Ludic Learning

2013 ◽  
Vol 5 (2) ◽  
pp. 20-33 ◽  
Author(s):  
Aleshia T. Hayes ◽  
Carrie L. Straub ◽  
Lisa A. Dieker ◽  
Charlie E. Hughes ◽  
Michael C. Hynes
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Social Presence ◽  
Mixed Reality ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Sense Of Presence ◽  
Suspension Of Disbelief

New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.

Site-Specific Performance, Narrative, and Social Presence in Multi-User Virtual Environments and the Urban Landscape

2013 ◽  
pp. 46-58
Author(s):  
Paul Sermon ◽  
Charlotte Gould
Keyword(s):  
Virtual Environments ◽  
Social Presence ◽  
Second Life ◽  
Mixed Reality ◽  
Urban Landscape ◽  
Physical Space ◽  
Urban Environments ◽  
Site Specific ◽  
The Public ◽  
And Performance

This chapter brings together the practice-based creative research of artists Charlotte Gould and Paul Sermon, culminating in collaborative interactive installations for urban screens that investigate new forms of social and/or political narratives in site-specific urban environments. The authors’ current creative practice looks specifically at the concepts of social presence and performance and attempts to bridge two remote locations either virtually (using online virtual environments such as Second Life) or in the physical space through mixed reality techniques and interfaces that allow the public to direct the narrative and creative outcomes of the artwork.

The sense of presence in virtual environments:

2003 ◽  
Vol 15 (2) ◽  
pp. 69-71 ◽  
Author(s):  
Thomas W. Schubert
Keyword(s):  
Virtual Environments ◽  
Coding Theory ◽  
Model Building ◽  
Self Report ◽  
Survey Study ◽  
Spatial Presence ◽  
Component Structure ◽  
Sense Of Presence ◽  
Being There ◽  
Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

scholarly journals Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

2021 ◽  
Vol 11 (5) ◽  
pp. 57
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Traditional Learning ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative

Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

Effect of Virtual Reality Graded Exposure on Heart Rate and Self-Reported Anxiety Levels of Performing Saxophonists

2003 ◽  
Vol 51 (4) ◽  
pp. 302-315 ◽  
Author(s):  
Evelyn K. Orman
Keyword(s):  
Heart Rate ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Exposure Period ◽  
Sense Of Presence ◽  
Graded Exposure ◽  
Subjective Measurements ◽  
Anxiety Levels ◽  
Exposure Sessions ◽  
Virtual Reality Exposure

This study is an examination of the effect of computer-generated virtual reality graded exposure on the physiological and psychological responses of performing musicians. Eight university saxophone majors, five men and three women, participated in twelve 15- to 20-minute weekly practice sessions during which they were immersed in one of four different virtual environments designed to elicit various anxiety levels. Baseline heart rates and subjective measurements were taken prior to immersion and continued throughout the exposure period. In addition, heart rate and subjective measurements were recorded for three live performances given by each subject before beginning the virtual reality exposure and after completion of the sixth and the twelfth exposure sessions. Findings indicated that the virtual environments did elicit a sense of presence and may have provided the means for desensitization. Heart-rate readings and psychological indications of anxiety did not always correspond.

Adaptive Generation of Emotional Impact Using Enhanced Virtual Environments

2012 ◽  
Vol 21 (1) ◽  
pp. 96-116 ◽  
Author(s):  
Haringer Matthias ◽  
Steffi Beckhaus
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Emotional Impact ◽  
Rating Method ◽  
Novel Methods ◽  
Over Time

In this paper we introduce novel methods of intensifying and varying the user experience in virtual environments (VE). VEs technically have numerous means for crafting the user experience. Little has yet been done to evaluate those means of expression (MoEs) for their emotional impact on people and to use their capability to create different experiences and subtly guide the user. One of the reasons is that this requires a system which is capable of easily and dynamically providing those MoEs in such a way that they can easily be composed, evaluated, and compared between applications and users. In the following, we first introduce our model of both informational and emotional impact of VEs on users, introduce our dynamic, expressive VR-system, and present our novel evaluation and rating method for MoEs. MoEs can be used to guide attention to specific objects or build up an emotion or mood over time. We then present a study in which users experience 30 selected MoEs and rate their qualitative emotional impact using this rating method. We found that different MoEs can be used to elicit many diverse emotions which were surprisingly consistent among the test persons. With these results, our work enables new ways to make VEs more interesting and emotionally engaging, especially over a longer period of time, opening new possibilities, for example, to increase the motivation for long, stressful, and tiresome training as in neurorehabilitation.

