Archive of ‘gamification’ category

iLRN 2021

CALL FOR PAPERS AND PROPOSALS
iLRN 2021: 7th International Conference of the Immersive Learning Research Network
May 17 to June 10, 2021, on iLRN Virtual Campus, powered by Virbela
… and across the Metaverse!
Technically co-sponsored by the IEEE Education Society,
with proceedings to be submitted for inclusion in IEEE Xplore(r)
Conference theme: “TRANSCEND: Accelerating Learner Engagement in XR across Time, Place, and Imagination”
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Conference website: https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fimmersivelrn.org%2Filrn2021%2F&data=04%7C01%7Cpmiltenoff%40STCLOUDSTATE.EDU%7C24d0f76661804eca489508d8a66c7801%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637442332084340933%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=6d614jJWaou4vQMNioW4ZGdiHIm2mCD5uRqaZ276VVw%3D&reserved=0
PDF version of this CFP available at: https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fbit.ly%2F3qnFYRu&data=04%7C01%7Cpmiltenoff%40STCLOUDSTATE.EDU%7C24d0f76661804eca489508d8a66c7801%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637442332084340933%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=Ksq0YFtUxHI9EM0%2Fa7OyYTeb7ObhOy3JdVquCRvvH54%3D&reserved=0
The 7th International Conference of the Immersive Learning Research Network (iLRN 2021) will be an innovative and interactive virtual gathering for a strengthening global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in the use of virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning–from K-12 through higher education to work-based, informal, and lifelong learning contexts.
Following the success of iLRN 2020, our first fully online and in-VR conference, this year’s conference will once again be based on the iLRN Virtual Campus, powered by VirBELA, but with a range of activities taking place on various other XR simulation, gaming, and other platforms. Scholars and professionals working from informal and formal education settings as well as those representing diverse industry sectors are invited to participate in the conference, where they may share their research findings, experiences, and insights; network and establish partnerships to envision and shape the future of XR and immersive technologies for learning; and contribute to the emerging scholarly knowledge base on how these technologies can be used to create experiences that educate, engage, and excite learners.
Note: Last year’s iLRN conference drew over 3,600 attendees from across the globe, making the scheduling of sessions a challenge. This year’s conference activities will be spread over a four-week period so as to give attendees more opportunities to participate at times that are conducive to their local time zones.
##### TOPIC AREAS #####
XR and immersive learning in/for:
Serious Games • 3D Collaboration • eSports • AI & Machine Learning • Robotics • Digital Twins • Embodied Pedagogical Agents • Medical & Healthcare Education • Workforce & Industry • Cultural Heritage • Language Learning • K-12 STEM • Higher Ed & Workforce STEM  • Museums & Libraries • Informal Learning • Community & Civic Engagement  • Special Education • Geosciences • Data Visualization and Analytics • Assessment & Evaluation
##### SUBMISSION STREAMS & CATEGORIES #####
ACADEMIC STREAM (Refereed paper published in proceedings):
– Full (6-8 pages) paper for oral presentation
– Short paper (4-5 pages) for oral presentation
– Work-in-progress paper (2-3 pages) for poster presentation
– Doctoral colloquium paper (2-3 pages)
PRACTITIONER STREAM (Refereed paper published in proceedings):
– Oral presentation
– Poster presentation
– Guided virtual adventures
– Immersive learning project showcase
NONTRADITIONAL SESSION STREAM (1-2 page extended abstract describing session published in proceedings):
– Workshop
– Special session
– Panel session
##### SESSION TYPES & SESSION FORMATS #####
– Oral Presentation: Pre-recorded video + 60-minute live in-world discussion with
others presenting on similar/related topics (groupings of presenters into sessions determined by Program Committee)
– Poster Presentation: Live poster session in 3D virtual exhibition hall; pre-recorded video optional
– Doctoral Colloquium: 60-minute live in-world discussion with other doctoral researchers; pre-recorded video optional
– Guided Virtual Adventures: 60-minute small-group guided tours of to various social and collaborative XR/immersive environments and platforms
