[DC] Learning Tornado Formation via Collaborative Mixed Reality

With the rise of attention to global warming which brings in more extreme weather and climate conditions, the earth science education would be one of the crucial topics for the next generation. Mixed-Reality has been shown to offer more engaging and effective learning solutions on essential science...

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Bibliographic Details
Published in:Proceedings (IEEE Conference on Virtual Reality and 3D User Interfaces. Online) pp. 1369 - 1370
Main Authors: Chiou, Yan-Ming, Barmaki, Roghayeh
Format: Conference Proceeding
Language:English
Published: IEEE 01.03.2019
Subjects:
Applied computing-Education-Collaborative learning
Collaboration
Education
Human-centered computing-Human computer interaction (HCI)-Interaction paradigms-Mixed/augmented reality
Meteorology
Mixed reality
Surveys
Three-dimensional displays
Tornadoes
Usability
User interfaces
Vegetation
ISSN:2642-5254
Online Access:Get full text
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Summary:With the rise of attention to global warming which brings in more extreme weather and climate conditions, the earth science education would be one of the crucial topics for the next generation. Mixed-Reality has been shown to offer more engaging and effective learning solutions on essential science topics, such as math, physics, and chemistry. However, there are few augmented reality and mixed reality applications on earth science subject. Also, collaborative learning has been shown to be beneficial for student learning by aspiring student curiosity, and the ability of cooperation. In this paper, we propose a Mixed Reality Tornado Simulator which offers an earth science education intervention in a collaborative mixed reality setting. Students and their instructor can wear see-through head-mounted displays to cooperate on learning the knowledge of the formation and its damage cause on human-built structures, farming, and vegetation by using our proposed mixed reality application. Also, for evaluating the learning performance in this mixed reality setting, we will study the students cognitive load using standard survey instruments. We will conduct a controlled study with two conditions to compare the proposed intervention in the head-mounted-display setting, versus a desktop setting to test usability and knowledge gain of the students in those settings.
ISSN:2642-5254
DOI:10.1109/VR.2019.8798339