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|title=None
|pdfUrl=https://ceur-ws.org/Vol-2387/20190437.pdf
|volume=Vol-2387
|dblpUrl=https://dblp.org/rec/conf/icteri/PinchukTB19
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https://ceur-ws.org/Vol-2387/20190437.pdf
AV and VR as Gamification of Cognitive Tasks
Olga P. Pinchuk1, Vitaliy A. Tkachenko1, Oleksandr Yu. Burov1
1Institute of Information Technologies and Learning Tools
opinchuk100@gmail.com
Abstract. The paper presents a comparative analysis of the functionality of
mobile applications of the augmented reality Da Vinci Machines AR,
Electricity AR, Bridges AR, Geometry, the collection of VR models VictoryVR
Science Curriculum and the digital collection Mozaik. The possibility of using
these tools for educational purposes is explored, in particular, to construct
cognitive tasks for students during the study of subjects in the natural and
mathematical cycle. The indicated shortcomings are stated, didactic
requirements for such educational activities are formulated. Among others,
attention is focused on the following indicators: hardware, usability, variability
of model parameters, interactivity, interdisciplinary use, and the ability to
activate certain cognitive actions of students, degree/form of gamification. The
educational potential of using interactive models and video is analyzed for both
group and individual work with students. Examples of methodical developments
are given.
Keywords: learning environment, gamification, virtual reality, augmented
reality, synthetic learning environment.
1 Introduction
Appearance of NBIC (nano-, bio-, info- and cognitive) technologies create a new
environment for human life and assist the fundamentally new instruments of the
techno-evolutionary process. Naturally, it is pedagogy with which scientists associate
their hopes with the creation of the concept of combining the humanistic and
technological components of the educational process, creating a positive integrated
reality, provided convergence of physical and virtual learning environments.
We believe, the positive potential of the information and education environment
saturated with digital technologies can be manifested primarily in the growth of
cognitive activity of every learning subject. If students learn the information images,
in particular real-life phenomena and processes, by experimenting with different
digital instruments and technologies (simulation, computer simulation, complemented
reality, etc.), this will provide creative activity in the integrated (real and virtual)
learning environment.
Trends of modern corporate learningб such as virtual and augmented reality,
artificial intelligence, including the use of chat bots, knowledge bases, video content
creation, micro curriculum and mobile learning, affect the evolution of tools, forms
and methods of teaching in general education [1].
The modern trends of corporate learning are virtual (VR) and augmented (AR)
reality, micro curriculum and mobile learning. They influence the evolution of tools,
forms and methods of teaching in general education.
The article deals with the analysis of AR and VR means for the purpose to
construct cognitive tasks in learning process.
2 Related Work
The authors reviewed the problems of introducing a synthetic learning environment in
the practice of education. Particular attention is paid to a range of issues that are
united in the English-language publications as a "synthetic environment", which is
considered in two aspects: artificial environment and synthetic one as formed due to
the synthesis of the real physical world and the results of simulation and modeling.
There are considered issues of trends in usage of game-based learning and modeling
as cognitive technologies [2]. The research uses the description of the peculiarities of
the organization of students work using a computer modeling system, individual and
group work is given, the aspect of motivation of students to study is considered [3].
In modern philosophy, the phenomenon of virtual reality is investigated in a wide
range, but most of the concepts relate to the assessment of the impact of virtualization
and the human nature. G. Reinhold speaks about virtual reality as a "new world", a
new parallel reality. Virtual reality, from his point of view, can be regarded as a
magic window that allows you to look into other worlds, whether they are the world
of molecules or the world of our fantasies [4]. VR is considered by scientists from the
standpoint of engineering psychology of human-machine interfaces, and also became
the subject of anthropological and social studies.
Not all 3D visualization systems can be classified as VR. The main features of the
following: an image is stereoscopic; an image accords with the coordinates of the
visual sensors; a system is equipped with a bidirectional interface (input - coordinates
of healthy sensors, output - image); a short time that does not exceed 1/16 second to
refresh the image in response to the change of coordinates of the sensors [5].
