24th Annual TCC | Online Conference | April 16-18, 2019

Sustainable Learning, Accessible Technologies, & Diverse Contexts

virtual reality

Using OpenSim as an Education Tool to Teach the Solar System

Session Description
Why should students learn about the solar system and understand how it is relevant to them? Learning about the solar system is important because it helps us value the Earth and preserve it for future generations. The primary goal of the project was to design an instructional module for middle school learners that would provide general information and facts about the solar system and explain the benefits of space exploration to mankind. The proposed instructional unit aimed to create an immersive and exploratory environment of the solar system in OpenSim (OS) that would engage and stimulate middle school learners in science class. Gagne’s nine events of instruction was utilized as the overarching design format in order to give students an opportunity to engage in every step of the learning process. In the simulation, the solar system utilized the following learning strategies: game-based, diagnostic, demonstrative, and experiential. The simulation could be used repeatedly to teach different solar system topics. A pilot study was conducted with three participants. Verbal feedback during and after the study indicated that participants found the module clear or somewhat clear, and easy to follow. The session will discuss methods, design strategies, and how virtual world instructional tools and techniques were incorporated in the module.
Presenter(s)
Amberlee Kūʻiʻolani Cotchay
Amberlee Kūʻiʻolani Cotchay, University of Hawaii at Manoa, Honolulu, HI, USA
Elle Nakamura
Elle Nakamura, University of Hawaii at Manoa, Honolulu, HI, USA
Routhie Ann B. Senoren
Routhie Ann B. Senoren, University of Hawaii at Manoa, Honolulu, HI, USA
Routhie Ann Senoren is a graduate student of the Learning Design & Technology master’s program at the University of Hawai’i at Manoa College of Education. She has over 10 years of training experience working multiple technical consulting roles (such as Technical Trainer, Online Help Lead, Software Testing Lead, and Instructional Systems Designer) through government contracts. Ms. Senoren is taking a break from the training industry to take care of her 15 months old twin girl and boy. Her new role as a mother was the inspiration behind her master’s project, the HI Mommy website.
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
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Learning through Virtual Reality and 360-Degree Video on YouTube: Possibilities and Pitfalls

Session Description
In 2015, YouTube announced support for virtual reality (VR) and 360-degree video. This made it easier for almost anyone to try out the VR experience through easy-to-use and affordable technologies. Users can now interact with 360-degree videos using a computer mouse or mobile device to explore an omnidirectional view instead of the constrained view of traditional video. The addition of a VR headset adds depth to the video making the experience feel more immersive. The question is, what are the possibilities and pitfalls for this newer form of YouTube video in education? Excitement has started to build as the genre has been explored to create a sense of immersion or presence, to promote new or alternative perspectives, to create virtual tours, or to engage the viewer in an immersive storytelling experience. At the same time, some people experience problems with motion sickness, discomfort, or disorientation when using 360-degree video in VR mode. Issues of accessibility are also a concern for some users who depend on captions or audio descriptions to access video content. It is an exciting new form of YouTube video with pros and cons to consider.

The goals for this session are to discuss:

  • Emerging trends in the research literature for 360-degree video as it pertains to educational use.
  • Benefits and disadvantages of 360-degree video with or without VR enhancements.
  • Popular types of 360-degree videos and their potential value in education.
  • Challenges to consider when using 360-degree VR video as part of the learning experience.
Presenter(s)
Chareen Snelson
Chareen Snelson, Boise State University, Boise, Idaho, USA
Dr. Snelson is an Associate Professor and Associate Chair in the Department of Educational Technology at Boise State University. She has designed and taught online graduate-level courses for more than a decade and currently serves as program coordinator for an online master’s degree program and three online graduate certificate programs. Her scholarly activity centers on YouTube, online video, technology integration, qualitative social media research, and online education.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Access/download any related materials/handouts
from this session by clicking the button on the right.

Virtual reality applications: Is it feasible in an online learning environment?

Session Description
Virtual reality applications such as Second Life have been used in the online classroom for many years. And although the literature is mixed on the learning outcomes of using virtual reality applications, the popularity among students is quite high. In fact, according to a study conducted by Johnson, Corazzini, and Shaw (2011), “for distance and online education students, virtual environments help create a sense of belonging, an academic home.” Much of the literature supports the use of virtual reality applications with learning theories such as behaviorism and constructivism. However, a more appropriate correlation might be the theory of Connectivism. This theory was first introduced by George Siemens in 2004 and is defined as “the integration of principles explored by chaos, network, and complexity and self-organization theories.” The theory of Connectivism has also been applied to the emerging technologies put forth in Web 3.0. These Web 3.0 technologies are more of a back-end upgrade not completely visible to learners but contain “smart” technologies that will continue the connection in operability between front-end virtual applications such as Second Life and other web sites. With this in mind, educators and decision-makers should consider the feasibility of implementing virtual reality applications, the learning outcomes, and desirability of students. It is clear that the desire from students for more virtual reality learning options in the online classroom is there. This presentation will explore the feasibility of using virtual reality applications against the theory of Connectivism, emerging Web 3.0 technologies, and learning outcomes in the online classroom.
Presenter(s)
Lori Brooks
Lori Brooks, University of Phoenix, AZ, USA
Dr. Brooks is currently a full time faculty member at the University of Phoenix teaching undergraduate introductory courses. She also teaches graduate courses in Education. Dr. Brooks holdsa PhD in e-Learning Leadership and a Master of Science in Management. She has over 15 years of experience in the online learning environment.
Judy Drilling
Judy Drilling, University of Phoenix, Tempe, USA
Session Type
20-Minute Session
Audience
Novice

A recording of this presentation is available.
Click the button to the right to access the session archive.

Access/download any related materials/handouts
from this session by clicking the button on the right.