia University of Trs-os-Montes e Alto Douro, Portugal Snia Ribeiro Universidade de Coimbra, Portugal

Local Chapters Manager

Diogo Azevedo University of Trs-os-Montes e Alto Douro, Portugal

Academic Journals Officer

Maria da Glria Fraga University of Trs-os-Montes e Alto Douro, Portugal

VIII

Scientific Committee Ahmer Iqbal University of Jyvaskyla, Finland

Ana Amlia Carvalho University of Coimbra, Portugal

Ana Boa-Ventura University of Texas-Austin, USA

Andrew Crooks George Mason University, USA

Antnio Alberto Silva Higher School of Education, Polytechnic Institute of Oporto,

Portugal

Antnio Fernando Coelho University of Porto, Portugal

Antnio Lopes Lusfona University, Portugal

Antnio Quintas Mendes Open University, Portugal

Baltasar Fernndez-Manjn Universidad Complutense, Madrid, Spain

Benjamim Fonseca University of Trs-os-Montes e Alto Douro, Portugal

Chris Haskell Boise State University, USA

Christian Gtl Graz University of Technology, Austria

Dan Hunter New York Law School, USA

Daniel Gonalves Higher Technical Institute, Portugal

David Deeds Colegios Peterson, Mexico

David Gibson University of Vermont, USA

Donizetti Louro Catholic University of Sao Paulo, Brazil

Emanuel Peres University of Trs-os-Montes e Alto Douro, Portugal

Erik Champion Curtin University, Australia

Filipe Alexandre Silva Santos Instituto Politcnico de Leiria, Portugal

Fotis Liarokapis Coventry University, UK

Greg Lastowka Rutgers School of Law /Camden, USA

Hanan Gazit Juloot Interactive/Tel-Aviv University/Shenkar College of Engineering,

Design & Art, Israel

Helen Farley University of Southern Queensland, Australia

Hugo Paredes University of Trs-os-Montes e Alto Douro, Portugal

Isabel Valverde Intelligent Agents and Synthetic Characters Group, Portugal

J. Bernardino Lopes University of Trs-os-Montes e Alto Douro, Portugal

J. Paulo Cravino University of Trs-os-Montes e Alto Douro, Portugal

Joo Barroso University of Trs-os-Montes e Alto Douro, Portugal

Joo Varajo University of Trs-os-Montes e Alto Douro, Portugal

John Jamison imagiLEARNING, USA

Jordi Vallverd Segura -Autonomous University of Barcelona, Spain

Leonel Morgado Universidade Aberta, Portugal

Lina Morgado Universidade Aberta, Portugal

Lus Magalhes University of Trs-os-Montes e Alto Douro, Portugal

Lus Pedro University of Aveiro, Portugal

Lynn Alves -Universidade do Estado da Bahia, Brazil

Marco Antonio Chvez-Aguayo -University of Guadalajara, Mexico

IX

Michal Yerushalmy University of Haifa, Israel

Michele Dickey- Miami University, USA

Mikhail Fominykh Norwegian University of Science and Technology, Norway

Narciso Cerpa University of Talca, Chile

Nelson Zagalo University of Minho, Portugal

Nico Rutten University of Twente, The Netherlands

Paulo Martins University of Trs-os-Montes e Alto Douro, Portugal

Pedro Sequeira Higher School of Sport of Rio Maior, Portugal

Pilar Lacasa University of Alcal, Spain

Ramesh Sharma Indira Gandhi National Open University, India

Ramiro Gonalves Universidade de Trs-os-Montes e Alto Douro, Portugal

Samia Khan -University of British Columbia, Canada

Scott Grant Monash University, Australia

Shalini Chandra Nanyang Technological University, Singapore

Sneha Veeragoudar Harrell Independent Scholar, USA

Steve Cooper Alice project, USA

Steven Warburton Kings College London, United Kingdom

Teresa Bettencourt University of Aveiro, Portugal

Torsten Reiners University of Hamburg, Germany

Vincent Ng Hong Kong Polytechnic University, Hong Kong

Vitor Duarte Teodoro New University of Lisbon, Portugal

Wafa Bourkhis Universit de la Manouba, Tunsia

Yesha Sivan Shenkar College and Metaverse Labs Ltd., Israel

X

TABLE OF CONTENTS

Keynote speakers _______________________________________________________ 1

Computational Modelling and Simulation in Sciences and Technology Learning _______ 1

