Abstract: În the past two decades, immersive virtual reality
(VR) has attracted the attention of many
researchers and educators who predicted that
VR would considerably affect how learning and
teaching are conducted. However, widespread uptake
isnât yet apparent, and, despite the amount
of successful research, we still know little about
what exactly constitutes an effective virtual learning
environment.[1,2] The research presented here
aims to investigate how an interactive immersive
virtual learning environment affects conceptual
learningâin other words, how it affects the deeper,
transferable understandings of abstract knowledge.
The learning domain is mathematics, because it
provides many examples of abstract problems that
can conceptually challenge young and old alike.
Abstract: This paper explores the use of Activity Theory
for the evaluation of user behaviour in immersive virtual
environments. Specifically, the study of user behaviour
focuses on interactivity, which is argued to be one of the
most important processes that take place between a user
and the system in virtual reality. The ultimate intention is
to study the role and the effect of interactivity on learning
and conceptual change and to examine how interaction and
conceptual learning are related in the context of virtual
environments developed primarily for informal educational
settings. As a first step to this study, a set of exploratory
experiments was carried out with children aged 7â12. The
children were asked to complete tasks, such as the
assembly of ancient columns from parts, which were designed
to promote constructivist learning and explore the
methods of carrying out in-depth experiments with children.
This paper describes the analysis of these exploratory
case studies from an Activity Theory perspective.
Abstract: In this paper we present a user-centered design approach to the development of a
Virtual Environment (VE), by utilizing an iterative, user-informed process throughout
the entire design and development cycle. A preliminary survey was first undertaken
with end users, that is, architects, chief engineers, and decision makers of a realworld
architectural and urban planning project, followed by a study of the traditional
workflow employed. We then determined the elements required to make
the VE useful in the real-world setting, choosing appropriate graphical and auditory
techniques to develop audiovisual VEs with a high level of realism. Our usercentered
design approach guided the development of an appropriate interface and
an evaluation methodology to test the overall usability of the system. The VE was
evaluated both in the laboratory and, most importantly, in the usersâ natural work
environments. In this study we present the choices we made as part of the design
and evaluation methodologies employed, which successfully combined research
goals with those of a real-world project.
Among other results, this evaluation suggests that involving users and designers
from the beginning improves the effectiveness of the VE in the context of the real
world urban planning project. Furthermore, it demonstrates that appropriate levels
of realism, in particular spatialized 3D sound, high-detail vegetation, and shadows, as
well as the presence of rendered crowds, are significant for the design process and
for communicating about designs; they enable better appreciation of overall ambience
of the VE, perception of space and physical objects, as well as the sense of
scale. We believe this study is of interest to VE researchers, designers, and practitioners,
as well as professionals interested in using VR in their workplace.
Abstract: The research presented in this paper aims at
investigating user interaction in immersive virtual
learning environments, focusing on the role and the
effect of interactivity on conceptual learning. The goal
has been to examine if the learning of young users
improves through interacting in (i.e. exploring, reacting
to, and acting upon) an immersive virtual environment
(VE) compared to non-interactive or non-immersive
environments. Empirical work was carried out with
more than 55 primary school students between the ages
of 8 and 12, in different between-group experiments:
an exploratory study, a pilot study, and a large-scale
experiment. The latter was conducted in a virtual
environment designed to simulate a playground. In this
ââVirtual Playground,ââ each participant was asked to
complete a set of tasks designed to address arithmetical
ââfractionsââ problems. Three different conditions, two
experimental virtual reality (VR) conditions and a
non-VR condition, that varied the levels of activity and
interactivity, were designed to evaluate how children
accomplish the various tasks. Pre-tests, post-tests,
interviews, video, audio, and log files were collected for
each participant, and analysed both quantitatively and
qualitatively. This paper presents a selection of case
studies extracted from the qualitative analysis, which
illustrate the variety of approaches taken by children in
the VEs in response to visual cues and system feedback.
Results suggest that the fully interactive VE aided
children in problem solving but did not provide a
strong evidence of conceptual change as expected; rather,
it was the passive VR environment, where activity
was guided by a virtual robot, that seemed to support
student reflection and recall, leading to indications of
conceptual change.
