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Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

Traditional manikin training has limitations that virtual reality can address. This study investigated the effectiveness of two part-task training simulation methods, a virtual reality (VR Sim) vs a plastic manikin (PM Sim), on learning outcomes for local anaesthesia skills for second-year pre-clinical dental students.In an experimental study, 58 second-year students were randomly assigned to one of two groups, VR Sim or PM Sim. Both groups completed the same pre-post survey. The VR Sim group practiced with a VR simulation, completed a built-in treatment test and a transfer test with a live person, and was evaluated by an expert teaching assistant (TA) with a rubric. The PM Sim group practiced with a plastic manikin and completed a treatment test on the same manikin evaluated by a TA, followed by the same transfer test with a live person and evaluated by a TA with a rubric.Covering knowledge and skills in the delivery of local anaesthesia, mean final transfer test scores were statistically significantly higher for the PM Sim compared to VR Sim, F(1, 57) = 9.719, p = .003 with effect size, ηWhilst outcomes showed higher results for plastic manikin tutor training over the VR training method, they are complementary. As students practice more with the technology and the VR simulation they may improve further. Likewise, as the technology for haptics with VR improves beyond hand controllers so may the experience and learning of this skill for students.

CAVE is a shared narrative six degrees of freedom (6DoF) virtual reality experience. In 3.5 days, 1,927 people attended its premiere at SIGGRAPH 2018. Thirty participants at a time each saw and heard the same narrative from their own individual location in the room, as they would when attending live theater. CAVE set out to disruptively change how audiences collectively experience immersive art and entertainment. Inspired by the social gatherings of theater and cinema, CAVE resonated with viewers in powerful and meaningful ways. Its specific pairing of colocated audiences and physically shared immersive narrative suggests a possible future path for shared cinematic experiences.

Virtual reality (VR) has the potential to foster collaborative science learning, but guidelines for designing in this medium are lacking. This work-in-progress paper explores this gap in the literature through analysis of GeoForge, a multiple-player VR/digital learning experience where users collaboratively explore planetary systems. A mixed-methods study at 3 middle schools used teacher interviews, student survey responses, and student work to examine how GeoForge encouraged information exchange and reflection within small student groups. Our findings indicate students shared ideas and resources, engaged in co-construction, and teachers recognized high student engagement throughout the experience.

Research suggests that gains in executive function (EF) skills training are strongest when task difficulty increases progressively, yet findings on the effectiveness of adaptive approaches for EF training are inconsistent. This study compared the effectiveness of an adaptive vs a non-adaptive version of a digital game designed to train the EF sub-skill of shifting. Results showed increases in shifting skills for all learners between pretest and posttest measures, with adolescents scoring higher than pre-adolescents and early adolescents on posttest measures. Data analysis uncovered a trend suggesting that the adaptive treatment may be more effective than the non-adaptive treatment for adolescents. User logs showed that adaptivity helped customize players’ gameplay based on their performance, by making game play easier for younger learners, and making game play more difficult for older learners. Results support the use of digital games to train EF for a broad range of learners.

Holojam in Wonderland is a prototype of a new type of performance activity, “Immersive Mixed Reality Theater” (IMRT). With unique and novel properties possessed by neither cinema nor traditional theater, IMRT promises exciting new expressive possibilities for multi-user, participatory, immersive digital narratives. The authors describe the piece, the technology used to create it and some of the key aesthetic choices and takeaways.

CAVE is a shared narrative six degrees of freedom (6DoF) virtual reality experience. In 3.5 days, 1,927 people attended its premiere at SIGGRAPH 2018. Thirty participants at a time each saw and heard the same narrative from their own individual location in the room, as they would when attending live theater. CAVE set out to disruptively change how audiences collectively experience immersive art and entertainment. Inspired by the social gatherings of theater and cinema, CAVE resonated with viewers in powerful and meaningful ways. Its specific pairing of colocated audiences and physically shared immersive narrative suggests a possible future path for shared cinematic experiences.

