TY - CHAP A1 - Förster, Kristina A1 - Grafe, Silke ED - Langran, Elizabeth ED - Christensen, Peter ED - Sanson, Jarrod T1 - Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment T2 - Proceedings of Society for Information Technology & Teacher Education International Conference N2 - Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators’ intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Virtuelle Realität KW - Medienkompetenz KW - Interkulturelle Kompetenz KW - TETC KW - Social Virtual Reality Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-322310 UR - https://www.learntechlib.org/p/221901/ ER - TY - CHAP A1 - Abendschein, Robin A1 - Desai, Shital A1 - Astell, Arlene J. T1 - Towards Accessibility Guidelines for the Metaverse : A Synthesis of Recommendations for People Living With Dementia T2 - Conference on Human Factors in Computing Systems (CHI’23) : Workshop "Towards an Inclusive and Accessible Metaverse" N2 - Given the growing interest of corporate stakeholders in Metaverse applications, there is a need to understand accessibility of these technologies for marginalized populations such as people living with dementia to ensure inclusive design of Metaverse applications. We assessed the accessibility of extended reality technology for people living with mild cognitive impairment and dementia to develop accessibility guidelines for these technologies. We used four strategies to synthesize evidence for barriers and facilitators of accessibility: (1) Findings from a non-systematic literature review, (2) guidelines from well-researched technology, (3) exploration of selected mixed reality technologies, and (4) observations from four sessions and video data of people living with dementia using mixed reality technologies. We utilized template analysis to develop codes and themes towards accessibility guidelines. Future work can validate our preliminary findings by applying them on video recordings or testing them in experiments. KW - CHI Conference KW - Accessibility KW - Metaverse KW - extended reality KW - dementia KW - cognitive impairment KW - Human-centered computing / Access KW - Human-centered computing / Human computer interaction (HCI) / Interaction paradigms / Mixed / augmented reality KW - Human-centered computing / Human computer interaction (HCI) / Interaction paradigms / Virtual reality KW - Human-centered computing / Human computer interaction (HCI) / Interactiondevices KW - Human-centered computing / Human computerinteraction (HCI) / Interaction techniques Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-320199 UR - https://sites.google.com/view/accessiblemetaverse ER - TY - CHAP ED - Neumann, Isabel ED - Gado, Sabrina ED - Käthner, Ivo ED - Hildebrandt, Lea ED - Andreatta, Marta T1 - Abstracts of the Wuertual Reality XR Meeting 2023 T1 - Abstracts des Wuertual Reality XR Meeting 2023 N2 - The Wuertual Reality XR Meeting 2023 was initiated to bring together researchers from many fields who use VR/AR/XR. There was a focus on applied XR and social VR. In this conference band, you can find the abstracts of the two keynotes, the 34 posters and poster pitches, the 29 talks and the four workshops. KW - Virtuelle Realität KW - Virtual Reality KW - Augmented Reality KW - Extended Reality KW - Social VR Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-317203 ET - korrigierte Auflage ER - TY - CHAP ED - Neumann, Isabel ED - Gado, Sabrina ED - Käthner, Ivo ED - Hildebrandt, Lea ED - Andreatta, Marta T1 - Abstracts of the Wuertual Reality XR Meeting 2023 T1 - Abstracts des Wuertual Reality XR Meeting 2023 N2 - The Wuertual Reality XR Meeting 2023 was initiated to bring together researchers from many fields who use VR/AR/XR. There was a focus on applied XR and social VR. In this conference band, you can find the abstracts of the two keynotes, the 34 posters and poster pitches, the 29 talks and the four workshops. KW - Virtuelle Realität KW - Virtual Reality KW - Augmented Reality KW - Extended Reality KW - Social VR Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-315285 N1 - Der Zugriff auf dieses Dokument wurde aus urheberrechtlichen Gründen gesperrt. Eine neue Fassung finden Sie unter https://doi.org/10.25972/OPUS-31720. ER - TY - CHAP A1 - Förster, Kristina A1 - Hein, Rebecca A1 - Grafe, Silke A1 - Latoschik, Marc Erich A1 - Wienrich, Carolin ED - Basteans, Theo T1 - Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment T2 - Proceedings of Innovate Learning Summit N2 - The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants’ evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Virtuelle Realität KW - Medienkompetenz KW - International Comparative Research KW - TETCs Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260586 UR - https://www.learntechlib.org/primary/p/220276/ ER - TY - CHAP A1 - Förster, Kristina A1 - Grafe, Silke T1 - ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks T2 - Proceedings of Society for Information Technology & Teacher Education International Conference N2 - Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Medienkompetenz KW - International Comparative Research KW - TETCs KW - DigCompEdu KW - Media Didactica KW - Digital Capabilities Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260577 UR - https://www.learntechlib.org/p/219321/ ER - TY - CHAP A1 - Epplée, Rafael A1 - Langbehn, Eike T1 - Overlapping Architecture: Implementation of Impossible Spaces in Virtual Reality Games N2 - Natural walking in virtual reality games is constrained by the physical boundaries defined by the size of the player’s tracking space. Impossible spaces, a redirected walking technique, enlarge the virtual environment by creating overlapping architecture and letting multiple locations occupy the same physical space. Within certain thresholds, this is subtle to the player. In this paper, we present our approach to implement such impossible spaces and describe how we handled challenges like objects with simulated physics or precomputed global illumination. KW - virtual reality KW - games KW - locomotion Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-246045 ER - TY - CHAP A1 - Truman, Samuel A1 - von Mammen, Sebastian T1 - Interactive Self-Assembling Agent Ensembles T2 - Proceedings of the 1st Games Technology Summit N2 - In this paper, we bridge the gap between procedural content generation (PCG) and user-generated content (UGC) by proposing and demonstrating an interactive agent-based model of self-assembling ensembles that can be directed though user input. We motivate these efforts by considering the opportunities technology provides to pursue game designs based on according game design frameworks. We present three different use cases of the proposed model that emphasize its potential to (1) self-assemble into predefined 3D graphical assets, (2) define new structures in the context of virtual environments by self-assembling layers on the surfaces of arbitrary 3D objects, and (3) allow novel structures to self-assemble only considering the model’s configuration and no external dependencies. To address the performance restrictions in computer games, we realized the prototypical model implementation by means of an efficient entity component system (ECS). We conclude the paper with an outlook on future steps to further explore novel interactive, dynamic PCG mechanics and to ensure their efficiency. KW - procedural content generation KW - user-generated content KW - game mechanics KW - agent-based models KW - self-assembly Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-246032 ER - TY - CHAP A1 - Davies, Richard A1 - Dewell, Nathan A1 - Harvey, Carlo T1 - A framework for interactive, autonomous and semantic dialogue generation in games T2 - Proceedings of the 1st Games Technology Summit N2 - Immersive virtual environments provide users with the opportunity to escape from the real world, but scripted dialogues can disrupt the presence within the world the user is trying to escape within. Both Non-Playable Character (NPC) to Player and NPC to NPC dialogue can be non-natural and the reliance on responding with pre-defined dialogue does not always meet the players emotional expectations or provide responses appropriate to the given context or world states. This paper investigates the application of Artificial Intelligence (AI) and Natural Language Processing to generate dynamic human-like responses within a themed virtual world. Each thematic has been analysed against humangenerated responses for the same seed and demonstrates invariance of rating across a range of model sizes, but shows an effect of theme and the size of the corpus used for fine-tuning the context for the game world. KW - natural language processing · · · KW - interactive authoring system KW - semantic understanding KW - artificial intelligence Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-246023 ER - TY - CHAP A1 - Sanusi, Khaleel Asyraaf Mat A1 - Klemke, Roland T1 - Immersive Multimodal Environments for Psychomotor Skills Training T2 - Proceedings of the 1st Games Technology Summit N2 - Modern immersive multimodal technologies enable the learners to completely get immersed in various learning situations in a way that feels like experiencing an authentic learning environment. These environments also allow the collection of multimodal data, which can be used with artificial intelligence to further improve the immersion and learning outcomes. The use of artificial intelligence has been widely explored for the interpretation of multimodal data collected from multiple sensors, thus giving insights to support learners’ performance by providing personalised feedback. In this paper, we present a conceptual approach for creating immersive learning environments, integrated with multi-sensor setup to help learners improve their psychomotor skills in a remote setting. KW - immersive learning technologies KW - multimodal learning KW - sensor devices KW - artificial intelligence KW - psychomotor training Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-246016 ER -