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.

Running With Your Hair on Fire: Lessons Learned From Transitioning a National University Sales Competition From Face-to-Face to Virtual in 16 Days

2020 ◽  
Vol 42 (3) ◽  
pp. 257-271
Author(s):  
Scott Inks ◽  
Kenyatta Barber ◽  
Terry W. Loe ◽  
Lukas P. Forbes
Keyword(s):  
United States ◽  
The United States ◽  
Educational Environment ◽  
Lessons Learned ◽  
Future Research ◽  
Face To Face ◽  
The Past ◽  
National University ◽  
Virtual Sales

Since their inception, university sales competitions have been key learning and educational components of university sales education. Over the past two decades, the oldest and one of the largest sales competitions in the United States has been held in a face-to-face format. However, due to the educational environment created from the COVID-19 pandemic, this competition was forced to convert to a virtual format over a 16-day period. This research outlines the steps taken to convert this event to virtual format and presents insights for other universities endeavoring to produce virtual sales competition events. Finally, research implications and direction for future research are presented.

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.

Developing Management from Islamic Perspectives (MIP) as a Formal Academic Discipline

2009 ◽  
Vol 26 (1) ◽  
pp. 46-69
Author(s):  
Shamas-Ur-Rehman Toor
Keyword(s):  
Literature Review ◽  
Academic Discipline ◽  
Real Life ◽  
Growth Potential ◽  
Future Research ◽  
Business Practices ◽  
Research Directions ◽  
International Consortium ◽  
Future Research Directions ◽  
Scholarly Attention

Management from Islamic Perspectives (MIP) is an emerging field that has begun to attract scholarly attention. However, the research undertaken so far has been rather fragmented and lack a clear agenda. This paper presents a literature review of the field and the areas of current focus. Although the field has a huge growth potential, I argue that it faces several challenges and problems as it develops further. I outline these potential pitfalls, suggest how to develop MIP as a formal discipline, and explain how to integrate it within real-life business practices. The article closes with a call for research to be conducted in a more organized fashion through an international consortium of researchers as well as recommendations for future research directions.

FORMATION OF THE ADVANCED MULTIMEDIA PRODUCT PERCEPTION MODEL BASED ON CONVERGENCE OF FACE-TO-FACE AND SCREEN-TO-SCREEN APPROACHES

2018 ◽  
Vol Vol 17 (Vol 17, No 1 (2018)) ◽  
pp. 128-140
Author(s):  
Oleksandr Pushkar
Keyword(s):  
Augmented Reality ◽  
Product Development ◽  
Hybrid Approach ◽  
Analogy Method ◽  
Face To Face ◽  
Perception Model ◽  
Virtual And Augmented Reality ◽  
Multimedia Product ◽  
Product Perception ◽  
Customer Development

The article deals with the approach to developing an advertising multimedia product for the promotion or sale of goods or services. Under the advertising product is an advertising video, an interactive commercial, 3-D advertising, virtual and augmented reality, an online store. Based on the analogy method, a diagram of the process of perceiving the advertising multimedia product by the user is presented. The use of the hybrid approach of customer development for updating the multimedia product and taking into account the virtual values of users is substantiated. Developed scenarios for the development of a multimedia product, depending on the results of achieving the planned goals. The sequence of multimedia product development is proposed based on the convergence of face-to-face and screen-to-screen approaches.

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