Learning with Simulations __________________________________________________ 2

Serious games linking Simulations and Education _______________________________ 3

Simulation for Advancement in Science and Education ___________________________ 4

Day 1 Paper Session ____________________________________________________ 5

What are Simulations? An epistemological approach ____________________________ 6

Teaching science with experimental work and computer simulations in a primary teacher

education course: what challenges to promote epistemic practices? ________________ 7

Teacher mediation actions and students productive engagement during the use of

computer simulations in physical science classrooms ____________________________ 9

Contribution of a computer simulation to students learning of the physics concepts of

weight and mass ________________________________________________________ 10

Sensemaking in Second Life _______________________________________________ 11

Day 2 Paper Session ___________________________________________________ 13

Can Presence Improve Collaboration in 3D Virtual Worlds? ______________________ 14

Natural User Interfaces in the Motor Development of Disabled Children ____________ 15

The use of virtual environments as an extended classroom a case study with adult

learners in tertiary education ______________________________________________ 16

Online-Gym: a 3D virtual gymnasium using Kinect interaction ____________________ 17

Innovative Somatic-Technological Dance Research Collaboration into Creative Mixed

Reality Educational Practices ______________________________________________ 18

Gamifying the Virtual Laboratory of Archaeology ______________________________ 19

Day 3 - Paper Session ___________________________________________________ 20

The Taxonomy of Goal-oriented Actions in Virtual Training Environments ___________ 21

XI

Task-based teaching approaches of Chinese as a foreign language in Second Life through

teachers perspectives ___________________________________________________ 22

The Authenticity-Anxiety Paradox: The quest for authentic second language

communication and reduced foreign language anxiety in virtual environments _______ 23

Poster Session _________________________________________________________ 24

The Meta_Body Project __________________________________________________ 25

Keynote speakers

SLACTIONS2013 Book of Abstracts

1

Computational Modelling and Simulation in Sciences and Technology Learning

Vitor Teodoro

Universidade Nova de Lisboa, Portugal

Abstract: Scientific research involves mathematical modelling in the context of an

interactive balance between theory, experiment and computation. However,

computational methods and tools are still far from being appropriately integrated in the

high school and university curricula in science and technology. In this presentation, it is

shown how a computer modelling tool (Modellus, a free tool available on the Internet and

developed at FCTUNL) can be used to embed modelling in activities to help students learn

science and technology. Modellus allows students to create and explore mathematical

models using functions, differential and iterative equations, and visualize the behaviour of

mathematical objects.


2

Learning with Simulations

Jordi Vallverd

Universitat Autnoma de Barcelona, Spain

Abstract: Contemporary sciences use a wide and diverse range of computational

simulations, including in the areas of aeronautics, chemistry, bioinformatics, social

sciences, AI, the physics of elementary particles and most other scientific fields. A

simulation is a mathematical model that describes or creates computationally a system

process. Simulations are our best cognitive representation of complex reality, that is, our

deepest conception of what reality is. In this paper we defend that a simulation is

equivalent epistemologically and ontologically with all other types of cognitive models of

elements of reality. Therefore, simulations cannot be considered secondary nor weak

instruments to approach to the reality analysis.


3

Serious games linking Simulations and Education

Sylvester Arnab

Serious Game Institute, United Kingdom

Abstract: The study into serious gaming focuses on the use of games science and

technology to address serious issues. Within the context of education, the use of games as

an educational tool capitalises on the engaging factor and the competitive nature of

gaming. There are existing studies suggesting that the use of games is more effective than

traditional methods. This talk discusses the key issues in the uptake of serious games within

the educational setting and describes a multidisciplinary approach,which is essential to the

success of serious games development and deployment by using the award winning

PR:EPARe game as an example. This game supports the delivery of Relationships and Sex

Education within a formal education setting and the early deployment studies indicate

positive benefits and outcomes. This talk will also touch on the potential of a game-based

approach within the context of a learning scaffolding ecosystem and the innovative flipped

classroom.


