scholarly journals Eye See What You See: Exploring How Bi-Directional Augmented Reality Gaze Visualisation Influences Co-Located Symmetric Collaboration

2021 ◽  
Vol 2 ◽  
Author(s):  
Allison Jing ◽  
Kieran May ◽  
Gun Lee ◽  
Mark Billinghurst
Keyword(s):  
Augmented Reality ◽  
Real Life ◽  
Lessons Learned ◽  
Future Research ◽  
User Intention ◽  
Face To Face ◽  
Implicit Information ◽  
Mutual Gaze ◽  
Gaze Interaction ◽  
Gaze Cues

Gaze is one of the predominant communication cues and can provide valuable implicit information such as intention or focus when performing collaborative tasks. However, little research has been done on how virtual gaze cues combining spatial and temporal characteristics impact real-life physical tasks during face to face collaboration. In this study, we explore the effect of showing joint gaze interaction in an Augmented Reality (AR) interface by evaluating three bi-directional collaborative (BDC) gaze visualisations with three levels of gaze behaviours. Using three independent tasks, we found that all bi-directional collaborative BDC visualisations are rated significantly better at representing joint attention and user intention compared to a non-collaborative (NC) condition, and hence are considered more engaging. The Laser Eye condition, spatially embodied with gaze direction, is perceived significantly more effective as it encourages mutual gaze awareness with a relatively low mental effort in a less constrained workspace. In addition, by offering additional virtual representation that compensates for verbal descriptions and hand pointing, BDC gaze visualisations can encourage more conscious use of gaze cues coupled with deictic references during co-located symmetric collaboration. We provide a summary of the lessons learned, limitations of the study, and directions for future research.

scholarly journals Learning experience design for augmented reality

2021 ◽  
Vol 29 ◽  
Author(s):  
Betül Czerkawski ◽  
Margherita Berti
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Learning Experience ◽  
Data Gathering ◽  
Real Life ◽  
Survey Method ◽  
Future Research ◽  
Experience Design ◽  
Learning Tasks ◽  
Enhanced Learning

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research. This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

scholarly journals Virtual knowledge production within a physician educational outreach program

2011 ◽  
pp. 24-34
Keyword(s):  
Knowledge Production ◽  
Lessons Learned ◽  
Educational Outreach ◽  
Physician Education ◽  
Future Research ◽  
Outreach Program ◽  
Academic Detailing ◽  
Structured Interviews ◽  
Web Conferencing ◽  
Face To Face

This paper describe the impacts and lessons learned of using conferencing technologies to support knowledge production activities within an academic detailing group. A three year case study was conducted in which 20 Canadian health professionals collaborated on developing educational outreach materials for family physicians. The groups communicated in face-to-face, teleconferencing, and web-conferencing environments. Data was collected over three years (2004-2007) and consisted of structured interviews, meeting transcripts, and observation notes. The analysis consisted of detailed reviews and comparisons of the data from the various sources. The results revealed several key findings on the on the impacts of conferencing technologies on knowledge production activities of academic detailers. The study found that: 1) The rigid communication structures of web-conferencing forced group members to introduce other tools for communication 2) Group discussions were perceived to be more conducive in face-to-face meetings and least conducive teleconferencing meetings; 3) Web-conferencing had an impact on information sharing; 4) Web-conferencing forces group interaction “within the text”. The study demonstrates the impacts and lessons learned of academic detailing groups collaborating at a distance to produce physician education materials. The results can be used as the bases for future research and as a practical guide for collaborative academic detailing groups working within a virtual collaborative and educational environment.

Investigating a Virtual Reality Based Subterranean Scenario Examining Augmented Reality Implications for Military Operators

2021 ◽  
Vol 65 (1) ◽  
pp. 1129-1133
Author(s):  
Farakh Zaman ◽  
William Drake ◽  
James Intriligator ◽  
Aaron Gardony ◽  
MA Natick ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Development Process ◽  
New Technologies ◽  
Lessons Learned ◽  
Future Research ◽  
Test Results ◽  
Head Mounted Displays ◽  
Virtual And Augmented Reality ◽  
The Military

Virtual and augmented reality have made it possible to test new technologies for military missions - such as using augmented reality to support complicated subterranean (sub-t) missions. The military will soon offer operators the ability to wear augmented reality (AR) head-mounted displays (HMDs) while conducting missions. Therefore, it is crucial to understand how this emerging technology will positively and negatively impact Soldiers’ ability to execute missions. This paper describes the development of a virtual reality (VR) scenario designed to support user experience research for evaluating the efficacy of Soldier AR systems during sub-t operations. We describe usability test results that captured feedback and reactions to the VR scenario and the AR interface that presented critical information through a VR HMD. We conclude with lessons learned from our development process and future research plans.

scholarly journals Immersive VR Modules for Construction Safety Education of Generation Z Students

10.29007/cbz2 ◽  
2020 ◽  
Author(s):  
Salman Azhar ◽  
Dongnyeok Han ◽  
Swarnali Ghosh Dastider
Keyword(s):  
Real Life ◽  
Knowledge Retention ◽  
Construction Safety ◽  
Safety Training ◽  
Lessons Learned ◽  
Future Research ◽  
Confined Space ◽  
Safety Education ◽  
Construction Firms ◽  
Head Mounted Display

