A Formative Evaluation on a Virtual Reality Game-Based Learning System for Teaching Introductory Archaeology (original) (raw)
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Frontiers in Education
The use of immersive virtual reality for learning is a growing opportunity that has so far suffered from limited application in the classroom, particularly with students in the 11 to 12 year bracket. Due to more concern being shown toward usability rather educational goals, mixed feelings exist about the technology’s ability to teach. Meanwhile, historical games usually have fun as the main or sole objective, which may cause problems by diminishing the value of the depicted cultural heritage and supersede the intended learning outcomes of the experience. This research aims to contribute toward this gap by working closely with teachers in developing an immersive virtual reality learning experience to teach prehistoric intangible cultural heritage to history students aged 11 to 12 years. The research question of this study is how to go about designing an immersive learning experience for secondary school teachers to teach 11 to 12 year old students about prehistoric cultural heritage ...
Our research deals with the development of a new type of game-based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players' motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the virtual environment and real places (archaeological sites, museum). After describing the challenge to a rich multidisciplinary approach involving both computer scientists and archaeologists, we present two types of game: multiplayer online role-playing games and mixed reality games. We build on the specificities of these games to make the design choices described in the paper. We also present three modular features we have developed to support independently three activities of the scenario. The proposed approach aims at raising awareness among people on the scientific approach in Archaeology, by providing them information in the virtu...
2019
While virtual reality (VR) might be effective in engaging learners with authentic and immersive learning experiences, current literature is lacking in understanding the relationship between learners’ perceived cognitive loads and motivational support. In addition, it is unclear as to how the incorporation of game-based learning strategies might impact the overall efficacy of VR for instructional purposes. The presentation reports a NSF-funded project that utilizes the HTC Vive VR system to host a game-based VR learning environment for teaching introductory archaeology classes in a US Midwestern university. The presentation will also report the results of multiple regression analyses to delineate relationships between cognitive loads and motivational components based on survey responses of 106 participants. The presentation will conclude by discussing game-based VR design opportunities and challenges in terms of the role of motivational design, design efficiencies and their unintende...
The goal of this paper is to investigate whether immersive virtual reality is suitable for learning about archaeology and the past in cultural heritage settings. To that end it presents the conclusions related to learning from the visitors' survey undertaken in 2007 by the Museology Laboratory of the University of the Aegean at the Hellenic Cosmos (the exhibition centre of the Foundation of the Hellenic World) in Athens, and contrasts these with other similar studies. This project was aimed at comparing the learning outcomes, perception and use by audiences of two different virtual reality systems and a related exhibition. It included qualitative and quantitative analysis of the data gathered through in situ observations, interviews with museum educators and face-to-face questionnaires with visitors. The results confirmed that, as previous studies have shown, virtual reality systems allow a different kind of learning, but also questioned the common believe about their advantage for children in comparison with other interpretation methods.
Trials of the Acropolis: Teaching Greek mythology using Virtual Reality and game based learning
2017
—The evolution of learning environments is huge in recent years in the fields of mobile, blended learning and telecommunication technologies. Many courses are using VR tools to recreate historic and natural sites, while teachers use VR, guiding students to never before seen historic places. This paper presents a VR game for the instruction of the 3 rd grade Greek history, and in particular the Greek mythology. The main objective of this paper is a brief description of the technologies used, the design and implementation procedure, the presentation of the adopted educational scenario and the preliminary results of formative evaluation.
A Role for Immersive Visualization Experiences in Teaching Archaeology
Studies in Digital Heritage, 2019
As archaeologists continue to utilize digital 3D visualization technologies, instruction can also benefit from purpose-driven uses of these data. This paper outlines a pilot project that used previously captured 3D data in a large-scale immersive environment to supplement the instruction of basic archaeological concepts to an undergraduate introductory anthropology class. The flexibility of the platform allowed excavation trenches to be investigated in three-dimensions, enhancing the understanding of excavation methods and providing additional insight in the choices of the excavators. Additionally, virtual investigation of the artifacts provided a way for students to interact with objects on the other side of the world in a more complete way. Instructor-led immersive virtual experiences have significant potential to widen the interest in archaeology and enhance the instruction of archaeological concepts. They allow students to interact with the content, guided by an expert, and in the presence of each other. While the facilities are not available at every university at the current time, the cost effectiveness and ability to deliver these experiences via head-mounted displays represents an exciting potential extension for complementary self-paced, yet guided, exploration.
Frontiers in Computer Science
Some archaeological sites are not easily accessible by visitors due to mobility or geographical restrictions. Digital technology can make such sites virtually accessible and provide educational information at the same time. Toward this goal, we created a digital reconstruction of the archaeological site of Choirokoitia. Given that a 3D digital reconstruction can be used along with different technologies, we designed and developed an interactive application, where users can navigate and get information about the site, for two different systems: Virtual Reality (VR) systems and desktop computers. A feasibility study was conducted where we compared aspects of the two systems so as to allow the suggestion of the proper technology to utilize according to a user's aims. The results showed higher levels of presence and more positive experience by the participants who used the VR system compared to those who used the desktop version. On the other hand, greater learning gains were demons...