An Immersive Geometry Environment (IGE): exploring the design of gesture-based interactions with dynamic geometry in Immersive Virtual Reality
Authors
Mundbjerg-Sunne, Christoffer Bendig ; Baars, Kevin
Term
4. term
Education
Publication year
2021
Submitted on
2021-06-30
Pages
134
Abstract
Dette speciale undersøger, hvordan gestusbaserede, legemliggjorte interaktioner i immersiv virtuel virkelighed kan understøtte læring i geometri ved at designe, implementere og evaluere et Immersive Geometry Environment (IGE), et VR-baseret dynamisk geometrimiljø. Med afsæt i embodied cognition, didaktiske tilgange til virtuelle læringsmiljøer og kognitiv belastning udviklede forfatterne en håndsporingsløsning, der lader brugeren konstruere og manipulere geometriske objekter og anvende værktøjer som måling og gradskive i en rumlig “ø”-scene. Evalueringen kombinerede et UX-eksperiment—med standardiserede spørgeskemaer for brugbarhed (SUS), tilstedeværelse (IPQ), embodiment/agency (VEQ) og kognitiv belastning (CLQ)—med en heuristisk ekspertevaluering. Resultaterne pegede på positive oplevelser af brugbarhed, tilstedeværelse, agency og en håndterbar kognitiv belastning, hvilket indikerer, at IGE kan facilitere en ny og muligvis forbedret tilgang til geometriundervisning på udskolingsniveau. På baggrund af dataene syntetiseres ti designretningslinjer for udvikling af IGE, og specialet skitserer implikationer, begrænsninger og muligheder for videre arbejde.
This thesis investigates how gesture-based, embodied interaction in immersive virtual reality can support geometry learning by designing, implementing, and evaluating an Immersive Geometry Environment (IGE), a VR-based dynamic geometry environment. Drawing on embodied cognition, didactics for virtual immersive learning, and cognitive load theory, the authors developed a hand-tracking system that enables constructing and manipulating geometric objects and using tools such as measuring and protractor functions within a spatial “island” scene. The evaluation combined a user experience experiment—using standardized questionnaires for usability (SUS), presence (IPQ), embodiment/agency (VEQ), and cognitive load (CLQ)—with a heuristic expert review. Results showed positive responses regarding usability, sense of presence, agency, and manageable cognitive load, suggesting that IGE could offer a new and potentially enhanced approach to teaching lower-secondary geometry. Based on the data, ten design guidelines for IGE development were synthesized, and the thesis discusses implications, limitations, and directions for future work.
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