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