E-iED 1st European Immersive Education Summit

Computer Assisted Assessmentwithin 3D Virtual Worlds

María Blanca IBÁÑEZ, Diego MORILLO ARROYO,

Patricia SANTOS, David PÉREZ CALLE,

José Jesús GARCÍA RUEDA, Davinia HERNÁNDEZ LEO, and

Carlos DELGADO KLOOS

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Outline

Problem Interactions in 3DVW & relation with

multiple-choice questions Architecture that integrates a QTI-player

and a 3DVW Case Study Conclusions and Future Work

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Uses of 3D Virtual Worlds

3DVWs as meeting points

3DVWs as multiplayer games

3DVWs as learning environments

Goal: Entertain

Goal: To learnGoal:

To be there

Problem resolution

Collaboration

Immersion

Meetingpoint

Narrative

Exploration

Acquisition of: Skills Knowledge Actitudes

Rules

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3D Virtual Worlds & Learning

3DVWs possibilities for learning Recreation of context

learning environments Interactive capabilities Collaborative capabilities Increase students´

motivation Possibilities to log any

interaction

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3D Interaction Patterns inComputer-Assisted Assessment

Modify object´s attributes; Go to a placeGestures; Write answer

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Example

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Integration of a QTI-player with a 3DVW: Functionality

NewApis It provides the questions of

a test It sends to the 3DVW:

Each question of the test The list of options

It evaluates students´ answer

It sends feedback to students

It computes students´ grades

OpenWonderland It orchestrates the test It deploys assessment

activities into the 3DVW It monitors students´

interactions It reports students´

interaction to NewApis

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Architecture

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Case Study

A

B

CTopic: Novel“The Invention of Morel”by A. Bioy Casares

12 participants 2 sessions 3 groups / session A test of 3 questions for each group

G1: A -> B -> CG2: B -> C -> AG3: C -> A -> B

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Case Study: Results Immersion

Physical Psychological

Usability Difficulties interacting with 3D

objects Troubles identifying objects

with interactive capabilities It is useful to receive

information through different channels

Test Motivated to answer the test After the test, understand

better the novel Better this kind of test than

traditional one

69.5%

50%

X XX X

X 6.3%

X 38 %

X 51 %

X 58.3 %

X 70.8 %

X 58.7 %

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Conclusions

Assessment of knowledge in 3DVW by integrating a QTI player into OWL.

Case Study: Immersion achieved. Immersion better with

best artwork, more realistic physical effects.

Participants suggest: To introduce orchestration at narrative level.

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Future Work

Use multiple-choice questions. Others in the future.

Produce visually appealing scenarios Authoring tools:

Artwork Narrative

Exploit collaborative possibilities on assessment Use of 3DVWs to evaluate competencies