Survival Guide EURO OPE C Confe erenc ce A Agenda 3, 2014 SUNDAY, November 23 2014 Immersive Educatio on Summit, Vienna Day 1 Day 2 Day 3 Let´s gett started Let the ga ames begin Let´s go tto work (Wo orkshops) 6:45 pm – 8:00 pm Sofft-Opening Social Event I: Ferrywhee el Ride (Rese ervation ahea ad necessary) 8 :0 0 pm – open end Softt-Opening Soc cial Event II: Feel F free to jo oin us at Riesenrad Café for a get-togethe er M Meeting at 6:30 0 pm at: Riese enradplatz 1 (iin front of the e entry to the Ferrywheel) MONDAY,, November 2 24, 2014 Regis tration 8:30 am – 13:00 pm Opening Ceremonies 9:30 am – 10:30 am Keynotte Address: Konstantin M Mitgutsch Coffe ee Break 10:30 am - 11:00 am 1. A Allison/Dow/M Miller Enh hancing Assiste ed Learning w with 3D Virtual Envvironments 12:00 pm – 1:30 pm 1:30 pm – 2:00 pm Day 1 11:00 am - 12:00 pm Lunch Break & Poster Sesssion Poster Prese entation (Shorrt Presentation ns by Presente ers) 3. E Ebner/Kleinle eitner AC Contribution to o Collaborative e Learning Usin ng iPads for Scchool Children n 2:00 pm – 3:00 pm 2. Cao/Gov vaerts/Dikke//Faltin/Gillet Helping ea ach other teacch: design and realisation n of a social tu utoring platforrm 4. Scullion n/Stansfield/B Baxter Gender Diffferences in Se elf-Efficacy Re elating to Collaborrative Learnin ng in a 3D Virtu ual World Coffe ee Break 3:00 pm – 3:30 pm 5. E Ehrlich/Mungger Uti lizing Head M Mounted Disp plays as a Lea arning Tool for f Children w with Autism 3:30 pm – 4:30 pm 6. Pero How to dettect programm ming skills of students? Dinner Reception 19.00 pm m – open end Y, November 2 25, 2014 TUESDAY 8:30 am – 11:00 am Regis tration 9:30 am – 10:30 am Keyn note Addresss: Mark AM. Kramer 10:30 am - 11:00 am Coffe ee Break 7. M Miller/McCaffe ery/Allison Imm mersive installa ation: "A V Virtual St Kilda a" 12:30 pm – 1:30 pm 1:30 pm – 3:00 pm 3:15 pm – 4:45 pm Day 2 11:00 am – 12:30 pm 8. Beauboiis Immersive e Education a and Architectu ure 9. Höd dl/Fitzpatrick UniCoM MP - An Apprroach Towarrds Flexibilityy, Versattility and Lib berty of Act ion on Stage e L Lunch Break & Poster Sesssion 10. Tabuenca/Ka alz/Specht Seam mless support for lifelong learrners with mob bile and senso or tech hnology 11.Al-Sm madi GAMEDUC CATION: Usin ng Game Me echanics and Dynamicss to Enhance Online Le earning 12.Milller Mobile e Exploration n of Medievval St Andrew ws 13. Erenli Immerssive Sightseeing Game (Volluntarily): Vienna Film Quiz (Innercitty) 4:45 pm – 5:00 pm Sighttseeing Gam e Award cerremony WEDNESD DAY, November 26, 2014 Reg gistration 8:45 am – 10:00 pm 9:00 am – 11:45 am 11:45 am – 12:00 pm Day 3 Wo orkshops Worrkshop: Imm ersive Virtua al Learning Enviironments an nd Advanced (Mobile) Tech hnologies in Education (K K-12) (IVLLEATE14) Taraghi/Frey/Saranti//Ebner/Müllerr /Großma ann Determin ning the Causin ng Factors of Errors forr Multiplicatio on Problems Softic/Ta araghi/Ebner Mining an nd Visualizatio on of Usage Trends in n a Personal Le earning Environm ment using Link ked Data Strasser//Greller Towards immersive diggital language learning Franco Stimulatiing Students U Use Web3Dbased Te echnology for P Producing Digital Co ontent at K-12 2 Levels Ryymin/R Rantakokko/M Mattila/ Arhippainen Developin ng Future 3D Virtual V Learning Environmentss for High School an nd Vocational Education Workshop p: Gaming, SSerious Game es & Gamificattion (GSG-ED DU14) B Binder/Breitfu uss: Data Gogggles in p practice (Hand ds-on) H Hödl: Trombossonic (Hands-o on) Closing C eremonies V Venue: FH des bfi Wiien Wo ohlmutstrassse 22 A-1 1020 Wien Exte ented Abstrac A cts & Aggenda Soft-Ope ening Social E Event I: Ferry rywheel Ride (Reservation n ahead nece essary) Meeting a at 6:30 pm at: Riesenradpllatz 1 (in front of the entry to the Ferryw wheel) We have e reserved a few f tables att the Riesenrradcafe afterwards (to be paid individually) C Colin Allison,, Lisa Dow, A Alan Miller / University of o St. An ndrews Author/s /Affiliation T i t l e E Enhancing Assisted Learnin ng with 3D Virrtual Environm ments Time & Room / Paper ID b s t r a c t Long Paper A 1 11:00 am – 11:30 am / E 01 1 / #1 3D vvirtual environ nments (3DVE), also referre ed to as virtua al worlds or tthe immersive e web, are n networked mu ulti-user clien nt-server softtware systems de-signed so that the natu ural human perception of the t world is rrepresented ussing 3D objeccts. Avatars