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- Instructional design model for virtuality reality: testing and participant experience evaluationPublication . Castelhano, Maria; Almeida, Diana; Morgado, Leonel; Pedrosa, DanielaThis study aimed to test an Instructional Design model prototype for Virtual Reality (VR) in Higher Education. A qualitative research methodology was used, employing questionnaires and observations for data collection. The research had three main objectives: (1) to identify the applicability and effectiveness of the VR Instructional Design model, (2) to evaluate participants’ experience with immersion, interactivity, and usability of the VR environment, and (3) to obtain feedback from participants about their VR experience. The study involved two sessions. In the first session, participants were introduced to the VR environment, and their initial adaptation difficulties were observed. Informal interviews and a questionnaire collected feedback on immersion, interactivity, interest, and educational potential of VR. The second session indicated the need for revisions in applicability and ease of use. Based on student feedback, session planning should consider initial adaptation, teacher training, equipment availability, interaction elements, resources, realism, immersion, safety, comfort, session duration, communication, collaboration, and clear content delivery. Providing alternative plans for technical failures is essential. Despite these challenges, participants expressed interest in participating in VR sessions and activities.
- Work-in-progress: introduction to virtual reality headset: experiments with secondary and higher education studentsPublication . Morato, Diana; Castelhano, Maria; Pedrosa, Daniela; Morgado, LeonelThis work-in-progress aims to analyze perspectives of secondary and higher education students regarding the feasibility of integrating immersive Virtual Reality (VR) into the classroom. The harvesting of students' opinions was conducted through oral and written questionnaires after a Virtual Reality Environment activity held during two sessions of an event and other in an undergraduate class. The answers enable the understanding of challenges they faced during the activity, identifying elements that contributed to participants' immersion, assessment of perceived realism, and individuals' opinions on the integration of VR in the classroom. Conclusions regarding the applicability of VR from the perspective of secondary and higher education students can be drawn.
- Bringing user experience empirical data to gesture-control and somatic interaction in virtual reality videogames: an exploratory study with a multimodal interaction prototypePublication . Fernandes, Luís; Nunes, Ricardo Rodrigues; Matos, Gonçalo; Azevedo, Diogo; Pedrosa, Daniela; Morgado, Leonel; Paredes, Hugo; Barbosa, Luís; Fonseca, Benjamim; Martins, Paulo; Cardoso, Bernardo; Carvalho, Fausto deWith the emergence of new low-cost gestural interaction devices various studies have been developed on multi-modal human-computer interaction to improve user experience. We present an exploratory study which analysed the user experience with a multimodal interaction game prototype. As a result, we propose a set of preliminary recommendations for combined use of such devices and present implications for advancing the multimodal field in human-computer interaction.
- Immersive virtual reality, augmented reality and mixed reality for self-regulated learning: a reviewPublication . Pedrosa, Daniela; Morgado, Leonel; David Crawford; Jeremy Foss; Nicholas Lambert; Martin Reed; Jennah KriebelImmersive technologies, such as virtual reality, augmented reality, and mixed reality have gained increasing interest and usage in the field of education. Attention is being paid to their effects on teaching and learning processes, one of which is self-regulation of learning, with an important role in supporting learning success. However, designing and creating immersive environments that support the development of SRL strategies is challenging. Employing a systematic approach, this literature review provides an overview of the uses of virtual, augmented, and mixed reality with the goal of supporting SRL. We map these to known educational uses of immersive environments, highlighting current gaps in these efforts and suggesting pathways for future studies on instructional design of the use of immersive technologies to support self-regulation of learning.