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Assessment and tracking of activities in non-traditional contexts, such as immersive environments, is a complex and timeconsuming process for instructors. This limits the widespread adoption of immersive environments, since the consequences of those constraints are lack of awareness for orchestration of learning, and lack of elements for assessment. The Inven!RA architecture proposes tackling this problem by collecting status and outcome analytics from multiple immersive activities into a single learning plan, where they are mapped to learning objectives. This enables the creation of learning dashboards for instructors and students, to support their awareness and assessment, enabling learning orchestration and self-regulation of learning. We present an implementation of the Inven!RA architecture in a platform linked to a remote computer networking laboratory, exemplifying how the architecture can achieve its purported goals. info:eu-repo/semantics/publishedVersion

The Inven!RA architecture is an approach for online tracking of progression towards learning objectives, from analytics of distributed learning activities, provided by multiple third parties. However, there are few examples on how to implement such third-party learning activities, known as Activity Provider modules. We followed the Inven!RA architecture interfacing specification to create and implement two sample learning activities: a technical documentation analysis activity and an Arduino microelectronics programming activity. Integration tests with an Inven!RA architecture prototype confirmed the adequacy of this implementation. Thus, these samples provide clarification on how to design and develop Inven!RA Activity Provider modules., Revista de Ci��ncias da Computa����o, v. 16 (2021)

ARETE (Augmented Reality Interactive Educational System) is a European project, which aims to develop an interactive toolkit for Augmented Reality (AR) content. In this work in progress paper, we describe the system which is currently being developed. The ARETE system follows human-centered interaction design practices and has a strong focus in interactive, multi-user and multi-lingual technologies. On completion, the system will be evaluated across three pilot studies. The three pilots will involve more than 3000 students across ten European countries and they will assess the impact of usage of the ARETE system and the educational value of AR for English literacy skills, STEM (Science, Technology, Engineering and Math) skills and in the implementation of Positive Behaviour Support in Schools (PBIS). ARETE will also be involved in the implementation of new standards for the creation of cross platform content and services as well as the creation of learning experience data repositories.

This Special Session will examine the opportunities and challenges associated with developing and implementing authentic assessments in XR to inform teachers, faculty, researchers, and industry trainers interested in advancements in this field. Methods for conducting real-time assessments in XR environments will be demonstrated and include audience participation. A brief introduction regarding the state of assessment in XR will be presented by moderator Dr. Cindy Ziker, followed by four presenters and an interactive discussion on assessment in XR that will include topics posed by the audience. Evelien Ydo will present on performance-based assessment (PBA) and simulation-based assessment (SBA) using virtual reality. Dr. Diego Zapata-Rivera’s presentation will focus on conducting adaptive, embedded assessments that leverage the virtual presence of experts, teachers, and observers, and interactions with virtual agents and virtual objects. Dr. Mathew Hillier will present on the "Transforming Assessment Project", that includes the use of unique software tools and augmented reality. Dr. Michael Casale will present on innovations in work-based assessment and industry training.

e-Forschungsberichte, Faszikel 1 (2019), The ancient town of Simitthus (today Chimtou, Tunisia), known for its important quarries of yellow Numidian marble (giallo antico), has been the object of archaeological research conducted jointly by the Tunisian National Heritage Institute and the German Archaeological Institute in Rome since 1965. This report presents a short overview on the activities at Chimtou in 2016���2018, which were primarily dedicated to publishing the results of the excavations conducted in the 1980s accompanied by measures of capacity building and site management.

ILRN 2018 - Conferência internacional realizada em Montana de 24-29 de june de 2018. Workshop, short paper, and long paper proceedings info:eu-repo/semantics/publishedVersion

iLRN 2018 Montana

e-Forschungsberichte, Faszikel 2 (2016), Ancient Simitthus (today Chimtou, Tunisia), known for its important quarries of yellow Numidian marble, has been the object of archaeological research conducted jointly by the Tunisian National Heritage Institute (INP) and the German Archaeological Institute (DAI) since 1965. This report presents a short overview on the recent activities at Chimtou in 2014 and 2015, which were primarily dedicated to publishing the results of the excavations conducted in the 1980s northeast of the forum of the Roman town and the ���temple of Imperial cult��� accompanied by measures of capacity building and site management.

iLRN 2017 Coimbra!

iLRN 2017 Coimbra!

