18.3 2017 - 22.3 2017
2017 IEEE VR Second Workshop on K-12 Embodied Learning through Virtual & Augmented Reality(KELVAR)
Organized in conjunction with the IEEE Virtual Reality 2017 - Los Angeles, California on March 18-22, 2017. http://ieeevr.org/2017/
K-12 education is currently undergoing a technological revolution creating opportunities for Virtual-, Augmented-, and Mixed-Reality based learning. Technology integration will continue to increase as mobile devices penetrate all socioeconomic strata, and as new VR/AR/MR technologies become affordable to schools. These technologies have the potential to facilitate effective learning by leveraging the affordances this unique media including: the ability to engage students with interactive 3D simulations of real-life phenomena, presenting information that is spatially- and temporally- integrated with real objects, leveraging whole-body motions to depict and reinforce learning content, etc.
One unique strength of these technologies is their ability to deliver educational content throughembodied learning. Embodied learning can take many forms, such as when a student moves their body around an augmented-reality plant in order to explore photosynthesis and plant structure. Embodied learning could occur in a CS programming course in which student creations are projected onto the classroom surfaces and where students collaborate by physically interacting with each other’s programs. Or, embodied learning can occur in an HMD-based virtual-reality experience where the student solves mathematical equations by using their hands to physically move numbers from one side of the equal sign to the other.
Technology developers, HCI researchers and cognitive and learning scientists are beginning to understand the mechanisms and benefits of embodied learning, as well as other unique affordances which make VR/AR/MR suited for education. But there are many questions about the integration of such experiences into the classroom, such as: What curriculum topics might be addressed throughsuch technologies?; What psychological and physiological mechanisms underlie embodiedcognition?; How can we design experiences that are age appropriate?; How will pedagogical approaches be influenced by such technologies?
In this workshop we aim to bring together developers and researchers who are interested in creating educational experiences for the classroom of the future. The workshop will enable participants to discuss and be exposed to different approaches for integrating virtual-, augmented- and mixed-reality technologies, specifically focusing on the challenges and potential for embodied learning in the classroom.
Dr. Matthew Kam is a researcher in Google’s education products team, which brings Classroom, Forms and Expeditions to millions of users around the world. In this role, he leads Google’s research initiatives on the future of education. Prior to Google, Kam was a researcher at the American Institutes for Research and tenure-track professor at Carnegie Mellon University. He has presented on panels alongside education ministers, consulted for one-to-one mobile learning initiatives worldwide, and mentored former students to launch successful education technology companies based on their capstone projects. Kam is known for his work designing mobile learning applications that have improved literacy in lower-income countries, and was invited by UNESCO to author a case study. His academic research has been adopted by social entrepreneurs working with low-literate communities in Afghanistan, India and beyond. Kam’s work draws on his training in computer science (PhD and BS degrees), education (PhD minor) and economics (BA degree) from the University of California, Berkeley.
We expect the audience will be attendees to the IEEE Virtual Reality 2017 conference, specifically those interested in educational technology:
- Academic researchers in augmented / virtual / mixed reality
- Learning psychologists
- Industry organizations for children’s education
- Teachers and educational researchers
- Informal education technology designers
We welcome thought-provoking position papers and preliminary research results, on topics related to VR/AR/MR learning:
- VR, AR & MR Technologies and Applications for the Classroom
- Embodied Cognition and Learning
- User Experience Design for Children
- Curriculum-based Educational Applications
- Student-Teacher Relationships and Pedagogical Implications
- Classroom Integration of Technology
DEADLINES AND SUBMISSION FORMAT
Paper submission deadline: January 27, 2016
Notification of acceptance: February 10, 2016
Camera ready paper deadline: February 20, 2016
The organizing committee will select submissions based on the quality and contribution of the work relating to embodied learning in education. We seek contributions in the following formats:
I) Empirical Papers: Early Research and Work In Progress (4-6 pages) - Empirical results and contributions to the field.
II) Position Papers (2-4 pages) - Interesting and possibly controversial points of view, and approaches to foster a discussion at the event.
Papers must be written in English and follow the IEEE Computer Society format found at:
Please send anonymized submissions to email@example.com
Submissions should specify which paper track (Empirical paper or Position) you are submitting for.
VISIBILITY OF SUBMISSIONS
All workshop papers will be publicly shared on the workshop website.
Additionally, papers presented in the Empirical Papers track will be published in the IEEE Digital Library.
1/2 day workshop (3 hours)
- Introductions and invited keynote (35 minutes)
- Topic 1 participant presentations (30 minutes)
- Topic 1 discussion (30 minutes)
- Break (5 minutes)
- Topic 2 participant presentations (30 minutes)
- Topic 2 discussion (30 minutes)
- Closing summary discussion (20 minutes)
The focus of discussion topics will be chosen according to the participant submissions. Possible topics: curriculum topics suitable for AR/VR/MR, classroom integration issues, evaluation methodologies, future research, etc.
Dr. Iulian Radu
Dr. Erica Southgate
Dr. Francisco R. Ortega
Dr. Shamus Smith