2019
Autores
Peixoto, B; Pinto, D; Krassmann, A; Melo, M; Cabral, L; Bessa, M;
Publicação
New Knowledge in Information Systems and Technologies - Volume 3
Abstract
Among the wide application areas that Virtual Reality (VR) can have a major impact, one is Education. However, this potential is still unexplored, and one of these gaps has to do with language learning. Listening activities, which are often only supported by audio, are thought of to be demanding area when it comes to learning a second or foreign language and so therefore an interesting area for VR to take place. This pilot study therefore presents the perceptions of foreign language teachers regarding a novel medium for delivering listening activities to their students: Virtual Reality technology. The results show that foreign language teachers are of the opinion that this technology can help motivate students and potentiate the student’s learning curve regarding the listening of a foreign or second language. © Springer Nature Switzerland AG 2019.
2019
Autores
Pinto, D; Peixoto, B; Krassmann, A; Melo, M; Cabral, L; Bessa, M;
Publicação
New Knowledge in Information Systems and Technologies - Volume 3
Abstract
There are still open questions about the effectiveness of Virtual Reality (VR) in Education when compared to conventional learning methods. This paper studies the feasibility of a VR-based learning tool and the possible differences in knowledge retention across a VR learning method and a conventional audio method, when it comes to learning a foreign language. Also, the students’ sense of presence and satisfaction were studied. For such purpose, a user study was conducted and results revealed that while presence and satisfaction were higher in Virtual Reality, the knowledge retention score remains the same across both experimental conditions. © Springer Nature Switzerland AG 2019.
2019
Autores
Coelho, H; Melo, M; Branco, F; Raposo, JV; Bessa, M;
Publicação
New Knowledge in Information Systems and Technologies - Volume 2, World Conference on Information Systems and Technologies, WorldCIST 2019, Galicia, Spain, 16-19 April
Abstract
Virtual Reality is becoming more popular over the years because it allows the user to be the main actor in another environment and interact with it in real time. New interaction methods are being studied, like tangible interfaces, but there is little work done related to small distances when grabbing objects through a virtual environment. This study is important because, in our perspective, interaction in virtual reality will be at arms reach, meaning that the user will interact within very close distances (under 1 m). In this paper, the research team further evaluate distance perception using gender, the presence of avatar and height (fixed or personalised). The sample consisted of 64 participants (32 females and 32 males) evenly distributed between all four conditions (8 males and 8 females for each condition). Results revealed that gender does have an impact on small distance estimation; height does not have an impact on distance estimation; and avatar does make a difference when trying to grab a real object through the virtual environment. © Springer Nature Switzerland AG 2019.
2019
Autores
Krassmann, AL; Nunes, FB; Bessa, M; Rockenbach Tarouco, LM; Bercht, M;
Publicação
Learning and Collaboration Technologies. Ubiquitous and Virtual Environments for Learning and Collaboration - 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26-31, 2019, Proceedings, Part II
Abstract
Distance Education (DE) still have some challenges to be considered similar to the face-to-face mode of instruction regarding the quality of learning, including the lack in promoting the sense of presence. This research investigates whether a differentiated media support, complementary to the traditional Virtual Learning Environment (VLE), composed by the integration of 3D Virtual Worlds (3DVW) and Conversational Agents, in the role of a Virtual Companions, can promote the student’s sense of presence in order to contribute with the learning process in DE. A quasi-experiment pilot study was conducted with 36 students enrolled in the Financial Management discipline from a DE formal course. A 3DVW was developed in the light of the pedagogical model of Experiential Learning, in the form of a role-play simulation. The results reveal that although the students positively evaluated the experience in the 3DVW, it did not stimulate the sense of presence as expected. However, better performance rates were diagnosed for students who had the help of the Virtual Companion. © 2019, Springer Nature Switzerland AG.
2019
Autores
Marto, A; Gonçalves, A; Martins, J; Bessa, M;
Publicação
Proceedings of the 14th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications, VISIGRAPP 2019, Volume 2: HUCAPP, Prague, Czech Republic, February 25-27, 2019.
Abstract
Looking forward to enhance visitors’ experience among cultural heritage sites, the use of new technologies within these spaces has seen a fast growth among the last decades. Regarding the increasing technological developments, the importance of understanding the acceptance of technology and the intention to use it in cultural heritage sites, also arises. The existing variety of acceptance models found in literature relatively to the use of technology, and the uncertainty about selecting a suitable model, sparked this research. Accordingly, the current study aims to select, evaluate and analyse an acceptance model, targeted to understand the behavioural intention to use augmented reality technology in archaeological sites. The findings of this research revealed UTAUT as a suitable model. However, regarding the collected data, some moderators’ impact presented in the original study may change significantly. In addition, more constructs can be considered for wider understandings. Copyright
2019
Autores
Monteiro, P; Coelho, H; Goncalves, G; Melo, M; Bessa, M;
Publicação
IEEE ACCESS
Abstract
Although selection menus are widely used for interaction, their use on 3D virtual reality applications needs to be objectively assessed. The focus of this study is to evaluate a traditional panel and a radial menu in two distinct virtual environment placements (i.e. fixed on the wall and following the users' hands). Fifty-one participants used two different menus of the four possible combinations. To evaluate the menus' effectiveness and efficiency, we measured usability (System Usability Scale Questionnaire), user satisfaction (After-Scenario Questionnaire), time to finish the tasks (in seconds) and the number of unnecessary steps (errors) performed by the users. Overall results showed a clear preference for the traditional panel menu type and the fixed wall placement of the menu. We conclude that all menu types perform well, despite different user preferences, and that fixing the menu to the wall gives users a better overview of both the menu and the virtual environment, improving their ability to perceive their actions on the menu.
The access to the final selection minute is only available to applicants.
Please check the confirmation e-mail of your application to obtain the access code.