– Immersive Learning Project Showcase: WebXR space to assemble a collection of virtual artifacts, accessible to attendees throughout the conference
– Workshop: 1- or 2-hour live hands-on session
– Special Session: 30- or 60-minute live interactive session held in world; may optionally be linked to one or more papers
– Panel Session: 60-minute live in-world discussion with a self-formed group of 3-5 panelists (including a lead panelist who serves as a moderator)
Please see the conference website for templates and guidelines.
##### PROGRAM TRACKS #####
Papers and proposals may be submitted to one of 10 program tracks, the first nine of which correspond to the iLRN Houses of application, and the tenth of which is intended for papers making knowledge contributions to the learning sciences, computer science, and/or game studies that are not linked to any particular application area:
Track 1. Assessment and Evaluation (A&E)
Track 2. Early Childhood Development & Learning (ECDL)
Track 3. Galleries, Libraries, Archives, & Museums (GLAM)
Track 4. Inclusion, Diversity, Equity, Access, & Social Justice (IDEAS)
Track 5. K-12 STEM Education
Track 6. Language, Culture, & Heritage (LCH)
Track 7. Medical & Healthcare Education (MHE)
Track 8. Nature & Environmental Sciences (NES)
Track 9. Workforce Development & Industry Training (WDIT)
Track 10. Basic Research and Theory in Immersive Learning (not linked to any particular application area)
##### PAPER/PROPOSAL SUBMISSION & REVIEW #####
Papers for the Academic Stream and extended-abstract proposals for the Nontraditional Session Stream must be prepared in standard IEEE double-column US Letter format using Microsoft Word or LaTeX, and will be accepted only via the online submission system, accessible via the conference website (from which guidelines and templates are also available).
Proposals for the Practitioner Stream are to be submitted via an online form, also accessible from the conference website.
A blind peer-review process will be used to evaluate all submissions.
##### IMPORTANT DATES #####
– Main round submission deadline – all submission types welcome: 2021-01-15
– Notification of review outcomes from main submission round: 2021-04-01
– Late round submission deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions only: 2021-04-08
– Camera-ready papers for proceedings due – Full and short papers: 2021-04-15
– Presenter registration deadline – Full and short papers (also deadline for early-bird registration rates): 2021-04-15
– Notification of review outcomes from late submission round: 2021-04-19
– Camera-ready work-in-progress papers and nontraditional session extended abstracts for proceedings due; final practitioner abstracts for conference program due: 2021-05-03
– Presenter registration deadline – Work-in-progress papers, practitioner presentations, and nontraditional sessions: 2021-05-03
– Deadline for uploading presentation materials (videos, slides for oral presentations, posters for poster presentations): 2021-05-10
– Conference opening: 2021-05-17
– Conference closing: 2021-06-10
*Full and short papers can only be submitted in the main round.
##### PUBLICATION & INDEXING #####
All accepted and registered papers in the Academic Stream that are presented at iLRN 2021 and all extended abstracts describing the Nontraditional Sessions presented at the conference will be published in the conference proceedings and submitted to the IEEE Xplore(r) digital library.
Content loaded into Xplore is made available by IEEE to its abstracting and indexing partners, including Elsevier (Scopus, EiCompendex), Clarivate Analytics (CPCI–part of Web of Science) and others, for potential inclusion in their respective databases. In addition, the authors of selected papers may be invited to submit revised and expanded versions of their papers for possible publication in the IEEE Transactions on Learning Technologies (2019 JCR Impact Factor: 2.714), the Journal of Universal Computer Science (2019 JCR Impact Factor: 0.91), or another Scopus and/or Web of Science-indexed journal, subject to the relevant journal’s regular editorial and peer-review policies and procedures.
##### CONTACT #####
Inquiries regarding the iLRN 2020 conference should be directed to the Conference Secretariat at conference@immersivelrn.org.
General inquiries about iLRN may be sent to info@immersivelrn.org.