re epresent userrs, allowing them to intera act with othe er avatars, no on-player charracters and ob bjects within the environme ent. 3DVE are e used in gam ming, reconstrructions, bussiness and ed ducation. Thiis study inve estigates 3DVE E as a tool for assisted learn ning. A protottype of a 3DV VE for assisted learning was developed to provide learn ners with disa abilities educcational resou urces supportting life skillls. The rese earch was carrried out in a ssecondary school in Scotlan nd where partticipants were e learners w within the Dep partment of Assisted Supp port. The case study focusses on learning about safetty in the kitchen and carrrying out ba asic everydayy tasks. This paper disccusses differen nt learning sccenarios, the physical and d virtual enviironment and the usability of a 3DVE forr learners with h special educcational need ds. The resu ults demonstrrate that 3D D virtual enviironments can n be used to enhance the le earning processs in four main areas: soccial interactiion, collaborative working, selfdire ected learning and exploratiion. Yiwei Cao, Sten Govaerts, Diana Dikke, Nils Faltin, Denis Gillet A u t h o r / s T i t l Helping each other teach: design and realisation of a social tutoring platform e Time & Room / Paper ID Long Paper 11:30 am – 12:00 pm / E 01 / #2 A b s t r a c t Martin Ebner, Benedikt Kienleitner / Graz University of Technology Author/s /Affiliation T i t l A Contribution to Collaborative Learning Using iPads for School Children e Time & Room / Paper ID 02:00 pm – 02:30 pm / E 01 / #3 Long Paper A b s t r a c t Within the Go-Lab project, we aim to engage school pupils with STEM topics by bringing online laboratory experiments into the classroom. Since it can be a hurdle for teachers to use such technical software and implement these experiments into the pedagogical flow of their courses, we have identified the need to support and tutor teachers on using online laboratories and their pedagogical implementation in the classroom. The Go-Lab Tutoring Platform offers teachers peer assistance for expertise sharing related to online labs, pedagogy, the Go-Lab learning system and portal. Teachers, lab owners and scientists can help each other and share their skills and knowledge. To sustain this tutoring platform, we aim to build a community of practice and apply various social media techniques. This paper elaborates on the design, the first prototype and an early evaluation of the Go-Lab social tutoring platform. Furthermore, the business model is discussed and realisable via a credit system, ranging from social rating to payment mechanisms. Collaboration has a very positive effect on students’ learning experiences as well as their social interactions. Our research study aims towards enhancing the learning experience, stimulating communication and cooperative behavior to improve learning. Making use of recent technological advancements (tablets) and gaming as a motivational factor, a prototype application in form of a multiplayer learning game for iPads was designed and developed. In a face-to-face setting, connecting up to four devices, the players (learners) have to solve word puzzles in a collaborative way. Furthermore, a web-interface for teachers provides the possibility to create custom content as well as to receive feedback of the children’s performance. A first field study at two primary schools in Graz showed promising results for the learning behavior of school children Jim Scullion, Mark Stansfield, Gavin Baxter / University of the West of Scotland Author/s /Affiliation i t l Gender Differences in Self-Efficacy Relating to Collaborative Learning in a 3D Virtual World e Time & Room / Paper ID Long Paper T 02:30 pm – 03:00 pm / E 01 / #4 t This paper reports the findings of an empirical study involving 257 participants into the effects on self-efficacy resulting from the use of a 3D virtual world for communication and collaboration. Participants used the virtual world as part of team-based formal learning in tertiary education. The results suggest that use of the virtual world had a significant effect in enhancing self-efficacy in a range of collaborative tasks, and that in relation to gender there was no significant difference between male and female participants. Author/s /Affiliation Justin Ehrlich, James Munger /Western Illinois University A b s t T r i a t c l Utilizing