THE FOUR-DIMENSIONAL INSTRUCTIONAL DESIGN IN E-LEARNING AND VIRTUAL REALITY TRAINING

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1 THE FOUR-DIMENSIONAL INSTRUCTIONAL DESIGN IN E-LEARNING AND VIRTUAL REALITY TRAINING DR MAŁGORZATA GAWLIK-KOBYLIŃSKA DR ENG LTC PAWEŁ MACIEJEWSKI DR ENG JACEK LEBIEDŹ (Aus)Buildungskongress der Bundeswehr 2018 Helmut Schmidt University Hamburg, 5th of September

2 DR ENG LTC PAWEŁ MACIEJEWSKI - CV Education Land Forces Military Academy in Wrocław; Eng.; 1995 Wrocław University; MSc; 1997 Wrocław Tech University; PhD; 2004 Military service 4 th CBRN Regiment in Brodnica; Military Engineering Training Centre in Wroclaw, Land Forces Military Academy in Wroclaw, NATO Training Mission-Iraq, Iraq, /Commander of the 1st rotation of Polish Military Contingent/ War Studies University, Areas of expertise: CBRN defence, inorganic and nuclear chemistry, physicochemical methods of the mixtures separation radioactive contaminations removal from aqueous solutions especially, new technologies in education for security and safety. Papers

3 DR MAŁGORZATA GAWLIK-KOBYLIŃSKA - CV Education Warsaw University; 2002; MS National Defence University, 2015; PhD Professional experience Areas of expertise: new technologies in education for security and safety, instructional design. Advanced Distributed Learning Lab instructional designer DEEP Ukraine, NATO Education Enhancement Program Gaming for Peace , Horizon2020 War Studies University, Command and Management Faculty since 2016 Papers

4 AGENDA WAR STUDIES UNIVERSITY (WARSAW) 4D INSTRUCTIONAL DESIGN IN E-LEARNING AND VIRTUAL REALITY TRAINING VICTRI PROJECT IN CAVES (TECHNICAL UNIVERSITY OF GDANSK)

5 WAR STUDIES UNIVERSITY (WARSAW)

6 TRADITIONS WAR STUDIES UNIVERSITY since 1 October 2016 NATIONAL DEFENCE UNIVERSITY GENERAL STAFF ACADEMY HIGHER WAR COLLEGE ABROAD HIGHER WAR COLLEGE MILITARY APPLICATION SCHOOL KNIGHTS SCHOOL

7 WSU MISSION MEET THE NEEDS OF THE POLISH ARMED FORCES

8 WSU MISSION CONTRIBUTE TO THE DEVELOPMENT OF MILITARY SECURITY OF THE REPUBLIC OF POLAND, THE EUROPEAN UNION AND THE NATO

9 WSU MISSION EDUCATE MILITARY AND CIVILIAN PERSONNEL IN DEFENCE AND SECURITY

10 WAR STUDIES UNIVERSITY EDUCATION AND RESEARCH TRAINING SUPPORT FACULTY OF MILITARY STUDIES WAR GAMES AND SIMULATION CENTER LOGISTIC DEPARTMENT NATIONAL SECURITY FACULTY CBRN DEFENCE TRAINING CENTER FINANCIAL DEPARTMENT MANAGEMENT AND COMMAND FACULTY ADVANCED DISTRIBUTED LEARNING CENTRE ADMINISTRATION CENTER FOR SECURITY RESEARCH FOREIGN LANGUAGES CENTER WSU LIBRARY PUBLISHING HOUSE PHYSICAL TRAINING CENTER

11 STUDENTS AND COURSE PARTICIPANTS MILITARY: ACADEMIC YEAR 2017/2018 POSTGRADUATE STUDIES COURSES 2277 LANGUAGE COURSES CIVILIANS: FULL TIME PART TIME Ʃ 7 078

12 DIDACTIC INFRASTRUCTURE

13 THE FOUR-DIMENSIONAL INSTRUCTIONAL DESIGN IN E-LEARNING AND VIRTUAL REALITY TRAINING

14 INSTRUCTIONAL DESIGN AND HCI, HMI Instructional design draws from the HCI field of study, which domain is the analyses on the interfaces between people (users) and computers. E. L. C. Law, M. Hassenzahl, E. Karapanos, M. Obrist, V. Roto, Tracing links between UX frameworks and design practices: dual carriageway. Proceedings of HCI Korea, Hanbit Media, Inc., 2014, HMI Machines computer graphics, operating systems, programming languages, development environments Human-being communication theory, linguistics, social sciences, cognitive psychology, social psychology, graphic and industrial design disciplines

15 LEARNING TRIANGLE Knud Illeris (2004)

16 4 DIMENSIONAL INSTRUCTIONAL DESIGN APPROACH A new four-dimensional instructional design approach focuses on: cognition, emotions, interactions (social aspect), kinesthetics (psychomotor aspect).

