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Designing for Immersive Worlds:
Enhancing Experience to
Accelerate Learning

Niki Lambropoulos Diploma, MA, PhD
Human Computer Interaction Education Expert
niki@lambropoulos.org IW Team LANETO Group

University of Calabria, 25 June 2012 – Seminar Organised by Rocco Servidio   www.immersive-worlds.com
Agenda

•   Accelerate Learning (research so far)
•   ITIN Example: Innovation Management
•   User eXperience (UX)
•   Learning eXperience LX)
•   User/Learner eXperience+ (U/LX+)
    – Learners’ Engagement for Connectedness
• Immersive Worlds
• Summary
                                        www.immersive-worlds.com
Accelerate Learning




                                   Students’ Hidden Potential


(Lambropoulos et al, 2011)
                                                 www.immersive-worlds.com
Accelerate Learning by REPSE

1. R stands for Reaching/Repeating
2. E stands for Engagement
3. P stands for Purposefulness
4. S stands for Strong, Direct, Immediate
   Feedback
5. E stands for Student’s Experience

(Lambropoulos et al, 2011)
                                    www.immersive-worlds.com
Example: Innovation
                 Management at ITIN

• Onsite Learning and Evaluation
• Learning Management System (Moodle)
  – Educational material
  – Structured discussions for higher order thinking
• 3D Immersive Worlds (Second Life)
  – Building students’ teams at the beginning of the
    course
  – Present and evaluate at the end of the course

                                          www.immersive-worlds.com
In the class… and




                    www.immersive-worlds.com
Moodle LMS… and




                  www.immersive-worlds.com
Second Life.




               www.immersive-worlds.com
Project-Based Learning
•   Team-based activities promote the innovation cycle in practice

•   Students’ co-Creativity: idea generation and implementation in
    actual project proposals for real funding opportunities
•   Objectives, daily activities and tasks are macro- and micro- scripted
    to promote students’ improvisation
•   E-tutor orchestrates the learning activities

•   The transactive time and cost is reduced to minimum
•   Interface support of scripting
•   Student evaluation
     – Critical thinking levels (15%, 3 marks)
         • 4 Participation Levels: Null, Low, Medium, High (15%, 3 marks)
     – Real life team project (30%, 6 marks)
     – Online individual questionnaire (40%, 8 marks)




                                                                  www.immersive-worlds.com
Activities &
    Collaborative
Learning Convergence
CSCL Scripts

• Macro-scripts:
 Pedagogical Models e.g. Collaborative
 Learning, Daily tasks
• Micro-scripts:
 Dialogical models, also translated into tools
• Content:
 Educational material, team building and roles
 definition, activities, tasks distribution,
 relationships and coherence of educational
 orchestration for convergence e.t.c.
                                     www.immersive-worlds.com
Students’ Evaluation




                  www.immersive-worlds.com
eLearning




            www.immersive-worlds.com
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
www.immersive-worlds.com
www.immersive-worlds.com
www.immersive-worlds.com
www.immersive-worlds.com
User Total eXperience (UX)

• ISO: User eXperience (UX) is
  – a person's perceptions
  – responses
  – resulting from
     • use and/or
     • anticipated use of a
     product, system or service
• UX is subjective
• UX focuses on the use
                                     www.immersive-worlds.com
Learning eXperience (LX)




                  www.immersive-worlds.com
Breath Taking eXperience




                 www.immersive-worlds.com
Breath Taking eXperience




                 www.immersive-worlds.com
What is common in
                 Breath Taking eXperience?

                    Purpose

                Presence
                                  Engagement

                                  Connectedness
Proximal Flow
                                    www.immersive-worlds.com
Immersive Worlds
• Purpose
• Powerful Presence
• Zone of Proximal Flow (ZPF)
• Connectedness
• Engagement in Compelling &
  Memorable Activities
                       www.immersive-worlds.com
HOW?




       www.immersive-worlds.com
Purpose – Common Purpose




               www.immersive-worlds.com
Presence – Co-Presence

• Intimacy (closeness) as the interpretation of the
  degree of interpersonal interactions (Argyle &
  Dean, 1965)
• Immediacy (directedness) as psychological
  distance (Wiener & Mehrabian, 1968)
• The degree of salience (stands out) of the other
  person in a mediated communication and the
  consequent salience of their interpersonal
  interactions (Short and colleagues, 1976:65)
• The degree by which a person was perceived as
  real in an online conversation (Meyer, 2002)