Notes: Received: 20 December 2005 Accepted: 22 May 2006 Published online: 5 October 2006
Abstract: http:doi.acm.org/10.1145/973801.973818 xD;The development of interactive, participatory, multisensory environments that combine the physical with the virtual comes as a natural continuation to the computer game industry's constant race for more exciting user experiences. Specialized theme parks and various other leisure and entertainment centers worldwide are embracing the "interactive" promise that games have made users expect. This is not a trend limited to the entertainment domain; non-formal learning environments for children are also following this path, backed up by a theoretical notion of play as a core activity in a child's development. In this article we explore a central thread in learning, play, as well as an essential characteristic of virtual reality environments: interactivity. A critical review of examples of immersive virtual reality worlds created for children, with particular attention given to the role and nature of interactivity, is attempted. Interactivity is examined in relation to learning, play, narrative, and to characteristics inherent in virtual reality, such as immersion, presence, and the creation of illusion.
Abstract: This paper describes the design, evaluation, and lessons learned from a project involving
the implementation of an immersive virtual environment for children called NICE
(Narrative-based, Immersive, Constructionist/Collaborative Environments). The goal
of the NICE project was to construct a testbed for the exploration of virtual reality as
a learning medium within the context of the primary educational reform themes of
the past three decades. With a focus on informal education and domains with social
content, NICE embraces the constructivist approach to learning, collaboration, and
narrative development, and is designed to utilize the strengths of virtual reality: a combination
of immersion, telepresence, immediate visual feedback, and interactivity.
Based on our experiences with a broad range of users, the paper discusses both the
successes and limitations of NICE and concludes with recommendations for research
directions in the application of immersive VR technologies to childrenâs learning.
Abstract: This paper examines the issues involved in the use of high-end interactive media, computer
graphics applications, and virtual reality technology in museums. As museums adapt advanced
digital media for use in exhibitions and public programs, new relationships take place between the
audience, the venue, the virtual representation and the real object or fact. While the use of stateof-
the-art technology can effectively shape how museums deliver public education, issues of high
cost and maintenance of such technology, larger and diverse audience throughput, and difficulty
in content development present important drawbacks. Both the benefits as well as the problems
caused by the deployment of technology in the museum will be analyzed. Examples will be
presented of special museums worldwide that use technology in innovative ways for educational
and artistic purposes. Particular focus will be given to the presentation of the projects created by
the Foundation of the Hellenic World, a cultural heritage institution in Greece, which uses
immersive virtual reality, VRML, and three-dimensional graphics for the reconstruction of
archeological sites, historical interpretation, and education.
Notes: Also in IMEros Journal for Culture and Technology (1), Athens, 2001, pp. 23-31.
Abstract: We describe the development and evaluation of a large-scale multimodal virtual reality simulation suitable for the visualization of cultural heritage sites and architectural planning. The system is demonstrated with a reconstruction of an ancient Greek temple in Messene that was created as part of a EU funded cultural heritage project (CREATE). The system utilizes a CAVE-like theatre consisting of head-tracked user localization, a haptic interface with two arms, and 3D sound. The haptic interface was coupled with a realistic physics engine allowing users to experience and fully appreciate the effort involved in the construction of architectural components and their changes through the ages. Initial user-based studies were carried out, to evaluate the usability and performance of the system. A simple task of stacking blocks was used to compare errors and timing in a haptics-enabled system with a haptics-disabled system. In addition, a qualitative study of the final system took place while it was installed in a museum.
Abstract: This research sets out to explore user interaction in immersive
Virtual Environments (VEs), focusing on the role and
the effect of interactivity on learning and conceptual
change. The intention is to examine how interaction and
conceptual learning are related in the context of virtual
environments developed primarily for informal educational
settings. In order to study this, different virtual environments
have been designed for projection-based immersive
Virtual Reality (VR) devices, such as the CAVE®, since
these types of environments are increasingly found in realworld
contexts. Pilot studies have been carried out with
primary school students, while a set of main experiments
are being planned. The participants in all studies are children
between 8 and 12 years old, as this is the age in which
concrete mental models are formed and, thus, best suited to
study the development of learning. To date, the children
who participated in the pilot studies were asked to carry out
tasks, such as the assembly of ancient columns from parts,
which were designed to promote constructivist learning.
Their interaction in the VE was analyzed using an Activity
Theory framework [5]. The result of this analysis has informed
the design of the main studies, which is currently
underway.