Gamification as a research trend in education has appeared relatively recently, it is
based "on the intersection" of psychology, behavioral economics, management, and
game design. To date, the most cited publications are the works of M. Barber, J.
McGonigel, D. Clark, Lee Sheldon, K. Verbach. According to Kevin Verbach’s book
“For the win: How game thinking can revolutionize your business”: “Gamification is
the use of elements and techniques from video game design in non-game contexts.”
[6]. Among the various forms of gamification (competition, game without winner and
aesthetics) [7], we have focused on creating a general game impression that promotes
emotional engagement, the ability to make the task more understandable, to clarify
the nature and effectiveness of the phenomenon in action, to enhance the visualization
of results, to strengthen the mental development. Our point is to use AV/VR for this.
By exploring some of the aspects of gaming, we propose to distinguish clearly
"learning in the form of games" (or game-based learning) and "gaming technology in
learning." We consider awards, badges, scoring points, rating and team work as
features of Game-Based Learning. The main weapon of Game-Based Learning is a
simulation that can be both digital and non-digital.
The use of the game form is a wide field of pedagogical discussions. The subject of
our study is use of gaming techniques, tools and applications with a clearly defined
goal of learning and a corresponding pedagogical result, that are characterized by
educational and cognitive orientation. Creation of educational situations, acting as a
means of encouragement, encouraging students to cognitive activity are in focus of
our scientific interests. Successful implementation of VR/AR technologies as learning
tools has certain pedagogical backgrounds, including the creation of technically
complex content and its methodological support.
3 Research Methodology
We used the theoretical findings of scientists regarding informatization of education (V.
Bykov, R. Gurevich, M. Zhaldak, A. Gurzhiy, etc.) and scientific and education principles
of formation and use of information learning environments (V. Bykov, Yu. Zhuk, V.
Olijnyk, Ye. Polat, etc.). Also, the comparative methods are used to study the phenomenon
of virtual reality in concepts of M. McLuhan, M. Castells, A. Toffler and H. Rheingold.
Several theoretical methods are represented in the study: analysis of research
problems in scientific publications; study of the experience of using VR and AR in
the learning process, methods of comparative analysis, and methods of mathematical
statistics for processing quantitative characteristics of phenomena under research.
The theoretical basis of pedagogical research appears to be a system-activity
approach in education (L.S. Vygodsky, A.N. Leontiev etc.).
The results of research and practical experience of Ukrainian and foreign teachers
and researchers in the field of computer-based training technologies prove the
adequacy of the chosen research methods and the relevance of the problem.
4 Results and Discussion
According to the report "Virtual reality and its potential for Europe" [8], education is
one of the priority directions of VR technologies application.
Different sources can distinguish types of VR systems, the delimitation of which
lies in the plane of methods and modes of their interaction with a user: "Window to
the World", Videocameras, Diving systems creates a sense of presence and Systems of
remote presence uses connections of remote sensors, located on any object in the real
world, with the operator.
In our opinion, although the virtual reality creates the effect of full immersion, the
augmented reality will find more use in schoolchildren education. The technology of
augmented reality can be considered more democratic, since a user only has to have a
smartphone. In contrast, one needs special tools to complete VR course: helmet or
virtual reality glasses, and a variety of manipulators that capture the user's hand and
gestures and give him more control over the environment.
According to study findings, abuse of VR faces a problem called cognitive
overload or information overload at a cognitive level [9]. In response to cognitive
overload, cognitive distortions, for example loss of objectivity in selective perception,
may occur. Augmented reality introduces only some artificial elements in the field of
perception in order to supplement the information about the environment and improve
the perception of information. Usage of AR gives a sense of the real location and
interaction of objects with the world. In our opinion, this is a positive difference
between the augmented reality and the VR.
At Google I/O 2018 in Mountain View, the head of the AR and VR department of
Google Clay Bavor made a point that the VR/MR/AR/RR are not distinct and clearly
defined. These are "convenient shortcuts for different points of a spectrum".
We have carried out a comparative analysis of functional capabilities, hardware
requirements, educational applications of mobile tools of augmented reality (Table 1).