                                        www.immersive-worlds.com
Zone of Proximal Flow




Extract of Figure from Repenning,
A. "Programming Goes to School",
B. CACM, 55, 5, May, 2012.
                                          www.immersive-worlds.com
Engagement




             www.immersive-worlds.com
Engagement Factors

1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
   functions
3. Emotion via the heart – emotional & instinctual
   nature functions
4. Cognition via the mind – rational consciousness
   functions
5. Co-creativity via imagination & intuition –
   higher consciousness thinking functions
6. Combinations of the above

                                      www.immersive-worlds.com
Group Connectedness

Converge
1. Direction / Motivation / Activation
2. Knowledge / Understanding / Meaning
3. Skills / Competencies
4. Flow / Activities
5. Trust / Belonging
6. Learning / Sharing / Co-creation
7. Consciousness / Inter-Connectedness
                                  www.immersive-worlds.com
User/Learner Experience (U/LX+)

• Make learning interesting & fun
• Engage the learner
   –   Have a clear & focused purpose
   –   Be present
   –   Be in a state of constant flow
   –   Connect with each other
• Design: Understanding Users as Learners
   –   Usability
   –   Pedagogical usability
   –   Mental & conceptual models
   –   Joy, enthusiasm, humour
   –   Other psychological factors

                                            www.immersive-worlds.com
Subjective U/LX+

• Etc:
   –   Organisational targets
   –   Initial learning targets
   –   Learning and teaching styles
   –   Micro- Macro- Scripts
   –   Appropriate pedagogical design
   –   Specific group of learners
   –   Courses design
   –   Tools
   –   …..

                                        www.immersive-worlds.com
PROBLEM

• Online environments suffer from reduced
  capacity to transmit such cues



    Problem




                                   www.immersive-worlds.com
Immersive Worlds




                   www.immersive-worlds.com
Avatars e.g. Second Life




                  www.immersive-worlds.com
IW Team @Second Life




                www.immersive-worlds.com
Focus on one Engagement Factor

1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
   functions
3. Emotion via the heart – emotional & instinctual
   nature functions
4. Cognition via the mind – rational consciousness
   functions
5. Co-creativity via imagination & intuition –
   higher consciousness thinking functions
6. Combinations of the above

                                      www.immersive-worlds.com
Example: Affective Haptics

Study and design of devices and systems to elicit,
enhance, or influence the emotional state of a
human by means of sense of touch.




                                      www.immersive-worlds.com
Example: Social Robots

• Autonomous robots that interacts and actively
  and emotionally communicates with humans or
  other autonomous physical agents by following
  social behaviours and rules attached to its role.




                                      www.immersive-worlds.com
Example: Embodied Cognition

• Cognition is embodied when it is deeply
  dependent upon features of the physical body
  of an agent




                                    www.immersive-worlds.com
Example: Kinect

• An action motion sensing input device based
  around a webcam-style add-on peripheral (e.g.
  for the Xbox 360 console) that enables users to
  control and interact with the device without
  the need to touch a game controller, through a
  natural user interface using gestures and
  spoken commands.



                                     www.immersive-worlds.com
Kinect Yoga




              www.immersive-worlds.com
Example: Augmented reality

A live, direct or indirect, view of a physical, real-
world environment whose elements are
augmented by computer-generated sensory input.




                                        www.immersive-worlds.com
Example: Adaptive Systems




                www.immersive-worlds.com
Adaptive Learning Systems

Use of computers to deliver material and
information in a way that responds to each
individual’s performance and/or activity on the
system.
• Continuous adaptivity
• Personalised Learning
• Customisation
• Distributed User Interfaces
• Large scale                 Knewton Adaptive Learning Platform™
                                                  www.immersive-worlds.com
Engagement Factors
1. Perception via the senses
2. Action via the body/kinaesthetic – physical body
   functions
3. Emotion via the heart – emotional & instinctual
   nature functions
4. Cognition via the mind – rational consciousness
   functions
5. Intuition, co-creativity via imagination – higher
   consciousness functions
6. All of the above

