ERSeGEL 2024 Abstracts

Area 1 - Extended Reality and Serious Games for Education and Learning

Full Papers

Paper Nr:	7
Title:	VR Public Speaking Simulations Can Make Voices Stronger and More Effortful
Authors:	Ïo Valls-Ratés, Oliver Niebuhr and Pilar Prieto
Abstract:	In the field of public speaking, studies have mainly centered on the effects of virtual reality (VR) environments in reducing public speaking anxiety (PSA). However, prior research on the effect of VR simulations on high-school students’ performance in terms of the prosody of their speech and number of gestures while being immersed in a VR scenario is limited to just one study. The present paper examines the effects of practicing speeches with a VR-simulated audience on self-perceived PSA, and speaking performance qualified on the basis of the prosodic characteristics of the presenter’s voice and the rate of gestures they use while presenting. Forty-seven high school students participated in either a VR group that practiced a two-minute speech in front of a virtual audience, or a Non-VR group that delivered the same oral presentation alone in a room. Crucially, these were compared with a baseline initial oral task where students presented in front of a live audience. Practicing with VR resulted in significant differences across the groups pointing to VR-trained voices becoming stronger, more effortful and louder. Simulated audience seems to help speakers develop more audience-oriented prosody. This is particularly useful for rehearsing public speaking skills in the context of secondary school education to improve students’ oral competence.
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Paper Nr:	11
Title:	Investigating Female Sexual Presence Through Triangulation of Behavioral and Physiological Measures in Virtual Reality: Towards Therapeutic Applications for Sexual Disorders
Authors:	Sara S. Côté, Mathieu Brideau-Duquette, David Lafortune, James G. Pfaus and Patrice Renaud
Abstract:	Exposure to sexual contexts by means of immersive, extended reality technologies, offer an opportunity to both: better understand sexual responding, and in turn, offers insights as to how the same technology could help in treating sexual disorders. The present papers reports on the ability of behavioural (i.e., oculometry) and physiological (i.e., electroencephalography and vaginal plethysmography) to conjointly predict subjective sexual feelings (i.e., subjective sexual presence), this, using a sample of 12 heterosexual cisgendered women. Measurements pertained to the participants living a sexual immersion (via a virtual reality headset) with an opposite sex virtual character engaging in sexually suggestive behaviour. Results suggest that all the tested behavioural and physiological measurements could play a role in the shaping of sexual presence. Results are discussed with therapeutic learning processes considerations in mind.
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Paper Nr:	13
Title:	The Preservation of Heritage in a School Campus with Augmented Reality (AR) and Game-Based Learning
Authors:	P. B. A. Vu, Q. Ying and Kenneth Y. T. Lim
Abstract:	Serious games have showcased tremendous potential in transforming the way we teach and learn. This paper explores the potential affordances of Augmented Reality (AR) game-based learning, specifically in the context of preserving school heritage. The AR game-based learning experience is proposed to increase students’ knowledge of their school’s heritage. By incorporating digital technology and story-telling, the game is also proposed to make the subject of school heritage more tangible for the enhancement of learning. The study involves 10 students playing an AR adventure role-playing game (RPG) which uses device location within the campus of Hwa Chong Institution, Singapore, to trigger in-game events. To assess the effectiveness of the AR game-based experience as a medium for learning, a general survey is used to collect feedback about the gameplay experience, while a Situational Interest survey collects data about participants’ situational interest, which emerges in response to the learning environment created, using the Situational Interest Scale (Chen et al., 1999). Results confirmed a positive correlation between players’ situational interest and absorption of information, shed light on the significance of game design elements in influencing the gameplay experience, and pointed to specific rooms for improvement for future AR game-based learning environments. It is hoped that this paper will contribute to an understanding of the wider effectiveness of game-based learning environments in educational contexts.
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Paper Nr:	16
Title:	Virtual Museum Gamification for Discovery-Based Online Learning in the Metaverse
Authors:	Stylianos Mystakidis, Penelope Theologi-Gouti, Athanasios Christopoulos and Chrysostomos Stylios
Abstract:	During the pandemic, museums were forced to deploy innovative methods and platforms to serve their audiences, especially schools. Immersive technologies, such as social virtual reality environments in the Metaverse, can enable the creation of online virtual museum exhibitions. Indifferent or tiresome educational procedures can be transformed into appealing, enjoyable experiences with gamification. In this pilot exploratory study, the perceptions of elementary education teachers on the gamified online exhibition “Out of love for Greece” in the Metaverse are investigated. A qualitative research design is employed involving interviews, observations, and post-test scores. Findings indicate that WebXR technology met the expectations of participants, especially for asynchronous individual and group self-study. Gamification mechanics enhanced the motivation of less-interested pupils and increased their interest and engagement with digital content. This study provides useful insights and suggestions for the design of effective playful learning experiences in the Metaverse.