4

Simulation for Advancement in Science and Education

Samia Khan

University of British Columbia, Canada

Abstract: Last month, three scientists received the Nobel prize in chemistry for their

work on computer simulations. They were awarded the Nobel prize for opening a computer

gateway to calculate chemical reaction pathways. Their simulations uniquely combine both

classical physics and quantum physics. They can be used today to research photosynthesis

at the atomic level and drug interactions with target proteins. Research with computer

simulations has been recognized to make important contributions to the theoretical and

experimental sciences. These advancements include, for example, simulations helping

scientists to: test how the spread of the bird flu might impact the human populations in

North America, theorize about the growth of sea ice in the warmer Antarctic, and make

predictions on how immune cells might identify foreign antigens. Despite these positive

contributions to science, how computer simulations advance science education is less clear

than their current role in the scientific process. What kinds of computer interfaces and

digitized representations would support learning science? What levels of guidance are

needed for science students while they are interacting with simulations? What is the role of

the teacher in students simulation-based inquiries? Drawing upon recent research on

computer simulations and science education, this keynote brings together eight studies on

new design interfaces and the classroom integration of computer simulations.

Recommendations are then made to support the learning of science with this key

technology.

Day 1 Paper Session


6

What are Simulations? An epistemological approach

Jordi Vallverd

Universitat Autnoma de Barcelona, Spain

Abstract: Contemporary sciences use a wide and diverse range of computational

simulations, including in the areas of aeronautics, chemistry, bioinformatics, social

sciences, AI, the physics of elementary particles and most other scientific fields. A

simulation is a mathematical model that describes or creates computationally a system

process. Simulations are our best cognitive representation of complex reality, that is, our

deepest conception of what reality is. In this paper we defend that a simulation is

equivalent epistemologically and ontologically with all other types of cognitive models of

elements of reality. Therefore, simulations cannot be considered secondary nor weak

instruments to approach to the reality analysis.

Keywords: model, computer, simulation, epistemology, representation.


7

Teaching sci ence with experimental work and computer simulations in a primary teacher education course: what challenges to promote epistemic practices?

Alexandre Pinto

School of Sciences and Technology, University of Trs-os-Montes e Alto Douro, Vila Real, Portugal

Higher School of Education, Polytechnic Institute of Porto, Porto, Portugal

Antnio Barbot



Clara Viegas

Higher Institute of Engineering of Porto, Polytechnic Institute of Porto, Porto, Portugal

Antnio A. Silva


Carla A. Santos


J. Bernardino Lopes


Research Centre Didactics and Technology in Education of Trainers, Aveiro, Portugal

Abstract: The objective of this work is to study how teachers mediation can promote the

development of students epistemic practices (EPs), in a classroom environment, using

computer simulations (CS) articulated with experimental work (EW). In particular, we want

to explore characteristics of teacher mediation using CS articulated with EW as a didactical

approach and what EPs occur when students work in the pathway from theory (T) to the

observable-world (OW), and vice-versa. We report a multi-case study with two teachers of

a primary teacher education course. We use multimodal narratives (a description of what

happens in the classroom, using several types of data collected) to analyse the students

EPs and the teachers mediation. This analysis is made using the qualitative analysis


8

software (NVivo 8). The results point that the differences in the occurrences and

pathways found in students EPs can be related to the different characteristics of teachers

mediation. The results also point to the existence of students epistemic practices that

were differently promoted depending on the use of CS or EW, which means an interesting

complementarity between the two teaching approaches. When teachers mediation

incorporates the use CSs articulated with EW.

Keywords: computer simulation; experimental work; teachers mediation; students

epistemic practices; epistemic pathway.


9

engagement during the use of computer simulations in physical science classrooms

Ana Edite Cunha


Elisa Saraiva


Carla Aguiar Santos


Fernanda Dinis


J. Bernardino Lopes


Research Centre Didactics and Technology in Education of Trainers, Aveiro, Portugal

Abstract: In this study, we intend to characterize the productive engagement of students

during the use of computer simulations in the classroom, and identify and describe the

factors that influence it. Our principal aim is to understand how the teachers mediation in

classroom with students using computer simulations influences the students productive

engagement. There are described two teacher cases. It was collect several types of data

about two lessons per teacher. The two teachers of physics and chemistry have similar

professional experience, but different experience integrating educational research in their

teaching practices. The results allow us to find the fundamental conditions to engage

students productively when they use CS and the main differences between the mediation of

two teachers.

Keywords: Students produtive engagement; Teacher mediation; Computer Simulations;

Physical science classroom.