Indicators of behavioral engagement derived from log data may provide insight about variation in participants' interactions with and the efficacy of digital cognitive skills training games. We first sought to determine whether distinct groups of adolescents (N = 163; Mean age = 14.1 years, SD = 1.3) could be identified based on variables derived from digital log data collected while participants played a game designed to enhance inhibitory control. We then examined whether these data-driven participant groupings were associated with improvement in inhibitory control. Latent class mixture modeling was conducted both with reaction time and a measure of response accuracy (d’) of log data. Results indicated two distinct classes based on reaction time, and four classes based on response accuracy over the course of training. Class membership based on reaction time was associated with differential improvements in performance on a subsequent standardized measure of inhibitory control. The findings point towards the need for formative metrics of progress, as well as the need for more adaptive and user-centered cognitive skills interventions. Our findings suggest that there may be some utility in analyzing log data as an indicator of student engagement, particularly when used in complement with more traditional measures of performance.

Individual differences in disgust sensitivity have been linked to social attitudes and ideology, but the generalizability of this effect and the nature of the political issues implicated remain unclear. In two studies using large Dutch samples, we find that disgust sensitivity predicts political attitudes for issues in several domains related to physical/spiritual purity and pathogen risk. Sensitivity to disgust was significantly associated with attitudes for a general ‘physical and spiritual purity’ factor, as well as specific issue factors regarding sex and sexual minorities, immigration, and foreign outgroups. Additionally, disgust sensitivity was associated with greater likelihood of voting for the socially conservative “Freedom Party” (Partij Voor de Vrijheid). These results suggest that the tendency to experience disgust influences a specific subset of social and political attitudes across cultures. Copyright © 2014 John Wiley & Sons, Ltd.

Auto-reactivity of T cells is largely prevented by central and peripheral tolerance. Nevertheless, immunization with certain self-antigens emulsified in CFA induces autoimmunity in rodents, suggesting that tolerance to some self-antigens is not robust. To investigate the fate of nervous system-specific CD8(+) T cells, which only recently came up as being important contributors for MS pathogenesis, we developed a mouse model that allows inducible expression of lymphocytic choriomeningitis virus-derived CD8(+) T-cell epitopes specifically in oligodendrocytes and Schwann cells, the myelinating glia of the nervous system. These transgenic CD8(+) T-cell epitopes induced robust tolerance of endogenous auto-reactive T cells, which proved thymus-independent and was mediated by cross-presenting bone-marrow-derived cells. Immunohistological staining of secondary lymphoid organs demonstrated the presence of glia-derived antigens in DC, suggesting that peripheral tolerance of CD8(+) T cells results from uptake and presentation by steady state DC.

Peripheral T-cell tolerance is thought to significantly contribute to the prevention of autoimmunity, and it has been shown that antigen-presenting steady-state dendritic cells efficiently induce peripheral tolerance. We previously showed that dendritic-cell–induced tolerance is a T-cell–intrinsic process that depends on coinhibitory molecules such as programmed death-1. Here we specifically analyze the involvement of FoxP3 + regulatory T cells, which are known to be important for maintenance of self-tolerance. We show that antigen presentation by steady-state dendritic cells failed to induce peripheral tolerance in the absence of FoxP3 + regulatory T cells but induced protective CD8 + T-cell–mediated immunity instead. Regulatory T-cell–depleted mice had massively increased numbers of dendritic cells in lymph nodes. Dendritic cells isolated from mice without regulatory T cells had up-regulated costimulatory molecules and showed stronger T-cell stimulatory capacity ex vivo, suggesting that regulatory T cells contribute to peripheral tolerance by keeping the dendritic cells in an immature state. Using blocking antibodies, we demonstrate that CTLA-4 but not IL-10 is necessary for control of dendritic cells by regulatory T cells.

Auto-reactivity of T cells is largely prevented by central and peripheral tolerance. Nevertheless, immunization with certain self-antigens emulsified in CFA induces autoimmunity in rodents, suggesting that tolerance to some self-antigens is not robust. To investigate the fate of nervous system-specific CD8(+) T cells, which only recently came up as being important contributors for MS pathogenesis, we developed a mouse model that allows inducible expression of lymphocytic choriomeningitis virus-derived CD8(+) T-cell epitopes specifically in oligodendrocytes and Schwann cells, the myelinating glia of the nervous system. These transgenic CD8(+) T-cell epitopes induced robust tolerance of endogenous auto-reactive T cells, which proved thymus-independent and was mediated by cross-presenting bone-marrow-derived cells. Immunohistological staining of secondary lymphoid organs demonstrated the presence of glia-derived antigens in DC, suggesting that peripheral tolerance of CD8(+) T cells results from uptake and presentation by steady state DC.