More on Virbela in this IMS blog
https://blog.stcloudstate.edu/ims?s=virbela

clicker-type questions groupwork for online synchronous class

Higher Ed Learning Collective
https://www.facebook.com/groups/onlinelearningcollective/permalink/711959409434760/

I am thinking about doing clicker-type questions as well as groupwork with instant response as the core of my online synchronous class. With this in mind, I am considering either Top Hat (which the students have used as clickers, but what I am not sure about is how well it works for groupwork) versus Learning Catalytics (which has a mode that I know works well and forces students to do the questions themselves first … which I have a love/hate relationship with – and has some question types that might be interesting but I am not as certain about the interface). I’d like to hear your thoughts.
Thanks!
FWIW: the class is general chemistry.

 

Metaverse for XR COP

Discussion on low-end AR (Metaverse)

  1. What is AR (how is it different from VR or MR)
    https://blog.stcloudstate.edu/ims/2019/03/25/peter-rubin-future-presence/
    p. 225
    “augmented reality: Bringing artificial objects into the real world-these can be as simple as a ” heads-up display,” like a speedometer project it onto your car’s windshield, or as complex as seen to be virtual creature woke across your real world leaving room, casting a realistic shadow on the floor”
    https://blog.stcloudstate.edu/ims/2018/11/07/can-xr-help-students-learn/
    p. 12
    Augmented reality provides an “overlay” of some type over the real world through
    the use of a headset or even a smartphone.
    There is no necessary distinction between AR and VR; indeed, much research
    on the subject is based on a conception of a “virtuality continuum” from entirely
    real to entirely virtual, where AR lies somewhere between those ends of the
    spectrum. Paul Milgram and Fumio Kishino, “A Taxonomy of Mixed Reality Visual Displays,

Augmented Reality

 

 

https://blog.stcloudstate.edu/ims/2018/10/17/vr-ar-learning-materials/

Augmented reality superimposes a digital layer on the world around us, often activated by scanning a trigger image or via GPS (think Pokemon Go!). Virtual reality takes users away from the real world, fully immersing students in a digital experience that replaces reality. Mixed reality takes augmented a step further by allowing the digital and real worlds to interact and the digital components to change based on the user’s environment.

  1. Low-end and hi-end AR
    1. Hi-end: Hololens, Google Glass, Apple Glass
      1. Unity-driven content
    2. Low-end: Metaverse
  2. What is Metaverse
        1. Metaverse studio
          https://studio.gometa.io/discover/me
        2. Metaverse app
          1. iOS: https://apps.apple.com/us/app/metaverse-experience-browser/id1159155137
          2. Android: https://play.google.com/store/apps/details?id=com.gometa.metaverse&hl=en&gl=US
        3. Gamifying Library orientation using Metaverse:
          https://mtvrs.io/GenerousJubilantEeve
          (the gateway to the Library orientation project)
          Metaverse experience through the user’s phone:

    1. Student projects using Metaverse
      https://im690group.weebly.com/
      https://mtvrs.io/PreviousImpracticalNandu
    2. Behind the scene, or how does it work
      https://studio.gometa.io/discover/me/a0cc4490-85fb-41d8-849b-bf52ac3ecb70
      YouTube materials:
      https://youtu.be/jLRR6fKtfwY
      https://youtu.be/MLeZo7X5rnA
      https://youtu.be/g9kY41OcR0Y
  3. Discussion
    1. Low-end vs hi-end AR
      1. advantages
      2. disadvantages
    2. gamify learning content with Metaverse
      https://youtu.be/2lUrs3mJSHg
    3. Discuss the following statement:
      low-end AR (Metaverse), like low-end VR (360 degrees) has strong potential to introduce students, faculty and staff to immersive teaching and learning
  4. Alternatives
    1. Merge Cube: https://blog.stcloudstate.edu/ims/2020/10/21/how-to-create-merge-cube/
    2. Aero, GamAR: https://blog.stcloudstate.edu/ims/2020/12/04/augmented-reality-tools/

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more on Metavere in this IMS blog
https://blog.stcloudstate.edu/ims?s=metaverse

Unreal Engine for students learning

Real-time technology like Epic Games’ Unreal Engine has emerged as a successful tool and resource to implement this type of teaching and learning.

Storytelling is a major component of so many professions.

use digital portfolios and our critique process by viewing a StoryMap I made using Geographic Information Systems (GIS)

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more on Unreal Engine in this IMS blog
https://blog.stcloudstate.edu/ims?s=unreal+engine

Microcredentials virtual conference

Micro-credentials and Badges in Higher Education

 

  • Cost and business model considerations
  • Different types of badging platforms and technology
  • How to partner with industry to deliver in-demand competencies
  • Considerations for monetizing microcredentials
  • Current issues impacting badges during COVID-19

Identifying Badges that Add Value to Your Institution
11:30 a.m. – 12:30 p.m.
Our faculty will establish a shared terminology, discuss the benefits and challenges of various badges, and explain how each type can advance the goals of your institution and best serve students. You will share your purposes for pursuing a badging initiative, identify the types of badges that could add the most value to your institution, and set goals for the conference.