This research investigated the potential of immersive Virtual Reality (VR) technology as an assistive teaching tool for construction safety and similar courses that require hands-on training. The most significant advantage of VR technology is creating real-life experiences without exposing the students to the dangers of a jobsite. Earlier studies recognized the need to develop customized VR content for construction safety courses that incorporates specific OSHA standards; hence, this study was conducted with a focus on this objective. After in-depth discussion with two construction firms, the research team identified three most needed areas for safety training namely confined space safety, scaffolding safety, and jobsite clean-up safety. A conceptual framework for VR content design, execution, and method of delivery was designed. Then a storyboard was created for each identified area to graphically depict the concept and workflow for the VR programing. Unity® gaming engine was used as the developing platform and VR modules were created for Oculus Go® head mounted display. Each module contained demonstration of the hazards and mitigation methods based on the OSHA standards. Questionnaire survey and SWOT analysis are used as tools to collect feedback and assessment data from undergraduate and graduate students and industry experts. The survey results indicate that the VR based safety education can play a positive role in improving students’ understanding, knowledge retention, and interest in the subject matter. It can help construction firms to conduct enhanced safety training without the need for physical mockups. The paper explains the strategies and lessons learned as well as provides directions for future research.

Developing Elementary Students’ Digital Literacy Through Augmented Reality Creation: Insights From a Longitudinal Analysis of Questionnaires, Interviews, and Projects

2018 ◽  
Vol 57 (6) ◽  
pp. 1400-1435 ◽  
Author(s):  
Hsiao-Ping Hsu ◽  
Zou Wenting ◽  
Joan E. Hughes
Keyword(s):  
Instructional Design ◽  
Augmented Reality ◽  
Digital Literacy ◽  
After School ◽  
Future Research ◽  
Digital Learning ◽  
Teacher Interviews ◽  
Face To Face ◽  
After School Program ◽  
The Face

This mixed-method case study investigated digital literacy (DL) development among 32 elementary-level students who created multimodal, contextual, and interactive augmented reality (AR) artifacts in a 20-week after-school program in Northern Taiwan. The instructional design combined situated and spiral learning experiences with AR, implemented through a blended learning environment. Data sources included pre- and post-program digital learning student surveys, student and teacher interviews, classroom observations, and AR artifact assessments. Results indicated statistically significant increases with moderate effect sizes in five areas of students’ DL practices: information management; collaboration; communication and sharing; creation; and evaluation and problem-solving. Students did not increase DL in one area: ethics and responsibility. The situated and spiral learning-by-design approach offered increasingly complex AR creation projects in which students developed and transferred their DL. The face-to-face and online learning settings offered multiple ways to collaborate and facilitated the development of students’ DL. The AR technology enabled students to develop DL through designing AR using three types of representation features: multimodal, interactive, and contextual. Practical and theoretical implications for adapting or enhancing this instructional design in future DL programs and for future research are discussed.

scholarly journals Holding a Conference Online and Live due to Covid-19

2021 ◽  
Vol 49 (4) ◽  
pp. 28-32
Author(s):  
Angela Bonifati ◽  
Giovanna Guerrini ◽  
Carsten Lutz ◽  
Wim Martens ◽  
Lara Mazilu ◽  
...  
Keyword(s):  
Life Experience ◽  
Real Life ◽  
Research Community ◽  
Lessons Learned ◽  
Face To Face ◽  
International Conference ◽  
Database Theory ◽  
The Face ◽  
Database Technology ◽  
Online Experience

The joint EDBT/ICDT conference (International Conference on Extending Database Technology / International Conference on Database Theory) is a well established conference series on data management, with annual meetings in the second half of March that attract 250 to 300 delegates. Three weeks before EDBT/ICDT 2020 was planned to take place in Copenhagen, the rapidly developing Covid-19 pandemic led to the decision to cancel the face-to-face event. In the interest of the research community, it was decided to move the conference online while trying to preserve as much of the real-life experience as possible. As far as we know, we are one of the first conferences that moved to a fully synchronous online experience due to the COVID- 19 outbreak. By fully synchronous, we mean that participants jointly listened to presentations, had live Q&A, and attended other live events associated with the conference. In this report, we share our decisions, experiences, and lessons learned.

scholarly journals Lessons Learned from Crime Caught on Camera

2018 ◽  
Vol 55 (1) ◽  
pp. 155-186 ◽  
Author(s):  
Marie Rosenkrantz Lindegaard ◽  
Wim Bernasco
Keyword(s):  
Social Sciences ◽  
Direct Observation ◽  
Subject Matter ◽  
Real Life ◽  
Lessons Learned ◽  
Future Research ◽  
Observational Methods ◽  
Main Subject ◽  
Public Places ◽  
Camera Surveillance

Objectives: The widespread use of camera surveillance in public places offers criminologists the opportunity to systematically and unobtrusively observe crime, their main subject matter. The purpose of this essay is to inform the reader of current developments in research on crimes caught on camera. Methods: We address the importance of direct observation of behavior and review criminological studies that used observational methods, with and without cameras, including the ones published in this issue. We also discuss the uses of camera recordings in other social sciences and in biology. Results: We formulate six key insights that emerge from the literature and make recommendations for future research. Conclusions: Camera recordings of real-life crime are likely to become part of the criminological tool kit that will help us better understand the situational and interactional elements of crime. Like any source, it has limitations that are best addressed by triangulation with other sources.