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Paper Nr:	19
Title:	An Adaptive Learning Environment for Industry 4.0 Competencies Based on a Learning Factory and Its Immersive Digital Twin
Authors:	Polina Häfner, Viktoria Bergmann, Victor Häfner, Felix L. Michels, Michael Grethler and Abhijit Karande
Abstract:	Technological advancements and the interdisciplinary nature of modern engineering projects are driving forces behind the evolution of engineering skills today. Educational institutions are responding to the demand for new skills through various initiatives, one notable example being the implementation of learning factories. These facilities serve as invaluable resources for hands-on, practice-oriented learning, particularly in the context of Industry 4.0. This publication outlines an innovative teaching concept and the implementation of an adaptive and immersive learning environment tailored for Industry 4.0 education. Central to this environment is a cost-effective learning factory model complemented by its immersive digital twin, accessible on desktop PCs or immersive hardware. The virtual learning environment comprises diverse teaching modules covering advanced engineering topics such as agile production, industrial Internet of Things, automation, machine learning and autonomous guided vehicles. The integration of a physical learning factory with its immersive digital counterpart allows for the playful exploration of additional relevant topics such as digital twins, virtual commissioning and extended reality. The adaptability of this hybrid learning environment enables educators to customize teaching scenarios and adjust content and difficulty levels to suit various learner groups. Furthermore, it accommodates a wide range of teaching methods and classroom setups, offering a versatile educational experience.
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Short Papers

Paper Nr:	9
Title:	Metaverse in Education: What Has Been Done so Far? A Systematic Literature Review to Map Benefits and Limitations and to Set Future Research and Application Directions
Authors:	Maria E. Latino, Maria Chiara De Lorenzi, Mattia Arcuti and Angelo Corallo
Abstract:	The use of Metaverse and related technologies in educational field comes out of a need to solve a series of challenges arising from the advent of fifth industrial revolution and from the Covid-19 pandemic period. Persistent improvements in the learning process of students and, more broadly, people, result from the adoption of platforms that integrate the Metaverse, enabling greater use of virtual objects in game-related contexts. However, given the rapid evolution of this technological field, there is a lack of clear understanding of the current Metaverse advancements in education. In this context, our study aims, through a Systematic Literature Review method, to explore recent developments arising from the use of the Metaverse in education, with the goal of identifying the advantages and limitations that have emerged in different educational activities. After conducting preliminary bibliometric analysis to assess the performance of our analysis sample, proceeded with a content analysis of 41 papers that describe case study of the Metaverse in education. This analysis focused on several aspects. From the analysis carried out, the use of Metaverse-enabling technologies generated a significant improvement in the learning process, which was much more immersive and interactive. The value of the study lies in providing a list of benefits and limitations derived from applied case studies. These findings serve as a guideline for the implementation of future Metaverse-based educational experience, benefiting educational institutions, students, researchers, and business trainers alike.
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Paper Nr:	10
Title:	How Do VR Applications Address the Challenges of Conveying the Tactile Feedback Crucial to Traditional Calligraphy Practice
Authors:	Nan Ma and Dongxing Yu
Abstract:	This study examines the integration of Virtual Reality (VR) technology in the teaching and practice of calligraphy, with a focus on enhancing tactile sensations crucial for mastering this traditional art form. Addressing the gap in current VR applications’ ability to convey the nuanced tactile feedback inherent to calligraphy, such as brush strokes, ink flow, and paper texture, the research explores advancements in haptic gloves and force feedback devices. Despite significant technological strides, challenges remain in accurately simulating the tactile experience of calligraphy, underlining the need for continued innovation in haptic feedback technology. By proposing future directions, including more sophisticated haptic systems and AI integration for personalized learning experiences, the study highlights VR’s potential to revolutionize calligraphy education, making it more accessible and engaging for a global audience, and contributes to the preservation of this art form for future generations.