What makes an educational game good? This paper describes three research directions that could provide insight in the underlying principles of effective educational games. These aspects are 1) The importance of distinguishing between types of to-be-learned knowledge, 2) the need to understand the relationship between game mechanics and learning goals, and 3) using research on intelligent tutoring systems to create more personalized learning experiences. Central in these directions is the concept of cognition and how it impacts the educational effectiveness of an educational game. This paper will give a short introduction on cognition and discuss why the research directions require further research.

The present contribution deals with the concepts of marginal habitats in selected regions of the ancient world, ranging from modern Spain to the Jordanian desert and from Turkey to the Ethiopian highlands. Central to this research is the hypothesis that the occupation of areas beyond the ‘normal’ settlement patterns corresponds to colonization processes which reflect specific social strategies and may have stimulated the development of new technological skills. A review of ‘marginality’ research in various disciplines indicates that there is no comprehensive definition of the concept, which can be approached from a multitude of perspectives and with manifold objectives. A survey of the eight case studies and two more in-depth discussions of the sites of Musawwarat (Sudan) and Ayamonte (Spain) highlight the potentials as well as the limits of the archaeological investigation into past marginalities. Patterns of spatial marginalization are the easiest to detect. The studies also show that we must not limit our analysis to the adverse factors connected to different kinds of marginalities. Instead, our analyses suggest that spatially marginal areas were deliberately chosen for settlement – an integration with core-periphery approaches may help us to understand these scenarios, which have received little attention in ‘marginality’ research in archaeology or elsewhere so far.

Trabalho apresentado em iLRN 2016 - Workshop, Short Paper and Poster Proceedings from the Second Immersive Learning Research Network Conference, Santa Barbara, California, USA, 2016. This extended abstract describes the #iLRN16_SFP workshop which opened the iLRN'16 conference held in Santa Barbra, California USA from the 27th June to the 1st July 2016. The main focus of the workshop was exploring future trends and expectations for research into immersive learning. The event was a collaboration between the Creative Science Foundation and the Immersive Learning Research Network.

Developments in digital infrastructures and expanding digital literacies lower barriers for museums and visitor centres to provide new interactive experiences with their collections and heritage. With virtual reality more accessible, heritage institutions are eager to find out how this technology can create new methods in interpretation, learning and visualisation. This paper reviews a virtual reality framework implemented into exhibits in three cultural heritage centres. By taking advantage of existing visitor digital literacies, the exhibits provided accessible immersive exploratory experiences for inter-generational audiences. The digital framework developed is a template for virtual reality content interaction that is both intuitive and powerful. The exhibits include digital reconstructions of physical scenes using game engines for a convincing visual experience. We contextualise the logic behind a virtual reality setup for the separate institutions, how they assisted with the narrative as well as if an immersive digital environment provided a more profound response in users. Our aim is to communicate approaches, methodologies and content used to overcome the challenge of presenting a period in history to a modern audience, while using emergent technology to build connections and disseminate knowledge that is memorable and profound. Postprint

This paper discusses how a digital reconstruction of the Scottish capital of Edinburgh around the year 1544 was created and communicated to the public. It explores the development and reception of the Virtual Time Binoculars platform – a system for delivering virtual reality heritage apps suitable for use on most smartphones. The Virtual Time Binoculars system is placed in the context of earlier research into mobile heritage experiences, including Situated Simulations (Liestøl [3]) and the Mirrorshades Project (Davies et al. [4]). The eventual virtual reality app is compared with other means of viewing the historic reconstruction, including online videos and an interactive museum and educational exhibit. It outlines the historical and technical challenges of modelling Edinburgh’s sixteenth-century cityscape, and of distributing the eventual reconstruction in an immersive fashion that works safely and effectively on smartphones on the streets of the modern city. Finally, it considers the implications of this project for future developments in mobile exploration of historic scenes. Postprint

