Collaborative Immersive Virtual Environments for Education in
Geography

J 2019

Collaborative Immersive Virtual Environments for Education in Geography

ŠAŠINKA, Čeněk, Zdeněk STACHOŇ, Michal SEDLÁK, Jiří CHMELÍK, Lukáš HERMAN et. al.

Basic information

Original name

Collaborative Immersive Virtual Environments for Education in Geography

Authors

ŠAŠINKA, Čeněk (203 Czech Republic, guarantor, belonging to the institution), Zdeněk STACHOŇ (203 Czech Republic, belonging to the institution), Michal SEDLÁK (703 Slovakia, belonging to the institution), Jiří CHMELÍK (203 Czech Republic, belonging to the institution), Lukáš HERMAN (203 Czech Republic, belonging to the institution), Petr KUBÍČEK (203 Czech Republic, belonging to the institution), Alžběta STRNADOVÁ (203 Czech Republic, belonging to the institution), Milan DOLEŽAL (203 Czech Republic, belonging to the institution), Hynek TEJKL (203 Czech Republic, belonging to the institution), Tomáš URBÁNEK (203 Czech Republic, belonging to the institution), Hana SVATOŇOVÁ (203 Czech Republic, belonging to the institution), Pavel UGWITZ (203 Czech Republic, belonging to the institution) and Vojtěch JUŘÍK (203 Czech Republic, belonging to the institution)

Edition

ISPRS International Journal of Geo-Information, Basel, Switzerland, MDPI, 2019, 2220-9964

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50101 Psychology

Country of publisher

Switzerland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

on-line verze článku

Impact factor

Impact factor: 2.239

RIV identification code

RIV/00216224:14210/19:00108966

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.3390/ijgi8010003

UT WoS

000458582700003

Keywords in English

immersive virtual reality; collaborative immersive virtual environment; immersion; sense of presence; telepresence; Head-mounted display; cyberpsychology; human–computer interaction; collaborative learning; hypsography; contour lines; map literacy

Abstract

V originále

Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization.

Links

MUNI/M/0846/2015, interní kód MU

Name: Vliv metod kartografické vizualizace na úspěšnost řešení praktických a výukových prostorových úloh

Investor: Masaryk University, Influence of cartographic visualization on solving practical and instructional space tasks, INTERDISCIPLINARY - Interdisciplinary research projects

Citovat

ŠAŠINKA, Čeněk, Zdeněk STACHOŇ, Michal SEDLÁK, Jiří CHMELÍK, Lukáš HERMAN, Petr KUBÍČEK, Alžběta STRNADOVÁ, Milan DOLEŽAL, Hynek TEJKL, Tomáš URBÁNEK, Hana SVATOŇOVÁ, Pavel UGWITZ and Vojtěch JUŘÍK. Collaborative Immersive Virtual Environments for Education in Geography. ISPRS International Journal of Geo-Information. Basel, Switzerland: MDPI, 2019, vol. 8, No 1, p. 1-25. ISSN 2220-9964. Available from: https://dx.doi.org/10.3390/ijgi8010003.

@article{1480916,
   author = {Šašinka, Čeněk and Stachoň, Zdeněk and Sedlák, Michal and Chmelík, Jiří and Herman, Lukáš and Kubíček, Petr and Strnadová, Alžběta and Doležal, Milan and Tejkl, Hynek and Urbánek, Tomáš and Svatoňová, Hana and Ugwitz, Pavel and Juřík, Vojtěch},
   article_location = {Basel, Switzerland},
   article_number = {1},
   doi = {http://dx.doi.org/10.3390/ijgi8010003},
   keywords = {immersive virtual reality; collaborative immersive virtual environment; immersion; sense of presence; telepresence; Head-mounted display; cyberpsychology; human–computer interaction; collaborative learning; hypsography; contour lines; map literacy},
   language = {eng},
   issn = {2220-9964},
   journal = {ISPRS International Journal of Geo-Information},
   title = {Collaborative Immersive Virtual Environments for Education in Geography},
   url = {https://www.mdpi.com/2220-9964/8/1/3},
   volume = {8},
   year = {2019}
}

TY  - JOUR
ID  - 1480916
AU  - Šašinka, Čeněk - Stachoň, Zdeněk - Sedlák, Michal - Chmelík, Jiří - Herman, Lukáš - Kubíček, Petr - Strnadová, Alžběta - Doležal, Milan - Tejkl, Hynek - Urbánek, Tomáš - Svatoňová, Hana - Ugwitz, Pavel - Juřík, Vojtěch
PY  - 2019
TI  - Collaborative Immersive Virtual Environments for Education in Geography
JF  - ISPRS International Journal of Geo-Information
VL  - 8
IS  - 1
SP  - 1-25
EP  - 1-25
PB  - MDPI
SN  - 22209964
KW  - immersive virtual reality
KW  - collaborative immersive virtual environment
KW  - immersion
KW  - sense of presence
KW  - telepresence
KW  - Head-mounted display
KW  - cyberpsychology
KW  - human–computer interaction
KW  - collaborative learning
KW  - hypsography
KW  - contour lines
KW  - map literacy
UR  - https://www.mdpi.com/2220-9964/8/1/3
L2  - https://www.mdpi.com/2220-9964/8/1/3
N2  - Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization.
ER  -

ŠAŠINKA, Čeněk, Zdeněk STACHOŇ, Michal SEDLÁK, Jiří CHMELÍK, Lukáš HERMAN, Petr KUBÍČEK, Alžběta STRNADOVÁ, Milan DOLEŽAL, Hynek TEJKL, Tomáš URBÁNEK, Hana SVATOŇOVÁ, Pavel UGWITZ and Vojtěch JUŘÍK. Collaborative Immersive Virtual Environments for Education in Geography. \textit{ISPRS International Journal of Geo-Information}. Basel, Switzerland: MDPI, 2019, vol.~8, No~1, p.~1-25. ISSN~2220-9964. Available from: https://dx.doi.org/10.3390/ijgi8010003.

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