Survival Guide

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