Urban and landscape planning are critical to ensure there is a right balance between three crucial dimensions: human development, societal welfare, and nature protection and conservation. These instruments play an important role during the Environmental Sciences studies and, when facing them, it is crucial for students to learn the importance of compromising between the above mentioned three dimensions to guarantee general progress. This paper presents the design process of a serious game (a tabletop game) that should provide an immersive learning experience to Environmental Sciences students, and raise their awareness about the complexity of the topic and the need to balance between human development, societal welfare, and nature protection and conservation. We will introduce in detail the inception process, the identification of the learning objectives and how these have driven the design of the game. We also present the initial evaluation performed during a piloting phase. Finally, we will draw initial conclusions and define further lines of research.

Museums publicly display collections in a physical space to relay narratives and concepts to their audiences. Progressive technologies in an exhibition can bring in varying demographics and gather higher footfall for a museum as well as present digital heritage interpretation in an innovative manner. A mixed media exhibition can facilitate subjects with limited physical resources or difficult to display pieces as well as the visual landscape the objects were found within. A combination of Virtual Reality headsets, 3D digitized objects, digitally reconstructed archaeological sites alongside traditional object displays as methods of interpretation substantiate research in techniques and usability as well as challenges of recoup cost and digital literacies. This paper investigates the methodology, technology and evaluation of the mixed media exhibition Picts & Pixels presented by Culture Perth and Kinross and the Open Virtual Worlds research team at the University of St Andrews at the Perth Museum and Art Gallery in summer 2017. Postprint

Cultural heritage artefacts act as a gateway helping people learn about their social traditions and history. However, preserving these artefacts faces many difficulties, including potential destruction or damage from global warming, wars and conflicts, and degradation from day-to-day use. In addition, artefacts can only be present in one place at a time, and many of them can not be exhibited due to the limited physical space of museums. The digital domain offers opportunities to capture and represent the form and texture of these artefacts and to overcome the previously mentioned constraints by allowing people to access and interact with them on multiple platforms (mobile devices, tablets and personal computers) and network regimes. Through two experiments we study the subjective perception of the fidelity of 3D models in web browsers in order to discover perceptible resolution thresholds. This helps us create models of reasonable graphical complexity that could be fetched on the biggest range of end devices. It also enables us to design systems which efficiently optimise the user experience by adapting their behaviour based upon user perception, model characteristics and digital infrastructure. Postprint

Climate change poses a real and present threat to cultural heritage. Responses to climate change have focussed on strategies for prevention and physical protection. Developments in technology have made possible a new type of virtual museum that actively supports the work of museums and enables the creation of immersive digital exhibits. This paper proposes that it is important to address the role that community museums play in the digital preservation of natural and cultural heritage. It focusses on the contribution of virtual museums and proposes a distributed virtual museum architecture to support digital preservation.The architecture addresses both the need for high quality local interactions that enables preservation and the need for a global infrastructure that makes the results accessible and enables the development of links between communities. Publisher PDF

The research reported in this paper is work in progress describing the experiences of the authors while using a cyber campus to support online learn- ing collaborative activities and investigate if a Transactive Memory System can be developed among group members, working together within a cyber campus in several pre-set tasks.

This paper describes the concept of the virtual field trip and presents a taxonomy of virtual field trip approaches. Building on the Virtual Skiddaw project between Daden Limited and The Open University, UK, the Innovate UK-funded 'Virtual Field trips as a Service project' is described. The resulting Fieldscapes system is then presented, along with how it addresses the technical, pedagogical and commercial challenges of creating a virtual field trip system. This is followed by an initial evaluation of the system, and areas for future development and research are identified.

