eva: exploratory learning with virtual companions sharing attention and context

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EVA: Exploratory Learning with Virtual Companions Sharing Attention and Context

Scott W. GreenwaldPhD [email protected]#

EVA: Exploratory Learning with Virtual Companions Sharing Attention and ContextScott W. Greenwald, Markus Funk, Luke Loreti, David Mayo and Pattie Maes






Outline



OutlineIntroduction and BackgroundRelated WorkApproach: EVAProof-of-Concept Systems: VR and ARExploratory TrialsConclusionAcknowledgments


Scott W. GreenwaldPhD [email protected]#IntroductionRelated WorkApproachProof-of-Concept Systems: VR and ARExploratory TrialsConclusionAcknowledgments

Introduction


Scott W. GreenwaldPhD [email protected]#IntroductionInvestigate the Intersection ofExploratory LearningTelepresenceAttention Awareness



Related Work



Related WorkLearning in ARCollaboration with ARLearning in VRRemote Learning in AR/VR


Scott W. GreenwaldPhD [email protected]#IntroductionRelated WorkApproachProof-of-Concept Systems: VR and ARExploratory TrialsConclusionAcknowledgments

Related Work: Learning in ARAR is viable for guiding students through building molecular models(Chastine et al, 2007)Asdf



Related Work: Collaboration in ARNeed to direct attention of user to specific pointPoint may be outside current field of viewAnnotations can be stabilized when viewed on a tabletCheng & Robinson 1998, Gauglitz 2014



TelepresenceUsed for remote collaboration and performing tasks remotely.Includes some way for remote person to engage with the environment directly.

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Telepresence: Telepointer (Mann, 2000)


Scott W. GreenwaldPhD [email protected]#Telepresence: Teleadviser (Gurevich et al, 2012)


Scott W. GreenwaldPhD [email protected]#Exploratory Learning in VRExploratory learning is a model for engaging with learning materials and activities in immersive environments.It is compatible with a variety of learning models, including formal and informal ones.Greater autonomy and personalization leads to better motivation and outcomes.de Freitas and Neumann, 2009

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Attention AwarenessTwo categories: abstract knowledge, manual skillsThe case for VR:Abstract knowledge: hypothesize that VR is superior for conveying spatial knowledge.Manual skills: precise motion tracking in physical space enables direct spatial instruction and remote learning.aAsdf



Attention Awareness: Affective Phases of LearningAffective Phases of Learning (Kort et al, 2000)


Scott W. GreenwaldPhD [email protected]#Attention Awareness: Learning CompanionLearning Companion Sensor Chair (Kapoor et al, 2001)


Scott W. GreenwaldPhD [email protected]#Remote Learning in AR

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Augmented Visual Communication Through VideoImproving co-presence with augmented visual communication cues for sharing experience through video conference (Kim et al, 2014)


Scott W. GreenwaldPhD [email protected]#Remote Learning in AR with Attention AwarenessTagAlong: Informal Learning from a Remote Companion with Mobile Perspective Sharing (Greenwald et al, 2015)


Scott W. GreenwaldPhD [email protected]#Approach: EVA




How can giving the remote companion access to the external context and attentional state of the learner improve the learning interaction?




Class of Learning Systems in VR And ARThe learner explores an environment, shifts attention through his own volition.The teacher or virtual companion provides relevant informationMay making use of a pointing mechanism to make direct reference to elements of the environment.




The companion has access to the external context and attentional state of the learner, and she uses this to judge what input to provide, and at what point in time.




2 x 2 Taxonomy of AffordancesDesign dimensions



2 x 2 Taxonomy of Affordances



2 x 2 Taxonomy of Affordances



Design Dimensions for EVA Systems

Augmented-Virtual SpectrumSynchronous-Asynchronous SpectrumActive-Passive Learning SpectrumLevel of Personalization



Proof of Concept Systems: AR and VR



Proof of Concept System: AR




Scott W. GreenwaldPhD [email protected]#Proof of Concept System: VR



Proof of Concept System: VR




Scott W. GreenwaldPhD [email protected]#Exploratory Trials



Hypotheses Overall experience in both cases will be effective and engaging.Companion will be able to proactively give relevant information.Persistence of markers in VR condition will be advantageous.AR condition will effectively leverage the ability to walk around for viewing sculpture.



Exploratory TrialsWe conducted exploratory trials at an art museum, inviting learner participants (3 male, 4 female, ages 22 to 30), and two expert companion participants (2 female, ages 31 to 34).


Scott W. GreenwaldPhD [email protected]#Add that we did 50/50 question-asking / lesson-based

Experimental Conditions


Scott W. GreenwaldPhD [email protected]#Add that we did 50/50 question-asking / lesson-based

EvaluationNASA TLXQuestionnaireInterviews



TLX Results



Questionnaire questionsQ1: It was easy for me to make reference to objects being discussed during the conversation.Q2: It was easy to figure out what objects the expert was referring to during the conversation.Q3: I felt interested and engaged for the duration of the trial.Q4: The technology platform contributed positively to the quality of the interaction.Q5: The technology distracted me from viewing the art piece.


Scott W. GreenwaldPhD [email protected]#Questionnaire Results



Qualitative Results: Overall ExperienceThats my initial gut reaction: as opposed to sitting in a classroom listening to a professor lecture, being able to be in that AR or VR space was more exciting and made me even pay closer attention to details.



Qualitative Results: Overall ExperienceIt definitely felt like there was someone along with me while I was watching. I knew that there wasnt anyone there, but just the fact that they could see what I was seeing was really helpful, in answering my questions, and also getting the actual tour guide experience, rather than just a voice through a microphone.



Qualitative Results: Contrasting AR and VRContrary to expectations, marker persistence was not advantageous. In fact it was reported to be bothersome.The ability to point outside the field of view was useful but no much so that participants noticed this difference between the systems.



AcknowledgementsThis work was supported by gifts from Google and Pearson.Thanks to Chris Schmandt and Albrecht Schmidt for their valuable feedback.






eva: exploratory learning with virtual companions sharing attention and context

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