                                       www.immersive-worlds.com
Summary

User/Learner eXperience+ (U/LX+)
   Purpose
     Presence & Co-presence
     Zone of Proximal Flow (ZPD)
     Connectedness
     Engagement factors
• Accelerate Learning by creating a
Strong Vibration to Remember www.immersive-worlds.com
GRAZIE TANTO!!
Niki Lambropoulos IW Team

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Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning

  • 1. Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning Niki Lambropoulos Diploma, MA, PhD Human Computer Interaction Education Expert niki@lambropoulos.org IW Team LANETO Group University of Calabria, 25 June 2012 – Seminar Organised by Rocco Servidio www.immersive-worlds.com
  • 2. Agenda • Accelerate Learning (research so far) • ITIN Example: Innovation Management • User eXperience (UX) • Learning eXperience LX) • User/Learner eXperience+ (U/LX+) – Learners’ Engagement for Connectedness • Immersive Worlds • Summary www.immersive-worlds.com
  • 3. Accelerate Learning Students’ Hidden Potential (Lambropoulos et al, 2011) www.immersive-worlds.com
  • 4. Accelerate Learning by REPSE 1. R stands for Reaching/Repeating 2. E stands for Engagement 3. P stands for Purposefulness 4. S stands for Strong, Direct, Immediate Feedback 5. E stands for Student’s Experience (Lambropoulos et al, 2011) www.immersive-worlds.com
  • 5. Example: Innovation Management at ITIN • Onsite Learning and Evaluation • Learning Management System (Moodle) – Educational material – Structured discussions for higher order thinking • 3D Immersive Worlds (Second Life) – Building students’ teams at the beginning of the course – Present and evaluate at the end of the course www.immersive-worlds.com
  • 6. In the class… and www.immersive-worlds.com
  • 7. Moodle LMS… and www.immersive-worlds.com
  • 8. Second Life. www.immersive-worlds.com
  • 9. Project-Based Learning • Team-based activities promote the innovation cycle in practice • Students’ co-Creativity: idea generation and implementation in actual project proposals for real funding opportunities • Objectives, daily activities and tasks are macro- and micro- scripted to promote students’ improvisation • E-tutor orchestrates the learning activities • The transactive time and cost is reduced to minimum • Interface support of scripting • Student evaluation – Critical thinking levels (15%, 3 marks) • 4 Participation Levels: Null, Low, Medium, High (15%, 3 marks) – Real life team project (30%, 6 marks) – Online individual questionnaire (40%, 8 marks) www.immersive-worlds.com
  • 10. Activities & Collaborative Learning Convergence
  • 11. CSCL Scripts • Macro-scripts: Pedagogical Models e.g. Collaborative Learning, Daily tasks • Micro-scripts: Dialogical models, also translated into tools • Content: Educational material, team building and roles definition, activities, tasks distribution, relationships and coherence of educational orchestration for convergence e.t.c. www.immersive-worlds.com
  • 12. Students’ Evaluation www.immersive-worlds.com
  • 13. eLearning www.immersive-worlds.com
  • 19. User Total eXperience (UX) • ISO: User eXperience (UX) is – a person's perceptions – responses – resulting from • use and/or • anticipated use of a product, system or service • UX is subjective • UX focuses on the use www.immersive-worlds.com
  • 20. Learning eXperience (LX) www.immersive-worlds.com
  • 21. Breath Taking eXperience www.immersive-worlds.com
  • 22. Breath Taking eXperience www.immersive-worlds.com
  • 23. What is common in Breath Taking eXperience? Purpose Presence Engagement Connectedness Proximal Flow www.immersive-worlds.com
  • 24. Immersive Worlds • Purpose • Powerful Presence • Zone of Proximal Flow (ZPF) • Connectedness • Engagement in Compelling & Memorable Activities www.immersive-worlds.com
  • 25. HOW? www.immersive-worlds.com
  • 26. Purpose – Common Purpose www.immersive-worlds.com
  • 27. Presence – Co-Presence • Intimacy (closeness) as the interpretation of the degree of interpersonal interactions (Argyle & Dean, 1965) • Immediacy (directedness) as psychological distance (Wiener & Mehrabian, 1968) • The degree of salience (stands out) of the other person in a mediated communication and the consequent salience of their interpersonal interactions (Short and colleagues, 1976:65) • The degree by which a person was perceived as real in an online conversation (Meyer, 2002) www.immersive-worlds.com