10

learning of the physics concepts of weight and mass

Cndida Sarabando

Agrupamento de Escolas de Armamar, 5110-642 Tes, Armamar, Portugal

Jos Cravino

Physics Department, School of Science and Technology, Universidade de Trs-os-Montes e Alto Douro (UTAD), Portugal Research Centre Didactics and Technology in Education of Trainers (CIDTFF), Aveiro, Portugal

Armando Soares

Physics Department, School of Science and Technology, Universidade de Trs-os-Montes e Alto Douro (UTAD), Portugal

Abstract: The purpose of this study was to investigate the contribution of a computer

simulation to students learning of physics concepts (weight and mass). Our simulation was

produced using the software Modellus. This study evaluates progresses in understanding

made by students (grade 7; 12-13 years old) after one lesson (90 minutes) in three different

scenarios: using only hands-on activities, using only a computer simulation, and using

both. The progresses were measured through pre- and post-tests. The results show that the

total gains were higher when students used the computer simulation, alone or together

with hands-on activities. However, we found that the total gains obtained depend on the

teachers pedagogy when using the computer simulation to teach the concepts of weight

and mass.

Keywords: Computer simulation; teaching; learning; physics; mass; weight; teacher

mediation.


11

Sensemaking in Second Life

Amber Marshall

University of Queensland Business School, Brisbane, Australia

Abstract: This research investigates how sensemaking, which underpins all organizing,

takes place in the virtual world of Second Life. Sensemaking is the process of how we

socially construct reality. A virtual ethnography was undertaken within a community of

educators in Second Life to ascertain how practitioners make sense that is, make that

which they sense in the virtual world. Preliminary analysis of how people, objects,

processes, and places in Second Life are socially constructed by practitioners suggests that

sensemaking in virtual worlds is comprised of fragile, complex, and nuanced practices

which illuminate what we take for granted in the actual world.

Keywords: sensemaking, virtual worlds, Second Life, ethnography, virtual ethnography.

Day 2 Paper Session


14

Can Presence Improve Collaboration in 3D Virtual Worlds?

Armando Cruz

Centro de Estudos em Educao,

Tecnologias e Sade, ESTGL , Instituto

Politcnico de Viseu, Viseu, Por tugal

Hugo Paredes

INESC TEC (formerly INESC Porto)

UTAD University of Trs-os -Montes e Alto Douro, Vila Real, Portugal

Benjamim Fonseca

Leonel Morgado


Universidade Aberta, Portugal

Paulo Martins



INESC TEC (formerly INESC Porto)UTAD University of Trs-os -Montes e Alto Douro, Vila Real, Portugal

Abstract: Three dimensional (3D) virtual worlds are regarded as possessing strong

capabilities to support collaboration between people. The physical characteristics of the

virtual environment are pointed out as responsible for that capability because they create

immersive environments that we are familiar with, and dare able to involve users in such a

way that the feeling of being in the world is frequently reported. Presence, the perception

of the virtual has if it was real, may be helpful in realizing how an easier understand

environment can improve collaboration. In this paper, based on a literature review, we

look into the relationship between presence and collaboration, and the importance of

presence to the understanding of collaboration in 3D virtual worlds.

Keywords: Presence, collaboration, 3D virtual worlds, CVEs, CSCW, development of CVEs,

review.


15

Natural User Interfaces in the Motor Development of Disabled Children

Pedro Meleiro

Faculty of Engineering of University of Porto, Porto, Portugal

Rui Rodrigues



Joo Jacob



Tiago Marques



Abstract: This study describes a framework based upon body tracking devices and aimed at

assisting children with motor impairments and aims at understanding what positive

contribute it can deliver for their rehabilitation process. A state of the art study regarding

the most relevant devices and frameworks is addressed, and the most beneficial

combination of these technologies is selected and detailed, including the emerged benefits

and constraints. A case study is defined featuring two motor disorders that can take

advantage of the technological specifications, as well as the types of exercise appropriate

for this context. The developed framework collects motricity data by asking the user to

mimic the movements of a previously recorded exercise, and is thoroughly detailed in this

paper. The results obtained from the tests conducted during the validation process

evidence the data collected regarding the user performance denotes certain motor

patterns of the disorder, making it apt to be applied as an auxiliary tool for impairments

diagnosis. However, a few detection and tracking issues in more complex exercises indicate

that the technologies selected for this project can be applied in a real context to assist in

rehabilitation sessions, but require additional evaluation metrics to support its conclusions.