Abstract: Interactivity is regarded as one of the core components of a successful Virtual Reality experience, and is promoted widely for its effectiveness, motivational impact, and significance for learning. The research described in this paper sets out to explore learner interaction in immersive Virtual Environments, focusing on the role and the effect of interactivity on learning and conceptual change. In order to examine this relationship, different environments (immersive and interactive, immersive but passive, and non-virtual) have been designed to support a set of tasks for primary school students between 8 and 12 years old. The tasks are constructive by nature, including such things as the assembly of columns from parts or the re-design of a playground, and require performing mathematical calculations. A set of qualitative observations have been made on a case-by-case basis, while the analysis is continuing to look at the various elements that form the complex relationship between interactivity and learning.
Abstract: In this paper we introduce an image-based 3D capture process for the creation and display of photorealistic virtual
environments (VEs). The resulting VEs aim to realistically recreate existing real-world scenes that can be displayed
in a range of immersive VR systems using a high-quality, view-dependent algorithm and further enhanced
using advanced vegetation, shadow display algorithms and 3D sound. The scenes, an archaeological site and an
urban environment, were chosen according to real-world applications in the areas of urban planning/architecture
and cultural heritage education. The users in each case are able to reconstruct or manipulate elements of the VEs
according to their needs, as these have been specified through a detailed user requirements survey. Furthermore, a
user task analysis and scenario-based approach has been adopted for the design of the virtual prototypes and the
evaluation, which is currently underway. This work is being developed in the context of the EU-funded research
project CREATE and the first examples of the prototype system in use are described and demonstrated in this paper.
Abstract: This research sets out to explore childrenâs interaction in
immersive Virtual Environments (VEs), focusing on the
role and the effect of interactivity on learning and conceptual
change. The intention is to examine how interaction
and conceptual learning are related in the context of virtual
environments developed primarily for informal educational
settings. In order to study this, a set of exploratory studies
was carried out with children aged 7-12. The children were
asked to complete tasks, such as the assembly of ancient
columns from parts, which were designed to promote constructivist
learning. Their interaction in the VE was analyzed
using an Activity Theory framework [3]. The result
of this analysis has informed the design of the main studies,
which is currently underway.
Abstract: The area of virtual heritage has long been concentrated on generating digital reconstructions of historical or
archaeological artefacts and sites with enough fidelity to be truly accurate representations of their real-world
counterparts. In some cases, the advancement of tools and techniques for achieving greater visual realism has
distracted from the development of other directions that enhance a virtual experience, such as interactivity, sound
or touch. Recent trends in the area of non-photorealistic rendering shift focus to the development of more âbelievableâ
environments, while maintaining the accuracy and validity of the visualised data, which is significant for
archaeological research. In this paper we argue that it is important to enhance the perception of realism, achieved
both through photorealistic and non-photorealistic visualisation approaches, with interactivity. This is illustrated
by two example projects which develop prototype virtual environments created for specialists as well as novice
users.
Abstract: Mixed-reality promises a new era of applications, in
which professional or individual users will find unique
ways to explore and experience their current activities.
Although mixed-reality home devices are still not widely
accessible, especially for a broad public, immersive
displays and interaction tools are already used in
professional industries and institutes. However, the
exploration of new applications is still an open research
area. In this paper, we present an overview of the
European research project CREATE, in which we explore
and evaluate new ways of learning by interacting with
mixed-reality environments based on real and virtual data
sources, and by making use of stateâofâtheâart
technologies and interaction tools. To validate our
approach we plan to build two prototypes: one for a
cultural heritage application and one for an urban planning
and architecture application.
Abstract: The intersection of advanced visualisation technology, such as Virtual Reality (VR), and
cultural heritage promises many new applications and raises new fundamental questions. Both the
development of the techniques and technology and the increasing impact of interactive technologies on
the more traditional arts, have matured enough as to expand VR research from the military and scientific
visualisation realm into more multidisciplinary areas, such as the contemporary arts, education,
archaeology, culture at large, and psychology. Consequently, virtual reality interfaces, interaction
techniques, and devices have improved greatly in order to provide more natural and obvious modes of
interaction and motivational elements. However, the prohibitive costs and inaccessibility of VR
technologies, coupled with issues of usability, user training, operation, and maintenance, continue to
present practical drawbacks, especially for the cultural and educational use of VR.
In spite of concerns, heritage institutions, such as museums and public cultural institutions have started
making use of advanced systems and investigating their educational potential in order to effectively
shape visitor experience and deliver public education. This presentation will discuss the issues involved
in using state-of-the-art interactive virtual environments in public spaces for learning, historic research,
and entertainment, drawing from the experience of such use at different museums with which the author
has been affiliated: a cultural heritage institution of informal education located in Athens, where VR is
used for the accurate reconstruction of archaeological sites, and a contemporary art museum.
