Virtual Reality Collaborative Platform for E-Larning: Analysis of Student Engagement and Perceptions

Virtual Reality Collaborative Platform for E-Learning: Analysis of Student Engagement and Perceptions CAADRIA 2022 Post Carbon 27th International Conference of the Association for Computer-Aided Architectural Design Research in Asia

MSc Student Joowon Jeong PhD Student Qinchuan Chen Dr. Nayeon Kim Dr. Hyunsoo Lee Department of Interior Architecture and Built Environment

YONSEI UNIVERSITY

Introduction

Before Diving in

Online Learning Platforms

Question: What comes to your mind when you hear the term, “new normal”?

Figure 1

Figure 1: https://sdgs.un.org/goals/goal4

Introduction

Problem Identifying

Video calls and text chats

Figure 2

Figure 2: https://www.tomsguide.com/news/how-to-chat-in-zoom

Introduction

Problem Identifying

Lack of a sense of immersion

Video calls and text chats Figure 3

Lack of a physical interaction with others

Figure 3: https://dispatch.m.io/zoom-fatigue/ Figure 4: https://cw.ua.edu/66113/opinion/zoom-university-is-unhealthy-for-students/

Figure 4

Introduction

Problem Identifying

Lack of a sense of immersion

Video calls and text chats Low emotional engagement

Lack of a physical interaction with others

Low behavioural engagement

Introduction

Problem Identifying

Low Student Engagement

•

Figure 5

•

Boredom

Figure 6

Figure 5:https://medium.com/work-today/stanford-study-explains-zoom-fatigue-and-how-to-avoid-it-2fbba83a64b4 Figure 6: https://www.istockphoto.com/kr/%EC%9D%B4%EB%AF%B8%EC%A7%80/zoom-fatigue Figure 7: https://www.edubloxsa.co.za/tag/poor-academic-performance/

•

Frustration

Figure 7

Low achievement

Introduction

Background

Virtual Reality Technology

•

Virtual Reality (VR) technology has been extensively promoted and accepted as an important development in facilitating lifelong education.

•

VR technology is an effective visualization tool that provides users with a more immersive experience and enables them to interact with other

users in the virtual environment with a high sense of realism.

• Figure 8

Figure 8: https://soeonline.american.edu/blog/benefits-of-virtual-reality-in-education

As a result, VR technology has a great potential to support online

learning and improve students' experience.

Aim

Three steps

The following three aims have been proposed.

•

Aim 1: We examine and compare the key features of existing VR platforms that can be used for e-learning.

•

Aim 2: We present a method for creating a Virtual Reality Collaborative Environment known as VRCE for e-learning, namely FrameVR.

•

Aim 3: We measure student engagement in two different conditions, (1) VRCE and (2) Zoom, using a self-report questionnaire and carry out interviews after the experiment in order to understand students’ views on using VRCE for e-learning.

Aim 1

•

Cloud-based Platforms

The value of adopting these platforms for e-learning has not been considered as frequently.

1.

Cloud-based Platforms

•

2.

Creation of a VRCE for E-Learning

Aim 1: We examine and compare the key features of existing VR platforms that can be used for e-learning.

3.

Experiment

Cloud-based Platforms

Features

General Features

Platform

Main Content Sharing Methods

VR Features Availability 3D Object Environment Avatar Custom Custom Limited Limited

Shapespark

Hyperlinks, uploading files (PDFs, video), material configurator

FrameVR

Whiteboard, files sharing (PDFs, 2D images, video, audio), text/ audio chat, screen sharing

√

√

√

Whiteboard, 2D images, video, screen sharing, text/ audio chat

√

√

√

MootUP

Images, video, audio sharing, desktop sharing

√

√

Bespoke

Spatial

Handwriting, post-it notes, screen sharing, uploading files (PDFs, images, video)

√

√

Bespoke

MeetinVR

Whiteboard, post-it notes, uploading files (subscription required), text/ audio chat