Head Mounted Displays as a Learning Tool for Children with Autism e Time & Room / Paper ID b s t r a c t Long Paper A 03:30 pm – 04:00 pm / E 01 / #5 It is now estimated that 1 in 50 children are afflicted with Autism Spectrum Disorder (ASD), so it is more important than ever to find effective treatments. Some of the most promising treatments involve Virtual Reality (VR), with its high level of immersion, to simulate and teach social skills in Virtual Environments (VE). One of the most immersive technologies available, the head mounted display (HMD), was recently advanced as the next generation of the device was released. In the past head-mounted displays had poor viewing angles, high latency, caused eyestrain and headaches, and were cumbersome, which caused the HMDs to be rejected by the community to treat those with developmental disabilities. The new HMDs fix all of these problems and seem to be poised as a perfect platform for next generation interventions, but first researchers must determine if individuals with ASD will accept the use of the new HMD, as problems with the old HMDs caused rejection by those with ASD. Unfortunately the research is nonexistent when it comes to studying this next generation of HMDs, therefore the purpose of this research is to answer two questions: to what extent do those with ASD or those with general developmental disabilities accept and follow instructions using the HMD and to what extent do these individuals feel presence, induced by the device, while using the HMD when compared to neurotypicals. To answer these questions, a between-group study was conducted between those with ASD and those that are neurotypicals. The ages of the subjects ranged between 6-11 and were selected from a local school. A virtual environment was developed in which subjects were required to perform simple tasks such as recognizing various objects and maneuvering through an environment. Scores were recorded based on the ability to complete the tasks within the virtual environment successfully as well as their acceptance of the head-mounted display itself. This work finds that while there is a difference between what is experienced between those with ASD and those neurotypicals, those with ASD still enthusiastically take the new generation of HMDS. This work contributes to the field of computer graphics and special education by answering important questions concerning the next generation HMDs as tools for special education interventions. Stefa an Pero / Pavol Jozef Safariik University in Kosice Author/s /Affiliation T i t l e How to detect d progra amming skills of students? Time & Room / Paper ID b s t r a c t Long Paper A 0 04:00 pm – 04 4:30 pm / E 01 1 / #6 We present a technique tto detect pattterns in stud W dent's p program sourcce codes. Firstt, we describe e a source cod de in t form of an Abstract Syntax Tree (ASST). The detecction the o patterns is done with the SLEUT of TH algorithm for f frequent sub bgraph mining on tree es. We pro ovide e experiments u using real data a from a progrramming coursse at o our universityy. In the pa aper, we disccuss the rela ation b between patte erns and skillss as well as so ome use casess and f further directiions of our ressearch. Dinner Recception at Heuriger: H H Hengl-Hase elbrunner, Iglaseegassse 10, 119 90 Wien 7 pm, D e: http://w www.henggl-haselbrunner.at/ Website by: Can be reached b Taxi: T (arou und EUR 20 0,- from Do owntown) Public P Tra ansportatio on: 2 (Direction “Karlsplattz” to “Sch hottentor, sw witch to 38 8 (Direction n “Grinzingg” to “Sive eringer Stra asse”) fo ollowed by a 3 Minute e Walk Author/s /Affiliation T i t l Al an Miller, Jo ohn McCafferry / University off St. Andrew ws e Immersiive installatio on: " A Virtuall St Kilda" Time & Room / Paper ID s t r a c t Author/s /Affiliation T i t l e Time & Room / Paper ID Long Paper b Long Paper A 11:00 am – 11:3 30 am / E 01 / #7 Author/s /Affiliation T i t l e s t r a c t Immersive Educatio on and Archittecture 11:30 am – 12:0 00 pm / E 01 / #8 UniiCoMP - An Ap pproach Towa ards Flexibilitty, Versatility y and Liberty of Ac ction on Stage e 12:00 pm – 12:3 30 pm / E 01 / #9 Long Paper b Terry Beaubois / Stanford S Uni versity Olive r Hödl, Gera ldine Fitzpa trick / Vien nna Universi ty of Techno ology Time & Room / Paper ID A Thiss paper disccusses a Virttual Historiess project, w which devveloped