Abstract: This paper addresses issues concerning the development of Virtual Reality representations of
archaeological data from the viewpoint of the archaeologist and the educator, as these are seen through the
authorsâ experience of constructing immersive virtual archaeology programmes for the broad public.
Specifically, the issue of interactivity is approached through the userâs position in a virtual space, the
representation of space is observed in its correspondence to reality, and temporality is regarded both as
represented and actual. Data accuracy and sufficiency are related to the assumptions and limitations of the
representation.
Abstract: This paper attempts to review examples of the use of storytelling and
narrative in immersive virtual reality worlds. Particular attention is given to the
way narrative is incorporated in artistic, cultural, and educational applications
through the development of specific sensory and perceptual experiences that are
based on characteristics inherent to virtual reality, such as immersion,
interactivity, representation, and illusion. Narrative development is considered
on three axes: form (visual representation), story (emotional involvement), and
history (authenticated cultural content) and how these can come together.
Abstract: Research in conceptual learning and virtual reality is a relatively young field, but growing rapidly.
The increasing development of virtual reality (VR) technologies has matured enough as to expand research
from the military and scientific visualization realm into more multidisciplinary areas, such as education, art,
and psychology. Consequently, virtual reality interfaces, interaction techniques, and devices have improved
greatly in order to provide more natural and obvious modes of interaction and motivational elements.
Nevertheless, the prohibitive costs and inaccessibility of VR technologies, coupled with issues of usability,
educator training, operation, and maintenance, present important drawbacks for the educational use of VR
making it difficult to incorporate in dwindling school budgets. In spite of these concerns and objections
regarding the appropriateness and educational efficacy of virtual reality, there remain compelling reasons for
believing that VR learning environments for children warrant serious investigation and can provide strong
tools for learning. Institutions of informal education, such as museums, research, and cultural centers are in a
better position to make use of such advanced systems and investigate their educational potential while
effectively shaping how they deliver public education. This paper describes the interactive learning
environments developed for learners of all ages in such an institution of informal education, and discusses
the issues involved in using state-of-the-art interactive virtual environments for childhood learning.
Abstract: Virtual Reality is a novel and innovative technology which allows us,
through its applications, to experience abstract concepts and ideas, visit spaces that are
unreachable or no longer exist, and examine e objects from diverse and unique points
of view. Virtual archaeology refers to the use of 3D computer models of ancient
buildings and artifacts visualized through immersive technologies. In this paper we
explore issues involved in creating immersive cultural heritage projects enhancing our
perspective and understanding of the environments in which our ancestors lived and
worked.
Abstract: As immersive virtual reality increases in popularity, a growing number of institutions incorporate
projection-based display systems in their daily function. For the most part, these institutions operate in
the academic, research, and industrial domains while the users of their virtual reality systems are
specially trained staff members and researchers. There is, however, considerable interest in virtual
reality applications on behalf of museums, educational organizations, the medical and corporate field,
and the entertainment industry. This paper examines the issues involved in the deployment of
immersive projection-based virtual reality technology in museums and other public spaces. Emphasis
is placed on the challenges and pitfalls of incorporating immersive projection technology in settings
such as the above, settings other than research laboratories or industrial research and development
departments.
Abstract: Advances in technology have made it possible to create vast, rich, and architecturally intricate virtual worlds. The Mitologies project is an attempt to utilize this technology as a means of artistic expression and for the exploration of historical, political, musical, and visual narratives. Mitologies draws inspiration from a large pool of literary and artistic sources by capturing their intertwining relationships in a cinematic form, hence making connections to the strong narrative tradition of other media, such as film and literature.
Abstract: In this paper we describe a software system for building interactive virtual environments, particularly ones for virtual reality art works. It is meant to allow teams composed of experienced programmers and
non-programming designers to work together on projects. It is an object-oriented framework, built upon existing toolkits for VR, real-time graphics, and audio. A number of common application features and tools are
provided, simplifying world creation.
Abstract: This paper describes and discusses the NICE project, an immersive learning
environment for children implemented in the CAVE and related multi-user virtual reality
(VR) technologies. The NICE project provides an engaging setting where children construct
and cultivate simple virtual ecosystems, collaborate via networks with other remotely-located
children, and create stories from their interactions in the real and virtual world.