  • 28. Zone of Proximal Flow Extract of Figure from Repenning, A. "Programming Goes to School", B. CACM, 55, 5, May, 2012. www.immersive-worlds.com
  • 29. Engagement www.immersive-worlds.com
  • 30. Engagement Factors 1. Perception via the senses 2. Action via the body/kinaesthetic – physical body functions 3. Emotion via the heart – emotional & instinctual nature functions 4. Cognition via the mind – rational consciousness functions 5. Co-creativity via imagination & intuition – higher consciousness thinking functions 6. Combinations of the above www.immersive-worlds.com
  • 31. Group Connectedness Converge 1. Direction / Motivation / Activation 2. Knowledge / Understanding / Meaning 3. Skills / Competencies 4. Flow / Activities 5. Trust / Belonging 6. Learning / Sharing / Co-creation 7. Consciousness / Inter-Connectedness www.immersive-worlds.com
  • 32. User/Learner Experience (U/LX+) • Make learning interesting & fun • Engage the learner – Have a clear & focused purpose – Be present – Be in a state of constant flow – Connect with each other • Design: Understanding Users as Learners – Usability – Pedagogical usability – Mental & conceptual models – Joy, enthusiasm, humour – Other psychological factors www.immersive-worlds.com
  • 33. Subjective U/LX+ • Etc: – Organisational targets – Initial learning targets – Learning and teaching styles – Micro- Macro- Scripts – Appropriate pedagogical design – Specific group of learners – Courses design – Tools – ….. www.immersive-worlds.com
  • 34. PROBLEM • Online environments suffer from reduced capacity to transmit such cues Problem www.immersive-worlds.com
  • 35. Immersive Worlds www.immersive-worlds.com
  • 36. Avatars e.g. Second Life www.immersive-worlds.com
  • 37. IW Team @Second Life www.immersive-worlds.com
  • 38. Focus on one Engagement Factor 1. Perception via the senses 2. Action via the body/kinaesthetic – physical body functions 3. Emotion via the heart – emotional & instinctual nature functions 4. Cognition via the mind – rational consciousness functions 5. Co-creativity via imagination & intuition – higher consciousness thinking functions 6. Combinations of the above www.immersive-worlds.com
  • 39. Example: Affective Haptics Study and design of devices and systems to elicit, enhance, or influence the emotional state of a human by means of sense of touch. www.immersive-worlds.com
  • 40. Example: Social Robots • Autonomous robots that interacts and actively and emotionally communicates with humans or other autonomous physical agents by following social behaviours and rules attached to its role. www.immersive-worlds.com
  • 41. Example: Embodied Cognition • Cognition is embodied when it is deeply dependent upon features of the physical body of an agent www.immersive-worlds.com
  • 42. Example: Kinect • An action motion sensing input device based around a webcam-style add-on peripheral (e.g. for the Xbox 360 console) that enables users to control and interact with the device without the need to touch a game controller, through a natural user interface using gestures and spoken commands. www.immersive-worlds.com
  • 43. Kinect Yoga www.immersive-worlds.com
  • 44. Example: Augmented reality A live, direct or indirect, view of a physical, real- world environment whose elements are augmented by computer-generated sensory input. www.immersive-worlds.com
  • 45. Example: Adaptive Systems www.immersive-worlds.com
  • 46. Adaptive Learning Systems Use of computers to deliver material and information in a way that responds to each individual’s performance and/or activity on the system. • Continuous adaptivity • Personalised Learning • Customisation • Distributed User Interfaces • Large scale Knewton Adaptive Learning Platform™ www.immersive-worlds.com
  • 47. Engagement Factors 1. Perception via the senses 2. Action via the body/kinaesthetic – physical body functions 3. Emotion via the heart – emotional & instinctual nature functions 4. Cognition via the mind – rational consciousness functions 5. Intuition, co-creativity via imagination – higher consciousness functions 6. All of the above www.immersive-worlds.com
  • 48. Summary User/Learner eXperience+ (U/LX+)  Purpose  Presence & Co-presence  Zone of Proximal Flow (ZPD)  Connectedness  Engagement factors • Accelerate Learning by creating a Strong Vibration to Remember www.immersive-worlds.com