a digittal reconstrucction of St Kilda. St Kilda iss the mosst remote and d western partt of the Unite ed Kingdom. Itt was eva acuated in the e 1930s and la ay empty for several s decade es. It is a world he eritage site for both built and natural envvironment. Th he Virtual St Kilda acted as a a focus forr the colllection and presentation of tangible e and intangible culttural heritage. It was on sho ow as an exhib bition in the T Taigh Che earsabah musseum located in North Uiist Scotland. The exh hibition is buiilt around the OpenSimula ator Open Virtual Worrld server ussing commodity hardware e. The simula ation covvers some 4 sq quare km of virtual v space, and models both tanggible and inttangible culture. It is in ntegrated into o an exh hibition and a articulates an interpretatio on of the St Kilda lega acy through th he prism of co ontemporary N North Uist life Mussicians have been b explorin ng new ways of making m music usin ng different custom-built c and modified d instruments and add ditional device es during perfformances. Ho owever, these e can incrrease the lea arning effort and reduce flexibility forr the performer on sttage. In this paper we present p "UniC CoMP" (Universal Contrrol for Musical Performan nces), a wire eless, easyy-to-use and versatile v syste em using off-tthe-shelf hardw ware and d software to more flexiblyy play instrum ments and control devvices during a performance. We descriibe the desig gn of UniCoMP and the e results of a pilot video-ba ased evaluatio on to testt its use duriing a live con ncert. We fou und that UniC CoMP incrreased flexib bility regardiing playing instruments and con ntrolling sound d effects on stage and at a the same time offe ered the artiist freedom o of movementt for dramaturgic purposes. We also identifie ed deficiencies in the user inte erface, leadingg to suggestio ons for future iimprovementss and for additional eva aluation. Bernardo Tabuenca, Marco Kalz, Marcus Specht / Open University of The Netherlands Author/s /Affiliation T i t l Seamless support for lifelong learners with mobile and sensor technology e Time & Room / Paper ID Long Paper 01:30 pm – 2:00 pm / E 01 / #10 A b s t r a c t Lifelong learners learning activities are scattered along the day in different locations and they make use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals. Learning experiences are disrupted and mobile seamless learning technology provides new solutions to integrate daily life activities and learning in the same process. Hence, there is a need to provide tools that are smoothly integrated into adults’ daily life. This manuscript presents the LifeLong Learning Hub (3LHub), a mobile seamless tool proposing users to immerse within their autobiography as a learner to identify successful physical learning environments, mark them with sensor tags, bind them to self-defined learning goals, keep track of the time invested on each goal with a natural interface, and monitor the learning analytics. This work implies a suitable tool for lifelong learners to bind scattered activities keeping them in a continuing learning flow. The 3LHub project has been released under open access licence with the aim to foster adaptation to further communities as well as to facilitate the extension to the increasing number of sensor (NFC) tags existent in the market. Mohammad Al-Smadi / Jordan University of Science and Technology Author/s /Affiliation T i t l GAMEDUCATION: Using Game Mechanics and Dynamics to Enhance Online Learning e Time & Room / Paper ID Long Paper 02:00 pm – 2:30 pm / E 01 / #11 A b s t r a c t In today’s “information age”, learners grow up with technology dominating most of their life activities. They use technology anywhere, anytime, and they are faced with the challenge of needing to be engaged and motivated in their learning. The emergence of Web 2.0 and the influence of Information and Communication Technology (ICT) have fostered learning to be provided online. However, e-learning solutions lack to some extent learner motivation and engagement. Engaging learners long enough to see them through to the end of a course has become one of the most significant problems faced by e-learning developers. This lack of engagement in e-learning can be attributed to three main issues: interaction, challenge and context. Therefore, learning types with high level of interaction and