2018 IEEE VR Third Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR)

Organized in conjunction with the IEEE Virtual Reality 2018 - March 18-22, 2018, Reutlingen, Germany http://ieeevr.org/2018/

Looking for previous workshop years ?

Link: Previous KELVAR workshop at IEEE VR 2017 - 2017 Workshop Takeaway Discussion Notes

Link: PreviousKELVAR workshop at IEEE VR 2016

DESCRIPTION

K-12+ education is currently undergoing a technological revolution creating opportunities for Virtual-, Augmented-, and Mixed-Reality based learning. Technology integration will continue to increase as mobile devices penetrate all socioeconomic strata, and as new VR/AR/MR/XR technologies become affordable to schools (K-12 and universities), vocational education providers, universities, and informal educational settings. These technologies have the potential to facilitate effective learning by leveraging the affordances of this unique media including: the ability to engage students of all ages with interactive 3D simulations of real-life and artificial phenomena; presenting information that is spatially- and temporally- integrated with real objects; leveraging whole-body motions to depict and reinforce learning content.

One unique strength of these technologies is their ability to deliver educational content through embodied learning. Embodied learning can take many forms, such as when a student moves their body around an augmented-reality plant in order to explore photosynthesis and plant structure. Embodied learning could occur in a computing programming course in which student creations are projected onto the classroom surfaces and where students collaborate by physically interacting with each other’s programs. Or, embodied learning can occur in an HMD-based virtual-reality experience where the student solves mathematical equations by using their hands to physically move numbers from one side of the equal sign to the other.

Technology developers, HCI researchers and cognitive and learning scientists are beginning to understand the mechanisms and benefits of embodied learning, as well as other unique affordances which make VR/AR/MR/XR suited for education. However, there are many questions about the integration of such experiences into the classroom, such as: What curriculum topics might be addressed through such technologies?; What psychological and physiological mechanisms underlie embodied cognition?; How can we design experiences that are age- and socio-culturally appropriate?; How will pedagogical approaches be influenced by such technologies?

In this workshop we aim to bring together developers and researchers who are interested in creating experiences for the educational contexts of the future. The workshop will enable participants to discuss and be exposed to different approaches for integrating Virtual-, Augmented- and Mixed-reality technologies, specifically focusing on the challenges and potential for embodied learning in and out of the classroom for K-12, vocational and higher education.

KEYNOTE SPEAKER

The keynote will be presented by Dr. Kyle Johnsen, Director of the Virtual Experiences Laboratory, University of Georgia, USA

AUDIENCE

We expect the audience will be attendees to the IEEE Virtual Reality 2018 conference, specifically those interested in educational technology: • Academic researchers in augmented / virtual / mixed reality • Learning psychologists • Industry organizations for children’s education • Teachers and educational researchers • Informal education technology designers

SUBMISSION TOPICS

We welcome preliminary research results and thought-provoking position papers, on topics related to VR/AR/MR learning for K-12+, such as: • VR, AR & MR Technologies and Applications (for formal and informal education contexts) • Theories and Applications of Embodied Cognition and Learning • Curriculum-based Educational Applications • Student-Teacher Pedagogical Interaction and Instructional Implications • Classroom Integration of Technology • Teacher and Student Content Authoring Tools

SCHEDULE

Title: Virtual Reality in our schools: What are we waiting for?

Abstract: The recent introduction of very low-cost, very high-quality head-mounted displays and tracking systems has brought new attention to the field of virtual reality for numerous non-gaming application, particularly education. While the technology has been introduced all over, the reality is that the most immersive virtual reality systems are used as development platforms, rather than as an educational ones. Despite widespread belief in the value of virtual reality to improve the educational process in several ways, inexperience, technological hurdles, and the exhausting pace of technological progress are inhibiting mass adoption and the development of content. However, there are many reasons to believe that we are reaching a critical tipping point, with alignment between public interest, a predictable improvement in interface and communications technology, and increased research on how to make use of virtual reality in a practical classroom. This talk will focus on the readiness of today's technological and educational infrastructure for teaching and learning through virtual reality and will provide a glimpse into the future of education that I believe will not only improve technical quality but will also address many systemic problems that current approaches create and suffer from. To this end, much progress is necessary in the coming years; but, the time to act is now, and together, as a collective community of researchers, educators, parents, and children, to take risks and reap the rewards of using virtual reality within our schools.

Bio: Kyle Johnsen is Associate Professor in the College of Engineering at the University of Georgia and founding director of the Georgia Informatics Institutes for Research and Education. He earned his PhD from the University of Florida in 2008, studying the design of naturalistic virtual agent interfaces in the domain of health professions education. This research promoted a strong belief in the positive value of partnerships with domain experts and field studies in research. Since joining the University of Georgia immediately after earning his PhD, his Virtual Experiences Laboratory has consistently used this model to study novel human computer interfaces while delivering computational products that improve lives. These efforts have been supported by the United States' National Institutes of Health, National Oceanic and Atmospheric Administration, and National Science Foundation. Examples include NerveSim.com, a multi-university effort to improve the quality of medical education in the neurosciences through the introduction of virtual patients with abnormal findings; and, Marine Debris Tracker, a widely used citizen-science app for beach cleanups. Other work has focused interfaces for early childhood populations, including Virtual STEM Buddies, an exhibit at the Children's Museum of Atlanta that helps children learn STEM concepts through embodied gameplay; and Virtual Fitness Buddies, a partnership with the YMCA of Atlanta that introduces mixed-reality pets promote real-world exercise that prevents and reduces childhood obesity. Most recently, he has been active in the area of undergraduate education, attempting to deliver on the promise of immersive virtual reality to deliver more powerful, flexible, authentic, and enjoyable experiences for students and instructors.

ORGANIZERS

Iulian Radu, Harvard University (iulian_radu@gse.harvard.edu)

Erica Southgate, University of Newcastle, Australia (erica.southgate@newcastle.edu.au)

Francisco R. Ortega, Florida International University (fortega@cis.fiu.edu)

Shamus Smith, University of Newcastle, Australia (shamus.smith@newcastle.edu.au)

Jerry Alan Fails, Boise StateUniversity (jerryfails@boisestate.edu)

Steven Cutchin, Boise State University (stevencutchin@boisestate.edu)

JOIN THE CONVERSATION

Please join our "Education and Learning with Virtual and Augmented Reality" groups on LinkedIn and Facebook:

https://www.linkedin.com/groups/12021434

https://www.facebook.com/groups/1178589018874446/

DEADLINES AND SUBMISSION FORMAT

Full submission deadline: February 2, 2018

Notification of acceptance: February 10, 2018 Camera ready paper deadline: February 20, 2018 The organizing committee will select submissions based on the quality and contribution of the work relating to embodied learning in education. We seek contributions in the following formats: I) Empirical Papers: Early Research and Work In Progress (4-6 pages) - Empirical results and contributions to the field. II) Position Papers (3-4 pages) - Interesting and possibly controversial points of view, and approaches to foster a discussion at the event. Papers must be written in English and follow the IEEE Computer Society format found at: http://www.cs.sfu.ca/~vis/Tasks/camera.html Please send anonymized submissions to iulian_radu@gse.harvard.edu

VISIBILITY OF SUBMISSIONS

All workshop papers will be published in the IEEE Digital Library and shared on the workshop website.