√

√

-

Glue

Uploading files (images, video), text/ audio chat

√

√

√

Engage

Video, website streaming, text/ audio chat

√

√

Bespoke

Mozilla Hubs

Cloud-based Platforms

How to use these platforms

User

Figure 9

Virtual Collaborative Platform

Figure 11 Figure 9: https://www.nicepng.com/ourpic/u2q8i1t4t4t4q8a9_group-of-10-guys-login-user-icon-png/ Figure 10: https://www.amazon.com/Oculus-Quest-Advanced-All-One-Virtual/dp/B099VMT8VZ Figure 11: https:// www. Framevr.io

VR headset

Figure 10

Virtual Environment

Cloud-based Platforms

Avatars

Avatar customization in MootUp

•

Avatars in virtual environments can create a high degree of co-

presence, that is, the feeling that one is in the same place as the other participants and interacting with real people (Casanueva and Blake,

Figure 12

Avatar customization in FrameVR

2001).

•

Users can create their own avatars to represent the individual

participant by changing body color or hair style.

Figure 13 Figure 12: https://mootup.com/virtual-events-platform/ Figure 13: https://arinbasu.medium.com/step-by-step-guide-on-using-framevr-io-part-i-basic-usage-c76642de267d

Cloud-based Platforms

Interaction

Figure 14

Navigation point

Individual conversation Figure 14: https://mootup.com/virtual-events-platform/ (all images from the same source)

Aim 1

Features

FrameVR

•

General Features

VR Features Availability 3D Object

Main Content Sharing Methods Whiteboard, files sharing (PDFs, 2D images, video, audio), text/ audio chat, screen sharing

Figure 15

Platforms such as FrameVR and Mozilla Hubs allow users to customize their virtual environment by uploading a model created with 3D programs such as SketchUp and

Environment

Avatar

Custom

Custom

√

√

√

Blender.

•

Users can create 3D objects and import them into the virtual environment. This

feature can be helpful for lectures in subjects such as architecture.

Figure 16

: Whiteboard

Figure 15: https://learn.framevr.io/resources#videos Figure 16: https://www.g2.com/products/shapespark/reviews Figure 17: https://framevr.io/

3D objects

Figure 17

Built-in Environments

Aim 2

Figure 18

Figure 18: https://framevr.io/ Figure 19: https://mootup.com/

Built-in Virtual Environments

Figure 19

Aim 2

•

Creation of a VRCE for E-Learning

While most VR collaborative platforms have built-in environments that allow users to easily and effortlessly launch online events, these built-in settings are often limited.

1.

Cloud-based Platforms

•

2.

Creation of a VRCE for E-Learning

3.

Experiment

Aim 2: We present a method for creating a Virtual Reality Collaborative Environment known as VRCE for e-learning, namely FrameVR.

Aim 2

Creation of a VRCE for E-Learning

Step 1: 3D modeling

•

First, we created a 3D model of the lecture hall using Blender, a

modeling tool that best supports a GLB format required by FrameVR.

Simulation of an educational environment

Aim 2

Creation of a VRCE for E-Learning Step 2: Create a link 1

2 3

Figure 20

Figure 20: https://framevr.io

Aim 2

Creation of a VRCE for E-Learning

Step 3: Uploading

•

The model in GLB format was uploaded to the FrameVR cloud and

converted to a virtual environment.

Aim 2

Creation of a VRCE for E-Learning

Step 4: Collaborative features

Step 5: Virtual lecture

Feature selection and setting (i.e., whiteboard, presentation board)

Class participation invitation through a link

View 1

View 2

View 3

Aim 3

•

Investigation

In-class student engagement is only reflected in their behaviour and emotions.

1.

Cloud-based Platforms

•

2.

Creation of a VRCE for E-Learning

3.

Experiment

Aim 3: We measure student engagement in two different conditions, (1) VRCE and (2) Zoom, using a self-report questionnaire and

carry out interviews after the experiment in order to understand students’ views on using VRCE for e-learning.