Barriers to Psychologists’ Adherence to Evidence-Based Practice Guidelines for Treating Musculoskeletal Injuries Within the State Insurance Regulatory Authority Compensation Schemes

2019 ◽  
Vol 14 ◽  
Author(s):  
Tahira Haider ◽  
Debra A. Dunstan
Keyword(s):  
Regulatory Authority ◽  
Evidence Based Practice ◽  
The State ◽  
Musculoskeletal Injuries ◽  
Future Research ◽  
Evidence Based ◽  
Text Data ◽  
Face To Face ◽  
South Wales ◽  
Key Issues

AbstractObjectives:The use of evidence-based practice (EBP) guidelines by psychologists working within the State Insurance Regulatory Authority (SIRA) compensation schemes for treating musculoskeletal injuries has been found to vary. The aim of this study was to qualitatively explore psychologists’ perceived barriers to adhering with EBP guidelines implemented by the New South Wales (NSW) SIRA.Methods:Registered psychologists (n= 20) working within the NSW SIRA compensation schemes participated in four focus groups conducted face-to-face (F2F) and online. Participants’ responses were audiotaped, transcribed verbatim and entered into NVivo 11 software. Text data were analysed to identify recurrent themes within and across groups (metropolitan, regional and rural).Results:Thematic analysis revealed three key issues: (a) a lack of trust in the validity of the recommended EBP guidelines; (b) lack of knowledge of the psychologist’s role in this context and insufficient skills to fully apply the guidelines, protocols and procedures; and (c) a poor fit between EBP guidelines, client presentations and circumstances, and the SIRA compensation schemes.ConclusionThe findings showed that both individual practitioner variables and contextual barriers influenced adherence to EBP. Practical implications for future research include generating recommendations to overcome the identified barriers using a collaborative approach between policymakers, researchers and practitioners.

scholarly journals Constraints Hindering the Development of High-Rise Modular Buildings

2020 ◽  
Vol 10 (20) ◽  
pp. 7159 ◽  
Author(s):  
Yanhui Sun ◽  
Jun Wang ◽  
Jeremy Wu ◽  
Weixiang Shi ◽  
Dazhi Ji ◽  
...  
Keyword(s):  
Real Life ◽  
Residential Building ◽  
Working Environment ◽  
Government Support ◽  
Future Research ◽  
Modular Construction ◽  
Focus Group Study ◽  
Construction Time ◽  
High Rise ◽  
Modular Buildings

Off-site construction has been increasingly employed due to its advantages, for instance, improved quality control, reduced skills labour, faster construction time, decreased material wastage and safe working environment. As the most cutting-edge off-site construction, modular buildings have been utilised for residential building, student accommodation, and hotel projects. However, because of existing and underlying constraints, the adoption of modular buildings is still relatively low. To reveal factors hindering the development of high-rise modular buildings, a comprehensive literature review, coupled with a focus group study, were conducted. A questionnaire survey inquiring about all stakeholders was implemented to quantify constraints. The results were further examined according to a real-life case study. This paper manifested that “Lack of coordination and communication among stakeholders”, “Higher cost”, “Lack of government support”, “Lack of experience and expertise”, “Lack of building codes and standards”, “Poor supply chain integration”, and “Complexity of connection” are the top barriers curbing the uptake of modular buildings. The findings should provide a valuable reference for stakeholders adopting modular buildings, whilst mitigating risks amid modular construction. Future research is expected to exploit building information modelling and design for manufacture and assembly to alleviate these existing constraints and promote the performance of modular construction as well.

Applications of Fuzzy Numbers to Hyperconnectivity and Computing

2020 ◽  
Vol 4 (2) ◽  
pp. 80-101
Author(s):  
Michael Voskoglou
Keyword(s):  
Industrial Revolution ◽  
Fuzzy Numbers ◽  
Real Life ◽  
Individual Performance ◽  
Cyber Physical Systems ◽  
Future Research ◽  
Physical Systems ◽  
Linear Programming Problems ◽  
The Subject ◽  
A New Technique

The present article focuses on two directions. First, a new fuzzy method using TFNs or TpFNs as tools is developed for evaluating a group's mean performance, when qualitative grades instead of numerical scores are used for assessing its members' individual performance. Second, a new technique is applied for solving linear programming problems with fuzzy coefficients. Examples are presented on real life situations connected to hyper connectivity and computing problems. Such examples illustrate the applicability of our methods in the modern practice of the forthcoming era of a new industrial revolution that will be characterized by the development of an advanced Internet of Things and energy and by the cyber-physical systems controlled through it. A discussion follows for the perspectives of future research on the subject and the article closes with the general conclusions.

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