challenge - such as game-based learning – have become widely used. In order to gain the power of games - represented by interaction, motivation, and challenge - elearning developers started thinking of using game thinking and game mechanics to enhance e-Learning. Gamification of education is still new trend of research and lacks frameworks and guidelines of how to develop ‘gamified’ learning tools enabling new forms of learning that are engaging. This paper focuses on these aspects and aims at providing guidelines of how to use game design and mechanics to design units of learning. Moreover, proposing an innovative GAMEDUCATION model for e-learning able to address the challenge of having an interactive, challenging and contextualized learning while enabling learners’ demand of empowerment, social identity, and authentic learning experience. Author/s /Affiliation T i t l Alan Miller / University of St. Andrews e Mobile Exploration of Medieval St Andrews Time & Room / Paper ID b s t r a c t Long Paper A 02:30 pm – 3:00 pm / E 01 / #12 Saint Andrews is a town with a rich history. It was the religious centre of Scotland for close to a millennium. The Cathedral was strongly associated with the wars of Independence and Robert the Bruce. The castle was the scene of pivital revolt leading to the reformation and hosted the first Scottish protestant congregation. St Salvators chapel was the religious centre of Scotland's first University. This presents work which explores using mobile technologies to support investigation, learning and appreciation of the past. It builds on tradition and world class scholarship into the the history of this important town and makes them available to school students, researchers and tourists using mobile technologies. From text based quests, through mobile apps to location aware stereoscopic 3D experiences the gamit of available commodity hardware is used to enable the past to be explored in new ways. Workshop Chair T i m e b i & R o o m s t t r a l c Martin Ebnerr, Pasi Matti la e Immersive Virtual Learning Enviironments and Advanced (Mobile) Technolo ogies in Educa ation (K-12) (IVLEATE14) 09:00 am – 12:00 pm / E 08 0 t Workshop A T Workshop Chair T i m e D e & t i t l Kai Erenli e Gaming, Serious Games & Gamification n (GSG-EDU14 4) R o o m a i l 09:00 am – 12:00 pm / E 0 01 s Workshop T Taraghi/Fre ey/Saranti/Eb bner/Müller/Großmann Determinin ng the Causing Factors of E Errors for Multiplication Problemss Softic/Tara aghi/Ebner Mining and d Visualization n of Usage Tre ends in a Perssonal Learning Environment u using Linked D Data Strasser/Grreller Towards im mmersive digiital language learning Franco Stimulating g Students Usse Web3D-bassed Technologgy for Producing Digital Content at K-12 Levels Ryymin/Rantakokko/Matttila/Arhippain nen Developingg Future 3D V Virtual Learnin ng Environme ents for High Schoo ol and Vocatio onal Education n Hödl: Trom mbosonic (Hands-on) o Th he "Tromboson nic" is a new digital d music instrument base ed on the foun ndational principles off the slide trom mbone. An ulttrasonic sensor co ombined with a red laser alllow the perforrmer to pllay the instrum ment using sim milar movemen nts to ch hange the pitcch, by moving one hand back and fo orth even thou ugh there is no o physical slide er avvailable. Furth hermore, additional sensorss en nhance musica al expression b by gestural mo ovement off the whole intterface and byy using the bre eath. Du ue to its comp pact size and tthe lack of a slider, s th he Trombosoniic can be played in many different wa ays using one or two hands and it can be used to accoustically exp plore the surro ounding enviro onment wiith the ultraso onic sensor. Tw wo informal case studies, one witth a child and one with an o older ad dult, indicate the instrumen nt’s potential for music-related e educational pu urposes and itss su uitability for p people with restricted mobillity to pllay such an insstrument. Furtther developm ment might include a built-in micro ophone to use e the hu uman voice an nd an expansio on of the synth hesizer's fe eatures. Binder/Bre eitfuss: Data G Goggles in practice (Hands-o on) o De emonstration and free trial of available D Data Go oggles (Google e Glass, Epson n BT200, Vuzix x, Oa akley Airwave e etc.)inkluding discussion o of ussecases and market potentia al
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