Methods Experimental Setup

Experimental Conditions and User Interface

Shared Content

Feature bar

Simulated students

Simulated lecturer

A three-minute pre-recorded lecture video

Basic Information

Methods Materials

Figure 21

Figure 22

Gigabyte Aero 15 Specs

Oculus Quest 2 Specs

Item

Item Description

Headset

CPU

Intel Core i7-11800H (2.3GHz)

Item

Memory

16GB DDR4-3200MHZ (8Gb*2)

VGA

NVIDIA Geforce RTX 3070 GPU 8GB GDDR6

Weight

2.2kg

Figure 21: https://www.notebookcheck.net/Gigabyte-Aero-15-XA-Laptop-Review-With-OLED-panel-and-4K-in-a-new-design.428407.0.html Figure 22: https://www.vr360eshop.fr/en/autonomous-virtual-reality-vr-headsets/469-oculus-quest-2.html

Controllers

Item Description Item Item Description • Intel Core i7-11800H (2.3GHz) VR Category All-in-oneVR Dimensions (8Gb*2) 9x12cm • Memory: 16GB DDR4-3200MHZ st Display Resolution • eye Gen4 Weight 126g (per controller) SSD1832 1 x: 1920 1TBpixels M.2per2280 • VGA: Compatible with glasses Yes NVIDIA Geforce RTX 3070 GPU 8GB GDDR6 • Weight: Weight 503g 2.2kg

Aim 3

Experiment Procedure

VRCE

Zoom Participants:

VS

•

Age: From 25 to 42 (M = 29)

•

Degree: Four of them are undertaking undergraduate degree and eighteen of them are studying a master’s degree or Ph.D

• Participants are randomly assigned to the two conditions

design, two participants majored in architectural engineering 2 min

3 min

5 min

VRCE

VRCE Experience Questionnaire

3 min

5 min

VRCE

VRCE Experience Questionnaire

2 min

ZOOM Experience Questionnaire

ZOOM

ZOOM Experience Questionnaire

Research Procedure

•

5 min

Interview

Setup and briefing

ZOOM

Major: twenty of them are from departments related to interior

Participants are compensated and dismissed

Gender: 13 Female, 9 Male

Results

Factors

Behavioural Engagement

Emotional Engagement

Questionnaires

Item No.

Item Description

BE1

I could freely communicate with others.

BE2

During the lecture, I wanted to express my opinions to others.

BE3

During the lecture, I wanted to ask questions to an instructor.

BE4

During the lecture, I listened to the lecture very carefully.

BE5

Overall, I could fully concentrate on the lecture.

EE1

I felt enjoyment in this environment.

EE2

I felt interested during the lecture.

EE3

I felt comfortable during the lecture.

EE4

I got involved during the lecture.

EE5

Overall, listening to the lecture was fun.

•

To ensure validity and reliability, all the measurement items were taken from previous literature.

Results

Factors

Survey Results

Item No.

Cronbach’s alphas values

BE

0.7793

EE

0.7979

BE

0.8777

EE

0.7861

VRCE

Zoom

•

The results of the reliability test show that the Cronbach's alpha of all variables was above 0.7.

•

All scales used in the study were internally consistent and reliable.

Results

Survey Results

No.

Item Description

t

p

No.

Item Description

t

p

BE1

I could freely communicate with others.

0.8742

< 0.05

EE1

I felt enjoyment in this environment.

7.5450

< 0.001

BE2

During the lecture, I wanted to express my opinions to 2.5578 others.

< 0.005

EE2

I felt interested during the lecture.

4.9271

< 0.001

EE3

I felt comfortable during the lecture.

-2.3090

< 0.05

EE4

I got involved during the lecture.

2.4081

< 0.05

EE5

Overall, listening to the lecture was fun.

4.0005

< 0.005

Behavioural Engagement

Emotional Engagement

Participants showed more positive attitudes toward communicating

Participants showed a higher sense of enjoyment and involvement in e-

and expressing their ideas when using a VRCE for online courses.

learning in the VRCE compared to Zoom.

