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RELEVANCE & RESEARCH QUESTION: Currently the effectiveness of Virtual Reality (VR) and Augmented Reality (AR) systems as practice teaching methods are virtually uncharted. The proof that these systems can provide the same or better learning outcomes than a text instructed practical task could represent a significant benefit for educational activities. METHODS & DATA: To fathom the effectiveness, an experimental study with the three conditions (VR, AR and a real setup) were used to teach participant how to assemble a standard computer. Each condition was divided into two parts: part one in which participants were confronted with their specific scenario, part two in which participants had to go through a real practice after one week. The learning outcome was determined by the designation of hardware parts, a quiz that queried their function and the correct assembling of the components in addition to needed time. Apart from the mere performance, the acceptance of such application in academic context and difference in evaluation by men and women were of interest. RESULTS: Results concerning the Learning Outcome showed that participants from the VR condition outperformed those learned from the real setup ((M=10.0, SD=0.0) [virtual reality] vs. (M=8.95, SD=1.27) [control]). Furthermore, results from the assembling duration assessment demonstrated that VR Group Participants completed their tasks 6.62% faster than the control group. Regarding the identification of Hardware Parts, both groups scored a significant improvement during the post condition compared to the first test run, indicating a learning progress. However, due to the VR group achieving a better outcome in average answers and a more significant difference between the trials, the results indicate a better performance by participants assigned to the VR condition. ADDED VALUE: The results revealed that VR and AR systems could exceed text-based approach in terms of learning outcome performance. The effectiveness of the systems implicates a major benefit for the educational landscape, as learning content that is not realizable in terms of cost, distance or logistics could be designed as an immersive and engaging experience.
Relax yourself - Using Virtual Reality to enhance employees mental health and work performance
(2019)
This paper presents work-in-progress aiming to develop an actively adapting virtual reality (VR) relaxation application. Due to the immersive nature of VR technologies, people can escape from their real environment and get into a relaxing state. Goal of the application is to adapt to the users' physiological signals to foster the positive effect. Until now, a first version of the VR application was constructed and is currently evaluated in an experiment. Preliminary results of this study demonstrate that people appreciate the immersion into the virtual environment and escape from reality. Moreover, participants highlighted the option to adapt users' needs and preferences. Based on the final study data, the constructed application will be enhanced with regard to adoption and surrounding factors.
Industry 4.0 is known as the fourth industrial revolution which refers to the integration of technologies that make the factories interoperable by seamlessly connecting machines, employees and sensors for communication. In Industry 4.0, one of the key features is the use of new technologies to recognize the current context. Thus, the employees are supported with contextual information for speeding up decision-making during various processes related to planning, production, maintenance, etc. As a contribution to this area, the work described here aims to introduce a cyber-physical system (CPS) approach to provide context-based and intelligent support to employees in heavy industries using new technologies, especially in the field of mobile devices. In this work, mobile device sensors and image processing techniques are used to recognize the context which requires specific support. In addition, new scenarios and associated processes are developed to support the employees on the basis of new, flexible, adaptive and mobile technologies.
Relevance & Research Question: Smartphones have become an integrated part in everyday life facilitating communication, information access, entertainment and organization anytime and anywhere. However, the omnipresence of such devices can evoke psychological dependencies and the need of being always connected resulting in discomfort when the smartphone is not accessible. While few studies have found heightened anxiety during smartphone absence (e.g. Cheever, Rosen, Carrier, & Chavez, 2014), such research is scarce. Therefore, we aimed at expanding existing research asking whether the mere imagination of smartphone absence suffices to trigger anxiety and affect user’s context evaluations.
Artificial Intelligence Driven Human-Machine Collaboration Scenarios in Virtual Reality (Poster)
(2018)
Women are still underrepresented at the highest management levels. The think-manager-think-male phenomenon suggests that leadership is associated with male rather than female attributes. Although styling has been shown to influence the evaluation of women's leadership abilities, the relevant specific features have been left remarkably unaddressed. In a 2 × 2 × 2 × 2 (skirt/pants, with/without jewelry, loose hair/braid, with/without makeup) between-subjects design, 354 participants evaluated a woman in a photograph. Women with makeup, pants, or with jewelry were rated as more competent than women without makeup, with skirts, or without jewelry. A combination of loose hair and no makeup was perceived as warmest, and women with loose hair were more likely to be hired than those with braids. In sum, even subtle changes in styling have a strong impact on how women's leadership abilities are evaluated.
Massive open online courses (MOOCs) become more and more popular. These course formats are typically highly flexible and attract large groups of learners from heterogeneous backgrounds. So far research in this area concentrating on success factors for low dropout rates and high satisfaction on the side of the learners in MOOCs is scarce. In this chapter, we describe experiences of a large online course offered to students of two large German universities. Based on theory drawn from a social psychological perspective on the relevance of social interaction for learning, we describe the background, structure, and specific elements of the MOOC-like course. We outline evaluation results of both small group collaboration (in workshops) and mass interaction (via forum and wiki usage) as well as results of the general evaluation of the overall course concept. We argue that the specific mixture of small and large group interaction as well as teacher- and learner-generated content is especially promising with regard to satisfaction, learning outcomes, and course completion rates.