GIGXR, Inc., a provider of extended reality (XR) learning systems for instructor-led teaching and training, announced today the availability of its GIG Immersive Learning System for the Fall 2020 Northern Hemisphere academic year. The cloud-based System was created to dramatically enhance learning outcomes while simplifying complex, real-life teaching and training scenarios in medical and nursing schools, higher education, healthcare and hospitals.
new forms of human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR).
combining AR/VR/MR with cognitive computing and artificial intelligence (AI) technologies (such as machine learning, deep learning, natural language processing and chatbots).
Some thought-provoking questions include:
Will remote workers be able to be seen and interacted with via their holograms (i.e., attending their meetings virtually)? What would this mean for remote learners?
Will our smartphones increasingly allow us to see information overlaid on the real world? (Think Pokémon Go, but putting that sort of technology into a vast array of different applications, many of which could be educational in nature)
How do/will these new forms of HCI impact how we design our learning spaces?
Will students be able to pick their preferred learning setting (i.e., studying by a brook or stream or in a virtual Starbucks-like atmosphere)?
Will more devices/platforms be developed that combine the power of AI with VR/AR/MR-related experiences? For example, will students be able to issue a verbal question or command to be able to see and experience walking around ancient Rome?
Will there be many new types of learning experiences,like what Microsoft was able to achieve in its collaboration with Case Western Reserve University [OH]? Its HoloLens product transforms the way human anatomy can be taught.
p. 22 Extensive costs for VR design and development drive the need for collaborative efforts.
Case Western Reserve University, demonstrates a collaboration with the Cleveland Clinic and Microsoft to create active multi-dimensional learning using holography.
the development of more affordable high-quality virtual reality solutions.
AR game developed by the Salzburg University of Applied Sciences [Austria] (http://www.fh-salzburg.ac.at/en/) that teaches about sustainability, the environment and living green.
Whether using AR for a gamified course or to acclimate new students to campus, the trend will continue into 2017.
Google Expeditions This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.
Flippity This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game.
Google Science Journal This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.
Google Cast This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,”
Constitute This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.”
YouTube a database of YouTube Channels by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).
Zygote Body This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work.
Pixlr This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.
uild With Chrome This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want.
Google CS First Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding.
eXtended Reality (XR): The New World of Human/Machine Interaction
Wednesday, October 31 | 9:45am – 10:30am MT |
Session Type: Breakout Session
Delivery Format: Interactive Presentation
eXtended reality (XR) technologies present opportunities to advance the higher education mission and prepare students for a new world of human/machine interaction. In this interactive session, we will explore what is being done today and what is possible in four key areas of XR: use, technology, content development, and gamification.
*Identify best-of-class tools and methods available for the design and support of XR in higher ed
* Explain to campus stakeholders the potential of XR to support pedagogy, research, and student success
* Understand the areas of focus of our growing XR community of practice and how you can participate
With AR and especially with what Apple refers to as Mixed Reality (MR), it’s great to be able to see an iPad Pro in front of you, but you need to be able to use it. You have to be able to pick up a virtual object and use it, or otherwise AR is no better than a 3D movie.
Apple’s proposed solution is described in “Manipulation of Virtual Objects using a Tracked Physical Object,” a patent application filed in January 2020 but only revealed this week. It suggests that truly mixing realities, in that the virtual object could be mapped onto an actual object in the real world.
Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (in press). ARLearn: augmented reality meets augmented virtuality [Special issue]. Journal of Universal Computer Science – Technolgy for learning across physical and virtual spaces.
Augmented reality (AR) and AR games offer a unique opportunity to
implement this core idea in linking real world situations and problems with learning
support. The theory of situated learning [Lave & Wenger, 90] is grounded on the
assumption that learners do not learn via the plain acquisition of knowledge but they
learn via the active participation in frameworks and social contexts with a specific
social engagement structure. Kolb’s learning cycle [Kolb, 84] and the concept of
experiential learning discusses
de Freitas stresses the importance of linking the
experiences made in a game, simulation or micro world with their application in real
world practices [de Freitas, 06]. [Brown & Cairns, 04] describe game immersion as a
continuum from engagement over engrossment to total immersion.