Results

Interview Results

81% of participants stated that using a VRCE enhanced their learning experience compared to Zoom

81%

VRCE

Zoom

Results

Interview Results

“When I have questions, I find it difficult to ask for help when I use Zoom for online learning. But after the experience of attending lectures using

VRCE today, I think avatar-based platforms help me to enhance the sense of connectedness and promote interaction with other avatars” (P8).

Figure 23

Figure 24

Figure 23: https://www.mckinsey.com/industries/financial-services/our-insights/playing-to-connectedness Figure 24: https://sirseth.net/interaction/

Results

Interview Results

“VRCEs would make the learning experience richer, ... engaging ...

When I see an avatar with a professor's sign, I can feel a higher sense of motivation and enjoyment in learning” (P2).

Results

Interview Results

•

Nearly half of the participants (48%) gave regarding the benefits of employing VR in online learning was that a VRCE increases

48%

concentration.

•

“A VRCE puts learners in an immersive environment and provides an allaround realistic experience of a lecture. While [they] are easily

distracted by the surroundings when using Zoom, the headset VRCE

Zoom

eliminates all external distractions and helps [them] concentrate" (P1).

Results

Suggestions

“Interpersonal” (P10)

• Non-verbal cues (e.g. gestures, eye contact, facial expression)

Figure 25

Figure 25: https://www.vecteezy.com/free-vector/body-language

“The inability to take notes” (P8)

“The bulkiness of the VR headset” (P3)

Results

Suggestions

“Interpersonal” (P10)

• Non-verbal cues (e.g. gestures, eye contact, facial expression)

“The inability to take notes” (P8)

•

Interactive note-taking interface (e.g. iVRNote)

Figure26

Figure 26: Chen, Y. T., Hsu, C. H., Chung, C. H., Wang, Y. S., & Babu, S. V. (2019, March). iVRNote: Design, creation and evaluation of an interactive note-taking interface for study and reflection in VR learning environments. In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR) (pp. 172-180). IEEE.

“The bulkiness of the VR headset” (P3)

Results

Suggestions

“Interpersonal” (P10)

• Non-verbal cues (e.g. gestures, eye contact, facial expression)

“The inability to take notes” (P8)

•

interactive note-taking interface (e.g. iVRNote)

“The bulkiness of the VR headset” (P3)

•

Huawei VR glasses

Figure 27

Figure 27: https://virtuality.club/store/shlemy_i_ochki_vr_ar_mr/shlemy-virtualnoy-realnosti-dlya-pk-i-konsoley/ochki-virtualnoj-realnosti-huawei-vr-glass

Conclusion

Contribution

SDG4 • Promote and take free online courses. In a digital world, there are more opportunities to get access to education than just go to university.

Figure 28

Figure 28: https://sdgs.un.org/goals/goal4

According to the United Nations, nearly 1.6 billion children were out of school by April 2020 due to the COVID -19 pandemic.

•

It is important to help countries implement innovative solutions for

delivering education remotely, leveraging high-tech, low-tech, and no-tech approaches to ensure that education never stops.

Conclusion

Contribution

Low Student Engagement

•

Boredom

•

Frustration

+ Figure 29 Figure 29: https://www.ubuy.dk/en/product/1OW5XYKM6-oculus-quest-2-advanced-all-in-one-virtual-reality-headset-256-gb Figure 30: https://www.virbela.com/blog/with-frame-anyone-can-shift-to-virtual-in-minutes

Figure 30

•

Low achievement

Conclusion

Limitation

•

First, this study only examined a small number of participants.

•

Second, participants experienced the pretend lecture through a three-minute video, which is a relatively short period of time compared to a real course. Participants' perceptions and attention problems might be less likely to manifest in such a short period of time.

•

Third, as a pilot study to explore the potential of VR technology for e-learning, only a small number of participants (two simulated students per class) were included in the experiment.

Thank you MSc Student Joowon Jeong PhD Student Qinchuan Chen Dr. Nayeon Kim Dr. Hyunsoo Lee Department of Interior Architecture and Built Environment

YONSEI UNIVERSITY