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Adaptivity in Virtual Reality using the GALE Engine Prof. dr. Olga De Troyer WISE, Vrije Universiteit Brussel. Slide 1. Content. Virtual Reality Virtual Reality for Learning & Adaptivity Realizing Adaptivity in Virtual Reality Virtual Reality Adaptivity in GRAPPLE

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  1. Adaptivity in Virtual Reality using the GALE Engine Prof. dr. Olga De Troyer WISE, Vrije Universiteit Brussel Slide 1

  2. Content Virtual Reality Virtual Reality for Learning & Adaptivity Realizing Adaptivity in Virtual Reality Virtual Reality Adaptivity in GRAPPLE Evaluation Results Wrap Up

  3. Virtual Reality (VR) • 3D visualizations • 3D environment with 3D objects • Objects may have behaviors • User can interact with objects • User can navigate through the space

  4. Desktop Virtual Reality Example

  5. Virtual Reality for Learning • Added value for learning • 3D visualization may help understanding complex material • The physical counterpart may not be available, too dangerous, or too expensive • To simulate social environments and practice social skills • Much more appealing and motivating than classical learning material

  6. Virtual Reality for Learning • Its richness can also become its weakness! • Novice VR users: • A lot of navigational effort • Overwhelmed • Experienced VR users: • Distracted Usability/playability and learning may conflict! • Possible solution: • Adapt to the individual learner

  7. Adaptivity for Learning with Virtual Reality Questions to be answered (Brusilovsky- 1996): Why? Which problems could be solved? To what? What features of the user can be used as source? What? Which features of the system can be adapted? How?Which techniques and methods can be used for that?

  8. Why? Which problems can be solved? As for learning in general: individualized instruction is superior to the one-size-fits-all teaching approaches In addition: Allows to deal with individual differences with VR-experience Solves the conflicts between playability and learning Allows to deal will individual differences on other aspects e.g., culture aspects, disabilities, …

  9. To What? What features of the user can be used as source? As for text-based learning: • Learning background, learning goals, and learning progress of the learner In addition: • VR-experience of the learner • Activities performed in the VR-environment • Individual characteristics of the learner: culture, disability, …

  10. What? Which features of the system can be adapted? • All components of a VR-environment can be adapted: • Scene • Objects • Behaviors • User Interaction • Communication • Sound

  11. How? • Which techniques and methods can be used for the adaptation? • Adaptation States • Adaptation Strategies

  12. Adaptation States (1) Adaptation of a single VR component • For Objects: • Adapt the visual appearance (size, colors, textures, representation) • Hide or semi-hide the object • Mark the object (spotlight, highlight) • Add annotation (text, figure, sound) Purpose, e.g.: • To adapt to the learning/VR background • To draw the attention to objects.

  13. Adaptation States (2) • For Behaviors and User Interaction: • Enable or disable • Change properties of the behavior Purpose, e.g.: • To control the learning process and the learner’s behavior • To simulate different situations.

  14. Adaptation States (3) • For Avatars: Note: avatar can be implicit • Change the representation of an avatar • Change the behavior of an avatar Purpose, e.g.: • To guide the learner through the VR-Environment • To position the learner in the VR-Environment.

  15. Adaptation Strategies Beyond single component adaptation Examples: • Object filtering • Tour guide • Navigation with resticted interaction • Free Navigation with suggestions

  16. Example Free Nagivation with Suggestions

  17. Models in the Adaptive Process for VR User Model (Profile) User VR-Activity Adaptive Process Annotated Learning Resources Adaptation Model

  18. VR-Adaptivity in GRAPPLE Browser User Model (Profile) GALE (Adaptive Engine) VR-Plugin Monitor VR Player Adaptation Rules (CAM) Learner (VR) Resource Repository Update Component Server Side Client Side

  19. Evaluation Results – Learning • 51 master students CS • Most participants had no or very little experience with VR

  20. Evaluation Results –Learning (2) • Positive feedback • Appreciation of VR as learning aid • Appreciation for combination of hypertext and VR • Negative feedback • Problems with navigating, using VR controls • Separation between hypertext and VR part • Lack of information/feedback on what happens • Recommendations • Better synchronization between hypertext and VR • Complete integration of hypertext into VR

  21. Wrap Up • Adaptive Virtual Reality for Learning is • Feasible • Useful • More research on • When to use adaptivity • How to integrate VR with textual material

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