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Formative Assessment of Inquiry Skills for Responsible Research and Innovation Using 3D Virtual Reality Glasses and Face Recognition

  • Alexandra OkadaEmail author
  • Ana Karine Loula Torres Rocha
  • Simone Keller Fuchter
  • Sangar Zucchi
  • David Wortley
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 1014)

Abstract

This exploratory study examines the experience and views of students about 3D Virtual Reality Glasses (3DVRG) and e-authentication systems. The authors developed the “Virtual Reality Classroom” App, which is an Open Educational Resource based on 360 photos of the renowned “Bletchley Park”. Participants were 2 groups of students from the UK and Brazil who explored in pairs this App using a 3DVRG in the classroom and also completed a formative assessment activity using the TeSLA face recognition system. Our research question focuses on whether the students’ interactions through the 3DVRG enhance learning and assessment of inquiry skills for Responsible Research and Innovation (RRI). Findings suggested that the combination of authentic scenario, interactive tasks and assessment-in-context helped students acquire new information and connect with their existing knowledge and practice the inquiry skills together. These interactions enhanced their immersion, particularly for those who found the activities fun as they did not experience motion sickness. Three types of interactions were identified between students with: the virtual space (1), their peer (2) and the topic (3). These three interactions propitiated, respectively, students virtual, social and cognitive presence, which supported their experiential learning.

Keywords

3D virtual reality Authentic scenarios Interactive tasks in pairs and assessment-in-context Fun RRI Face recognition 

Notes

Acknowledgments

This work is supported by the European Commission (H2020-ICT-2015/H2020-ICT-2015), Number 688520 and collaborators who developed the artefacts were supported by CAPES Brazil Government.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.The Open UniversityMilton KeynesUK
  2. 2.University of the State of BahiaSalvadorBrazil
  3. 3.Centro Universitário Estacio de SáFlorianópolisBrazil
  4. 4.360 in 360AldertonUK

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