Keywords: natural user interfaces, motor rehabilitation.


16

The use of virtual environments as an extended classroom a case study with adult learners in tertiary education

Ana Loureiro

Polytechnic Institute of Santarm, Santarm, Portugal

CIDTFF/University of Aveiro, Aveiro, Portugal

Teresa Bettecourt

CIDTFF/University of Aveiro, Aveiro, Portugal

Abstract: This study was conducted in immersive 3D virtual environment Second Life,

with the support of web 2.0 tools as a complement to physical classroom - extended

classroom. It was assumed that socialization is a key factor for collaborative learning and

knowledge construction. The study aims to identify the variables that may influence

knowledge sharing in learning contexts using virtual environments; with the aim of

contributing to the improvement of learning situations using the online tools. This research

is exploratory in nature and falls within the field of phenomenological studies. The study

was implemented in a tertiary education institution involving regular and adult learners.

We conclude that in virtual environments learners tend to feel more confident, open,

participatory, creative, understanding and seem to participate in training sessions because

they are indeed interested in learning. On the other hand, the possibility of providing

online tutorial session allows reaching a larger number of learners. These online sessions

can be established in a time and place (virtual) free of constraints and can be tailored,

allowing a more effective participation from learners.

Keywords: virtual environments; extended classroom; adult learners; Second Life; tertiary

education; b-learning.


17

Online -Gym: a 3D virtu al gymnasium using Kinect interaction

Fernando Cassola



Leonel Morgado



Fausto de Carvalho

Portugal Telecom Inovao, SA, Aveiro, Portugal

Hugo Paredes



Benjamim Fonseca



Paulo Martins



Abstract: Synchronized online gymnastics may provide new possibilities for enhancing the

physical and social well - being of people with restricted mobility. We propose a prototype

platform for this Online - Gym which allows users to interact using a Microsoft Kinect

and participate in on-line gymnastics sessions. In this paper we present the Online - Gym

concept and a first iteration on the platform architecture that allows interaction in virtual

worlds with movement captured by a Kinect device. The exploratory work done so far

provides evidence that this approach is viable and that such scenarios may be pursued.

Keywords: Virtual Environments; Second Life; OpenSimulator; Virtual Worlds; Kinect;

Motion Capture; Human Computer Interaction; Natural User Interfaces; online gymnastics;

rehabilitation.


18

Innovative Somatic -Technological Dance Research Collaboration into Creative Mixed Reality Educational Practices

Isabel Valverde

Institute for Human Studies and Intelligent Sciences, Center for Arts and Technologies, Cascais, Portugal.

Todd Cochrane

Nelson Marlborough Institute of Technology, New Zealand.

Abstract: The project Senses Places has developed an experimental somatic-

technological dance approach for dancing in mixed reality mediated through image, avatars

and biodata. This paper discusses the interfaces and choreographic methods resulting from

the art-technology collaborative process between the main authors, creating participatory

performance environments and leading workshops that raise innovative challenges to

crossover areas of curriculum design. The aim is to understand its effectiveness for creative

trans-disciplinarity educational practices.

Keywords: Art-Technology, Dance-Technology, Somatics, Embodiment, Posthuman

corporeality, Human-Machine Interface, System design, Curriculum design, Choreography,

Kinesthesia.


19

Gamifying the Virtual Laboratory of Archaeology

Lus Sequeira

University of Trs-os-Montes Alto Douro (UTAD), Vila Real, Portugal

Leonel Morgado



Eduardo Solteiro Pires


University of Trs-os-Montes Alto Douro (UTAD), Vila Real, Portugal

Abstract: Virtual archaeology projects have been evolving to go beyond a mere

reconstruction of architecture and artefacts of heritage sites: human interaction with the

environment is also an object of research for historians and archaeologists. Methodologies

like the London Charter propose that virtual archaeology projects are lead by historians

and archaeologists, in close collaboration with technical teams, to guarantee the

credibility and scientific validation of the result. The question is how to allow historians to

model crowds on their own, if they lack the required skills to programme complex artificial

intelligent-driven autonomous agents. In this article a method is proposed, currently under

development, whereby non-programmers will be able to successfully model crowds with

very simple tools that do not require any programming knowledge but still provide

convincing results. The underlying idea is to employ concepts borrowed from computer

games, whose interfaces are targeted to non-experts and adapt them to the specificities of

virtual worlds like Second Life and OpenSimulator. Moreover, some limitations and ideas

for further extension are discussed.