Physical heritage objects and assets are related to a vast amount of digital information of different kinds, which are challenging to be communicated to visitors in understandable and engaging ways. Yet recent technological advances promise new opportunities to more tightly merge the digital with the physical world. This paper therefore introduces the concept of “phygital heritage”, the integration of digital technology ‘into’ physical reality, as a potential medium for more enriched and playful communication of heritage values and qualities. We propose that phygital heritage should enable the exploitation of typical advantages of both digital and physical reality, and that distinct categories of phygital can be recognized based on: 1) the level of physical affordance; and 2) in how far the technology is integrated into the physical reality. The paper also opens the discussion about the potential challenges and concerns which future explorations, scientific research and real-world applications of phygital heritage probably will encounter. ispartof: pages:220-229 ispartof: Immersive Learning Research Network Conference pages:220-229 ispartof: iLRN 2017 location:Coimbra, Portugal date:26 Jun - 29 Jun 2017 status: published

This work discusses the methodology for the design, development and deployment of a virtual 19th-century Fish Curing Yard as an immersive museum installation. The museum building now occupies the same space where the curing yard was over 100 years prior, hence the deployment of a virtual reconstruction of the curing yard in a game engine enables the museum visitors to explore the virtual world from equivalent vantage points in the real world. The project methodology achieves the goal of maximising user experience for visitors while minimising cost for the museum, and focus group evaluations of the system revealed the success of the interaction-free design with snackable content. A major implication of the ndings is that museums can provide compelling and informative experiences that enable visitors to travel back in time with minimal interaction and relatively low cost systems. Postprint

Augmented Reality and Wearables are the recent media and computing technologies, similar, but different from established technologies, even mobile computing and virtual reality. Numerous proposals for measuring technology acceptance exist, but have not been applied, nor fine-tuned to such new technology so far. Within this contribution, we enhance these existing instruments with the special needs required for measuring technology acceptance of Augmented Reality and Wearable Technologies and we validate the new instrument with participants from three pilot areas in industry, namely aviation, medicine, and space. Findings of such baseline indicate that respondents in these pilot areas generally enjoy and look forward to using these technologies, for being intuitive and easy to learn to use. The respondents currently do not receive much support, but like working with them without feeling addicted. The technologies are still seen as forerunner tools, with some fear of problems of integration with existing systems or vendor-lock. Privacy and security aspects surprisingly seem not to matter, possibly overshadowed by expected productivity increase, increase in precision, and better feedback on task completion. More participants have experience with AR than not, but only few on a regular basis.

This paper outlines the current state of learning, the problems arising and research needed by developers and educators using Virtual Worlds as an intelligent learning environment. Artificially intelligent avatars are required for virtual on-line problem and case based learning. However, the use of AI requires supportive frameworks, models and both staff and student goals. Natural simulations and avatar interactions are all part of the learning environment but realism, student paced learning, adaptive goals, natural language interaction, feedback and assessment are active goals for the next decade of virtual education research. Postprint

This paper investigates the use of Virtual Reality (VR) as a tool for cultural heritage learning, using St Andrews Cathedral as the subject matter. As part of a module focused on local history, first year secondary school pupils in a school in the town of St Andrews took part in virtual tours of the Cathedral as it stood in the 14th Century using the Samsung Gear VR, Google Cardboard, Oculus Rift, computer screen and Xbox controller, and answered questions aimed to elicit their experiences with the various systems. The system design and implementation is presented and the findings, observations and lessons learnt from the study are discussed. Postprint

Multi-User Virtual Worlds (MUVW) such as Open Wonderland and OpenSim have proved to be fruitful platforms for innovative educational practice, supporting exploratory learning and generating true engagement. However, when compared with the way educational activities have flourished through the use of the constantly evolving WWW, MUVW learning environments remain a relatively obscure niche. Since the advent and promise of Second Life more than twelve years ago there has been no critical mass reached and no movement towards standardisation. Concomitantly, the 3D Web has emerged as a recognisable if loosely defined concept. With the advent of technologies such as WebGL and a plethora of plug-in 3D viewers for web browsers, the question arises: will MUVWs converge with the 3D Web? If so, can existing educational content be migrated to the 3D Web for mass dissemination? The paper contributes a survey of 3D Web and MUVW terms, concepts, technologies and projects, illustrating their similarities, their value for education and discusses the likelihood of convergence. The survey is complemented by a cultural heritage case study of Unity 3D support for the deployment of virtual worlds in web browsers using two different approaches. Postprint