Table 1. Comparison of mobile applications for education using AR and VR
Software Equipment Payment Subjects Loading
mozaBook, Tablet, VR- Paid, free+ All AS,
mozaWeb (*) glasses Demo GP, MS
GeoGebra Augmented Smartphone, free Maths AS
Reality (*) tablet
A Google VR-glasses free Geography AS, GP
Expeditions (*)
Star Walk, Smartphone, Paid, Astronomy, AS, GP,
Star Walk2 tablet, VR-glasses free& Environmental MS
advertising Studies Аmazon
The Brain AR App VR-glasses free Human anatomy AS, GP
optional
Human body (male) Smartphone, VR- free Human anatomy GP
educational VR 3D glasses optional
Da Vinci Machines Smartphone, free Physics AS, GP
AR tablet
Electricity AR Smartphone, free Physics AS, GP
tablet
Bridges AR Smartphone, free Maths AS, GP
tablet
Geometry - Smartphone, free Maths AS, GP
Augmented Reality tablet
VictoryVR Science Smartphone, free Biology,Environ- AS, GP
Curriculum tablet mental Studies
Geometry АR Smartphone, paid Maths AS, GP
tablet
Note: (*) means Ukrainian version of the tools App Store (AS), Google Play (GP) and
Microsoft Store (MS)
Consider some of them in more detail.
The Brain AR App (https://www.harmony.co.uk/project/the-brain-in-3d/) contains
mono-object models. It allows to study a human head, ranging from the skin, muscles
and skull to inner regions of the brain. The appearance is recommended to be
considered in AR mode, the internal structure of the brain can be studied in two
modes of VR and AR as well. The program has an intuitive interface, but its use
involves explaining from the teacher. The student remains an observer.
Geometry - Augmented Reality (https://itunes.apple.com/us/app/geometry-
augmented-reality/id1309016689?mt=8) creates opportunities for active students’
action. The set of models is small enough (dot, straight line, triangle, quadrilateral),
but a student creates them independently by moving markers in the real world and
analyzing a result in the augmented world on the screen. The application is designed
for initial assimilation by geometric shapes. Gaming equipment is rational.
Geometry AR is a tool for viewing and exploring geometric figures
(https://itunes.apple.com/us/app/geometry-ar/id1329101716?mt=8). This is an
application with a similar previous name, but with another functionality. Children can
view flat and solid figures by moving, rotating them and examine them from all sides.
Students use a slider or arrow buttons to move around the list of more than 25
figures studied in the course of geometry of the secondary and high school, as well as
some algebraic curves (torch, ellipse, parabola, and hyperbole). The program contains
reference materials with the possibility of audio text.
The Geographies' Augmented Reality app gives extraordinary opportunities for
modeling and analyzing 3D objects, including surfaces created by rotating function
graphs around the x-axis. It suit for classes with in-depth study of mathematics
(https://itunes.apple.com/us/app/geogebra-augmented-reality/id1276964610).
This is an example of algorithmic models (demonstration of the implementation of
a given algorithm) with the ability to make changes to the parameters.
5 Concluding Remarks and Future Work
The educational potential of the use of interactive models and video available through
mobile applications is analyzed. The overall game experience with the use of VR /
AR technologies promotes emotional involvement of students, availability of
educational material, improves visualization of results of the analysis of individual
characteristics of the study subject, and activates mental development.
We prefer to use the effects of complemented reality as more accessible and less
traumatic for the psyche of a young person.
The task is not to entertain the student, but to find new means, provide modern
tools of activity – visual means of complementary reality technology, create
educational situations that act as a means of motivation, stimulate students to
cognitive activity, prepare students for life and work in the high-tech information
society. Thanks to improving the visibility of the educational material and its
interactivity, it is possible to conduct previously unreachable practical work.
The analysis of programs focuses on the following indicators: hardware, usability,
variability of model parameters, interactivity, interdisciplinary, the ability to activate
certain cognitive actions of students, the degree of gaming.
Problems that require further research in this area are: increasing success of
learning, pace of learning the material, apparent expansion of visual capabilities, the
development of educational skills, psychophysiological “cost” of cognitive workload
under different factors [10], especially in immersive environment.
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