virtual touch flystick and primbox
TRANSCRIPT
VIRTUAL TOUCH FLYSTICK AND
PRIMBOX: TWO CASE STUDIES OF MIXED
REALITY FOR TEACHING GEOMETRY
Andrés Ayala, Graciela Guerrero, Juan Mateu, Laura Casades and Xavier Alamán
Universidad Autónoma de Madrid UAM (Madrid, Spain)
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Outline■Introduction■Virtual Touch Architecture■PrimBox and FlyStick■Case study in a high School■Evaluation■Conclusions and future work
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MIXED REALITYVirtual Worlds
Constructivist Learning Platform
Tangible InterfacesPhysical activity
“Hands-on” approach is
more intuitive and natural
Role-playing activities
Collaborative activities
Interaction in real time
Learning by playing
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Teaching Geometry■Many students have difficulties with
spacial imagination and lack spatial abilities.
■Mixed reality can be useful in training spatial abilities in a 3D environment.
■Students can manipulate real and virtual objects in order to do geometry activities.
■Students can interact with the teacher and other students in real time.
■Mixed reality can offer a collaborative environment to solve problems
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Virtual Touch Architecture User types
Basic user
Intermediate user
Advanced user
Tangibles
Middleware
OpenSim Server
OpenSim Viewer
connect
configure
connect
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PrimBox
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FlyStickFlyStick is a mixed reality tool for education that allows to control of a virtual object in 6 DoF from isometric and isotonic interactions.
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Case study■Virtual Touch Flystick and Primbox have
been tested at a high school: Florida Secundaria situated in Catarroja (Valencia).
■This experience has involved 60 students of second and third year of secondary education.
■This experience they have included students with special educational needs, attention deficit disorder and hyperactivity (ADHD), dyslexia and learning difficulties with some curricular adaptations.
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Case studyIntroductory SessionsLearning with mixed reality
Post Evaluation
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Educational activities Tangib
leActivity description Main
goalActivit
y 1VT
PrimBox
One student is interacting with the virtual world constructing a geometrical figure following the oral instructions provided by a second student that is seeing a real world model
Use of geometry language
Activity 2
None Building a three-dimensional geometric figure from the different views (front, top,bottom and side views)
Develop the
perception of space
Activity 3
VT FlyStick
Students interacting with the tangible, generate various conical curves (circle, parabola, ellipse and hyperbola).
Undestand conical
sections
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Activities using PrimBox
Activity 1
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Activities using FlyStick
Activity 3
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Evaluation■Control group:oStudents using Virtual Touch (30
students)oStudents with traditional approach
(30 students)
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Evaluation
PrimBox FlyStick
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Evaluation■In order to evaluate the experience we
have done:■An introductory questionnaire about
virtual worlds■A usability test about PrimBox and
FlyStick■A semi-structured interview with the
Math teacher■Exercicises and tests on the subject, to
check the learning effectiveness
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EvaluationConical Activity
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EvaluationConical Activity two weeks later
Meaningful learning
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Conclusions and future workStrong points
Meaningful learning
Active learning
Improve the motivation
Effective with pupils with special educational needsPromotes collaborative activitiesImprove spatial vision in a 3D dimensional environmentAppropiate for inclusive educacion (low fine motor skills…)
Weak pointsDistraction in some students
Need to have a good equipment (high band width, good graphic cards…)
Need to create and adapt all activitiesNeed to perform training for teachersDifficulty controlling the behaviour of avatars
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Thanks for your attention■Virtual Touch Flystick and
PrimBox: two case studies of mixed reality for teaching geometry
■Andrés Ayala, Graciela Guerrero, Juan Mateu, Laura Casades and Xavier Alamán