Despite the huge potential of immersive games to overcome the gap between the real
world and the educational context and the rising market for electronic games [PWC,
10], the use of technology-enhanced immersive games in education is still quite low.
The reasons for this are manyfold:
● high game development costs meet limited educational budgets [Westera et
● predefined games are hard to be integrated in the educational process
[Klopfer, Osterweil & Salen, 09]
● learner support in online games does not easily scale [Van Rosmalen et al.,
● furthermore, game platforms up to now could not easily be integrated with
real world environments.
augmented reality browsers like Layar and Wikitude
first mashups for Google StreetView (called StreetLearn) and for mobile
devices which use the Android Google Maps API (called ARLearn). StreetLearn is
intended to provide an augmented virtuality environment on a Desktop, while mobile
devices are provided with an augmented reality experience through ARLearn. By
creating scripts, adding interactive elements and by introducing gamification
elements, we believe that we can increase the learner’s motivation and provide a
richer learning experience linking mobile augmented reality and augmented virtuality.
freely available tools and offers an open REST API. From the enduser
point of view, playing games is easy for users and requires no special knowledge.
Creating scripts requires no programming skills but does impose still technical
background as scripts are to be edited either in JSON or XML.
and if you execute a search:
“AltSpaceVR” + “education”, you will find only meager 1+ results.
Google Scholar, naturally, will yield much greater number.
So, search and find an article of your interest using Google Scholar. I used “immersive learning” + “education” for my search.
I chose to read this article: https://journal.alt.ac.uk/index.php/rlt/article/view/2347/2657
since it addressed design principles when applying mixed reality in education. What article did you find/choose/read/are ready to share your analysis with?
Tuesday, March 31, 5PM lab
As usually, we will meet at this Zoom link: https://minnstate.zoom.us/j/964455431 All of us will be online and we will meet in the Zoom room. Please come 10 min earlier, so we can check our equipment and make sure everything works. Since we will be exploring online virtual worlds, please be prepared for technical issues, especially with microphones.
For this lab, please download and install on your computers the AltSpaceVR (ASVR) software: https://www.microsoft.com/en-us/p/altspacevr/9nvr7mn2fchq?activetab=pivot:overviewtab Please consider the impediment that Microsoft has made the 2D mode for PC available only for Windows. If you are a Mac user and don’t have PC available at home, please contact me directly for help.
In addition, pls have a link to the video tutorial; https://blog.stcloudstate.edu/ims/2020/03/13/im690-asvr-2d-tutorial/
pls be informed about MediaSpace issues of the last two weeks, which can result in poor rendering of the video. If issues persist and you still need help downloading and installing the software, contact me directly for help. Please do your best to have ASVR installed on your computer before the lab starts on Tues, March 31, 5PM, so we can use our time during the lab for much more fun activities!
Intro to ASVR.
Please watch this 5 min video anytime you feel a bit lost in ASVR
pls consider the issues with MediaSpace and be patient, if the video renders and/or does not play right away. The video is meant to help you learn how to navigate your avatar in ASVR.
the first 15-20 min in the lab, we will “meet” in ASVR, figure out how to work on our ASVR avatar, how to use the computer keyboard to move, communicate and have basic dexterity. We must learn to “make friends” with Mark Gill (ASVR name: MarkGill47), Dr. Park (ASVR name: dhk3600) and Dr. Miltenoff (ASVR name: Plamen), as well as with your class peers, who will be sharing their ASVR contact info in the Zoom Chat session. Once we learn this skills, we are ready to explore ASVR.
Mark Gill will “lead” us through several virtual worlds, which you will observe and assess from the point of view of an Instructional Designer and an educator (e.g. how these worlds can accommodate learning; what type of teaching do these virtual worlds offer, etc.)
Eventually, Mark Gill will bring us to the SCSU COSE space, created by him, where he will leave us to discuss.
Discussion in the COSE ASVR room
We will start our discussion with you sharing your analysis of the article you found in Google Scholar for today’s class (see above Readings). How do your findings from the article match your impressions from the tour across virtual worlds in ASVR? How does learning happen?
the rest of the time in the lab will be allocated for work on your final projects.
Dr. Park and Dr. Miltenoff will work individually with your groups to assist with ideas, questions regarding your projects,