Designing Quality Alternative Credentials
2:30 – 3:15 p.m.
What goes into developing, designing, assessing, and maintaining quality microcredentials? In this session, you will learn about:

  • Standardization and rigor in development
  • Curriculum design and assessment
  • Developing a governance process
  • Continuous maintenance and improvement

Funding and Monetizing Badges
11:00 a.m. – 12:00 p.m.
Many institutions are looking into badging as a potential revenue stream during lean times. During this hour, you will learn strategies for monetization. We will also look at various fee-based and tuition-based funding models to financially operationalize microcredentialing.

Marketing and Branding
1:30 – 2:15 p.m.
How do you articulate the value proposition of badges to internal and external stakeholders? During this session you will learn how to brand and market your microcredentials. You will study badge images and stacking considerations that will help you create the best design for your circumstances.

Jeff Bohrer

Technical PM, IMS Global Learning

Jeff currently serves as a program manager for digital credentials initiatives at IMS Global Learning Consortium. Jeff leads projects and programs related to digital badges, comprehensive learner records, and the interoperability of learning technologies. Jeff is also co-chair of the EDUCAUSE Microcredentials and Badges Constituent Group.

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More on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentials

Chief Disinformation Officer

“Trying to debunk misinformation after it has spread is like shutting the barn door after the horse has bolted. By pre-bunking, we aim to stop the spread of fake news in the first place,” said Dr Sander van der Linden, Director of the Cambridge Social Decision-Making lab and senior author of the new study.Game combats political misinformation by letting players undermine democracy: A short online game in which players are recruited as a “Chief Disinformation Officer” and use tactics like trolling to sabotage elections in a peaceful town has shown to reduce susceptibility to political misinformation from r/science

https://www.cam.ac.uk/research/news/game-combats-political-misinformation-by-letting-players-undermine-democracy

Game combats political misinformation by letting players undermine democracy

The free-to-play Harmony Square is released to the public today, along with a study on its effectiveness published in the Harvard Misinformation Review

It has been created by University of Cambridge psychologists with support from the US Department of State’s Global Engagement Center and Department of Homeland Security Cybersecurity and Infrastructure Security Agency (CISA).

 

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more on disinformation in this IMS blog
https://blog.stcloudstate.edu/ims?s=disinformation

D2L gamification webinar

Gamification Network: Exploring Gamification through the Octalysis Lens

Mary Nunaley

Karl Kapp The Gamification of Learning and Instruction

Kevin Werbach, Dan Hunter How Game Thinking Can Revolutionize Your Business

Yu-Kai Chou gamification design. Octalysis.  https://www.gish.com/

8 core drives: 

Meaning

Accomplishment

Empowerment

Ownership

Social Influence. social media, instagram influencers

Scarcity: scarcity with homework deadlines, coupons at the store

Unpredictability and curiosity. scavenger hunt in courses. careful when teaching.

Avoidance

gamification

 

The Octalysis Framework for Gamification & Behavioral Design

https://www.d2l.com/resources/webinars/

motivation

black hat white hat

 

 

 

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https://yukaichou.com/octalysis-tool/

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https://island.octalysisprime.com/

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https://yukaichou.com/

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Lavender Dragon | Online Courses and Gamification

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Actionable Gamification: Beyond Points, Badges, and Leaderboards

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

Agar.io and Skribbl.io

https://www.facebook.com/groups/onlinelearningcollective/permalink/694538971176804/

I’m thinking of hosting a “Play with the Professor” game night using Agar.io and/or Skribbl.io.
Has anyone try that? How did it go? Any tips will be greatly appreciated.
https://agar.io/#ffa
https://skribbl.io/

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more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming

 

XR Future Trends

virtual, augmented, mixed, and extended reality, with the help of  brand research.  On Thursday, October 29th, from 2-3 pm EDT, we’ll be joined by Jonathon Richter, Maya Georgieva, and Emory Craig, leaders of the Immersive Learning Research Network’s State of XR and Immersive Learning report.

To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:

https://shindig.com/login/event/soxr2020  

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More on XR and Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+bryan+alexander

Gaming and Gamification in K12

Achievement Unlocked_ Understanding the Future of Gamification in Education.docx

https://www.academia.edu/38551388/Achievement_Unlocked_Understanding_the_Future_of_Gamification_in_Education_docx

how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education

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