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Paper Nr:	14
Title:	Development of a Real-Time Adaptable Virtual Reality-Scenario Training for Anaesthesiology Education, a User-Centered Design
Authors:	Krista Hoek, Christina Jaschinski, Monique van Velzen and Elise Sarton
Abstract:	Simulation training in medical settings has become pivotal in clinical education. Virtual reality (VR) presents a novel approach to simulation, offering numerous advantages for both trainers and trainees by facilitating high-fidelity practice in situational awareness, decision-making, and multitiered response systems within a safe yet stressful environment. This paper outlines the development of a multiplayer VR simulation prototype tailored for anaesthesiologist-intensivists, with input from a multidisciplinary expert team throughout the process. Trainers can dynamically adjust patient physiological parameters, enabling training in crisis resource management under pressure. Following a user-centered design (UCD) methodology, iterative design cycles involve experts adapting a Failure Modes and Effects Analysis (FMEA) to prioritize trainee and trainer needs. User feedback, gathered through various qualitative and quantitative UCD techniques such as interviews, focus groups, and prototype testing, informs each iteration. Three simulation prototype versions underwent evaluation, incorporating simulation settings, debriefing sessions, and FMEA analysis. Feedback informed iterative design improvements until thematic saturation was reached, culminating in the creation of an initial prototype. This paper aims to detail the development process of a VR scenario training program, geared towards immersive simulation learning.
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Paper Nr:	15
Title:	Development of a Patient-Embodied Experience, How and Why?
Authors:	Krista Hoek, Monique van Velzen and Elise Sarton
Abstract:	Introduction: The rise of immersive technologies, particularly virtual reality (VR), has significantly impacted medical education. In patient-embodied VR, through VR headsets, learners can embody patient’s perspective, offering a secure and immersive learning encounter. This communication outlines a framework for crafting patient-embodied experiences, drawing from our VR endeavours aimed at enhancing therapeutic communication skills in medical education. Methods: Our framework includes a development process with consideration of user experience, technical implementation, content creation and validation. Central to content creation is the collaborative construction of a patient journey, involving the involved parties via storyboards and scripts distinguishing direct and indirect actions. Results: For our patient-embodied experience, the cooperative development of the patient journey, script and storyboard included an initial version created by the main researcher after study of landmark articles on therapeutic communication and fieldwork. Validation was achieved through two group sessions with healthcare providers who consented to participate. Conclusions and practice implications: The findings and insights presented can contribute to the growing knowledge in the field of educational VR development. They demonstrate the feasibility and potential of leveraging immersive technologies to create engaging and impactful virtual experiences. Hitherto, further validation may evaluate how they influence believes and attitudes of healthcare providers towards therapeutic communication.
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Paper Nr:	20
Title:	Harmosphere VR: Enhancing Harmonic Learning in Music Schools Through Virtual Reality
Authors:	Weronika Stachurska, Aleksandra Witoszek-Kubicka and Magdalena Igras-Cybulska
Abstract:	In this pilot study, we investigate the potential of Virtual Reality in supporting music education through a prototype application designed to facilitate self-learning of harmony. The selection of this topic stemmed from exploratory research, particularly in-depth interviews with secondary music students (N=6), which delved into the challenges and obstacles faced during their education. Additionally, we conducted a thorough examination of available applications and websites for music theory learning. Building upon the research findings, we proceeded with user modeling using personas and empathy mapping. The design of the solution began with the formulation of user stories, value proposition canvas, and the creation of a storyboard. Subsequently, we developed the preliminary outline of the solution - the HarmosphereVR application. Following this phase, a prototype of a practical exercise in Unity was prepared, focusing on constructing a harmonic progression in the key of C major, comprising four chords. The application was developed in Unity engine for Meta Quest 2 headsets.
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Paper Nr:	21
Title:	Social Virtual Environments: Opportunities and Workflows in Cultural Heritage and Education in Architecture
Authors:	Elisabetta C. Giovannini
Abstract:	The paper analyses the use of social virtual environments in cultural heritage and education in Architecture. Specifically, it aims to trace state-of-the-art and possible developments of a web-based solution based on 3D models and diverse content to create virtual environments that remain rare in the disciplinary field of architectural digital representation and cultural heritage sector but widely used in education. The applicative scenarios presented, using Hubs by Mozilla and Spoke, were developed at the Department of Architecture and Design DAD of Politecnico di Torino. They comprise a series of experiences in communicating didactic activities on the TeleArchitettura TA platform and some collaborations with various museums in Italy.
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