From Lock-In to Transformation: A Path-Centric Theory of Emerging Technology an Organizing

2021 ◽  
Author(s):  
Brian T. Pentland ◽  
Youngjin Yoo ◽  
Jan Recker ◽  
Inkyu Kim
Keyword(s):  
Drug Discovery ◽  
Dynamic Simulation ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Basic Question ◽  
Transformative Change ◽  
Pharmaceutical Drug ◽  
Wide Range ◽  
Lock In

We offer a path-centric theory of emerging technology and organizing that addresses a basic question. When does emerging technology lead to transformative change? A path-centric perspective on technology focuses on the patterns of actions afforded by technology in use. We identify performing and patterning as self-reinforcing mechanisms that shape patterns of action in the domain of emerging technology and organizing. We use a dynamic simulation to show that performing and patterning can lead to a wide range of trajectories, from lock-in to transformation, depending on how emerging technology in use influences the pattern of action. When emerging technologies afford new actions that can be flexibly recombined to generate new paths, decisive transformative effects are more likely. By themselves, new affordances are not likely to generate transformation. We illustrate this theory with examples from the practice of pharmaceutical drug discovery. The path-centric perspective offers a new way to think about generativity and the role of affordances in organizing.

Enhancing qualities of consciousness during online learning via multisensory interactions

2021 ◽  
Author(s):  
Valentina Cesari ◽  
Benedetta Galgani ◽  
Angelo Gemignani ◽  
Danilo Menicucci
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Information Technologies ◽  
Physical Distance ◽  
Sense Of Presence ◽  
Lack Of Control ◽  
Multisensory Interactions ◽  
Feasible Alternative ◽  
Time Information

Online-learning is a feasible alternative to the physical classroom during this current global COVID-19 pandemic. In this time, Information Technologies have allowed sharing experiences but has also highlighted some limitations compared to the traditional way of learning. Learning is strongly sustained by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement in activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning-supporting variables, this article aims at describing the role of flow, presence and social interactions during online sessions and characterizing multi sensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed or virtual reality can support abovementioned domains of consciousness and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

scholarly journals Effects of Handling Real Objects and Self-Avatar Fidelity on Cognitive Task Performance and Sense of Presence in Virtual Environments

2003 ◽  
Vol 12 (6) ◽  
pp. 615-628 ◽  
Author(s):  
Benjamin Lok ◽  
Samir Naik ◽  
Mary Whitton ◽  
Frederick P. Brooks
Keyword(s):  
Virtual Environments ◽  
Task Performance ◽  
Cognitive Task ◽  
Real Space ◽  
Space Environment ◽  
Virtual Objects ◽  
Manual Task ◽  
Sense Of Presence ◽  
Real Objects ◽  
Visual Fidelity

Immersive virtual environments (VEs) provide participants with computer-generated environments filled with virtual objects to assist in learning, training, and practicing dangerous and/or expensive tasks. But does having every object being virtual inhibit the interactivity and level of immersion? If participants spend most of their time and cognitive load on learning and adapting to interacting with virtual objects, does this reduce the effectiveness of the VE? We conducted a study that investigated how handling real objects and self-avatar visual fidelity affects performance and sense of presence on a spatial cognitive manual task. We compared participants' performance of a block arrangement task in both a real-space environment and several virtual and hybrid environments. The results showed that manipulating real objects in a VE brings task performance closer to that of real space, compared to manipulating virtual objects. There was no signifi-cant difference in reported sense of presence, regardless of the self-avatar's visual fidelity or the presence of real objects.

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