Keywords: Second Life; OpenSimulator; Artificial intelligence; Virtual archaeology;

Genetic algorithms; Bots.

Day 3 - Paper Session


21

The Taxonomy of Goal -oriented Actions in Virtual Training Environments

Ali Fardinpour

School of Information Systems, Curtin University, Australia

Torsten Reiners

School of Information Systems, Curtin University, Australia

Abstract: With the shift of training scenarios to virtual worlds and assessment being an

inevitable part of any teaching and learning process, we require sophisticated assessment

methods to analyze action-sequences of learners according to reference solutions defined

by experts and provide automated formative feedback. We propose the Action-based

Learning Assessment Method (ALAM) using an action taxonomy to classify recognized

actions performed by the user in the virtual world. Most of these taxonomies were

developed to model the behavior and performance of users. Yet, current taxonomies of

human actions were developed based on need in specific research, still lacking a general

taxonomy. The taxonomy of goal-oriented actions in virtual training environments was

developed to overcome this problem and will be discussed in this paper.

Keywords: Taxonomy; Human actions; Action-based Learning Assessment.


22

Task-based teaching approaches of Chinese as a

perspectives

Tsun-Ju

Kainan University, Taiwan

Szu-Yun

National Taiwan Normal University, Taiwan

Scott Grant

Monash University, Australia

Ching-Ling Chien


Yu-Ju Lan


Abstract: The purpose of this paper is to describe the integration of two task-based

language teaching (TBLT) approaches in the 3D multi-user virtual environment (MUVE)

Second Life and to discuss the benefits and challenges from the perspectives of an expert

user in Australia and three novice users in Taiwan. A qualitative research methodology was

conducted as the research design in the study. Participants included the four instructors

from two countries and 144 Chinese language undergraduate students at a major Australian

university. Three activity units based on information gap and reasoning gap teaching tasks

were created. It was found that conducing TBLT in Second Life can help instructors provide

opportunities for the students to set clear goals, ensure student-centred and authentic

approaches to learning, and provide multiple opportunities for input, production, and

feedback. Furthermore, the lesson configuration (with the expert taking care of technical

issues in the physical classroom and the content instructors focusing on teaching virtually)

helped reduce common technical issues in Second Life and thus promote a comfortable

learning environment for both the instructors and students to solely focus on the learning

content of the language class.

Keywords: 3D MUVEs; task-based language teaching; Chinese as a foreign language;

Second Life.

The Authenti city -Anxiety Paradox: The quest for authentic second language communication and reduced foreign language anxiety in virtual environments

Scott Grant


Hui Huang


Sarah Pasfield -Neofitou


Abstract: In this amplification of an earlier comparative study into technical and foreign

language anxiety in a virtual environment and the traditional classroom, the authenticity of

the virtual environment and of the communicative interaction that occurs within that

environment stand out as a significant factors associated with reduced foreign language

anxiety. Students feelings about the authenticity of typed text-chat and of communication

with their non-player character interlocutors in the virtual environment in comparison to

real world communication is highly related to the foreign language anxiety they

experience: the more similar they perceive these two contexts, the more likely they are to

transfer feelings of anxiety related to speaking a foreign language to the virtual

environment, even though perceived similarities between the real and virtual world were

found to lead to greater engagement in learning in the virtual environment.

Keywords: Foreign language anxiety; second language communication; virtual

environments.


24

Poster Session


25

The Meta_Body Project

Catarina Carneiro de Sousa

Polytechnic Institute of Viseu School of Education, Communication and Art Department, Viseu, Portugal.

Abstract: Meta_Body is a project first held in online virtual environment and in a real

life art exhibition, and now carrying on in the metaverse creative flux. The project

addresses two aspects the constitution of virtual corporality and the shared creative

process of avatar building, sharing, transformation and embodiment.

Keywords: avatar, virtual corporality, shared creativity, produsage.

Documents

Book of Abstracts Slactions 2013