17 Cognitive dimension Emotional dimension Social dimension Psychomotor dimension 1) Present the content in small portions concise pills of knowledge. 2) Avoid unnecessary words that do not bring valuable content. 3) Use bookmarks that contain short snippets of text, popups that display content. 4) Repeat the content with examples. 5) Give meaning to multimedia. 6) Grade the level of difficulty in the course. 1) Ensure visual attractiveness and intuitiveness of the course with a friendly interface 2) Analyse the visual aspect of the course based on user experience design, use intuitive and graphically refined templates 3) Encourage further learning via visual aids - maintain the interest in the content e.g. by providing illustrative examples. 1) Provide and support social communication. 2) Use the chat box, discussion forum (provides interactions between all course participants). 3) Establish the contact rules and by using friendly messages - ensuring a friendly atmosphere. 4) Provide course participant with technical support. 5) Ensure learning opportunities for an individual and a group. 1) Provide an adequate number of repetitions of an issue via the use technology, such as Kinect or smart accessories. 2) Construct a task in such a way as to differentiate activity in virtual space, e.g. drag and drop items, find words or objects, select words or objects, type words, grab the object in VR, move your position, run, etc.

18 2D E-LEARNING PLATFORMS Psychomotor aspect Emotional aspect Social aspect Cognitive aspect _id=10682

19 VIRTUAL WORLDS 3D PLATFORMS Content in 3D objects cognition Moving, vivid graphics emotions Chat, IM, group conversation, voice conversation interactions Teleport, walk, fly - kinesthetics

20 VIRTUAL REALITY AND VR ACCESSORIES the psychomotor dimension is usually concentrated on practicing specific skills. It can be reflex exercises, shooting, or even physical exercises. In such an environment the content is usually taught through educational games of different genres.

21 VERIFICATION OF THE APPROACH (2017/2018) Hypothesis: the application of 4D approach to ID process results in better didactic outcomes in comparision to the use of unspecified ID approach. Unspecified ID means that there were no clear guidelines concerning a process of learning activities design. Aim: verification of the hypothesis. Research methods: case study, experiment, expert interview. All research were conducted in small-sized samples, therefore it should be treated as preliminary.

22 CASE STUDY, 2D E-LEARNING COURSES Procedure: I analysed one module with ten e-learning courses (SCORM/AICC standard) created for eleven candidates for service in the international military structures (support division group). Blended training organized by War Studies University in February The analysis concerned their learning progress and time spent on the course. The data served as indicators of how learners interact with the content created with and without the 4D to ID.

23 ID Unspecified ID 4ID Number of courses (C) C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 Time spent Learning progress 82% 82% 82% 97% 73% 82% 64% 93% 100% 100% Results concerning learning progress and time spent on e-learning courses. War Studies University, 2018.

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25 EXPERIMENT - 3D VR COURSES There were created two scenarios for twenty minutes activities performed in 3D environment.they relied on introducing new issues concerning posttraumatic stress disorder (PSDT Experience). Two groups from the War Studies University postgraduate students (20 participants per group) took part in the experiment (spring semester, 2017). Group A used the course with where the approach to ID was unspecified, tasks were mostly focused on cognitive and psychomotor dimensions. Group B realised tasks built on a four-dimensional ID approach. In both groups learning progress and time spent on the course were measured.

26 Also, at the end of the course, students from both groups were asked to mark on the Likert scale their perceived engagement in the course (where 1 meant the lowest and 5 the highest engagement). Optionally, they could also add their own statements ID Time spent Learning progress Perceived engagement Unspecified ID 15 70% 60% Four dimensional approach to ID % 90% Results concerning learning progress and time spent on 3D platform courses. War Studies University, 2018.

27 EXPERT INTERVIEW - VIRTUAL REALITY AND VR ACCESSORIES In the interview took part three experts in security and defence who participated in the study trip to the Immersive 3D Visualization Lab (I3DVL) at the Gdansk Technical University (in May 2018). Two scenarios were taken into consideration: shooting (simplified game scenario), where a psychomotor dimension prevailed (shooting activity). exploration of the Coal Market, of the historical sites in Gdańsk (four dimensional approach to ID), searching for specific places, explore history of a place, recognize specific objects.

28 After the immersion in the scenarios, the experts were asked to report their perceived engagement in the tasks in two scenarios (Likert scale). ID Unspecified 80% 4D approach 100% Perceived engagement Results concerning perceived engagement of interviewed experts. War Studies University, 2018.

29 ID Codes Comments Unspecified monotonous activity - 4 comments: lack of social dimension - 2 comments: Too much shooting (2 persons). Only one view, different 3D content should appear. A very basic activity. Realistic but no interaction with peers, it is fine but just for a while. Lack of interaction. 4D approach motivational activities - 2 comments: engrossing experience -1 comment: I would like to explore it a bit longer, I liked watching at all details and explore their names. I could relax and spend much of my time there. Codes and comments from experts on ID Virtual Reality and VR Accessories courses. War Studies University, 2018.

30 POSSIBLE APPLICATION OF THE 4D ID APPROACH This approach may also serve for a developed version of Instructional Design (ID), a Learning Experience Design (LX or LX Design), which is a synthesis of instructional design, educational pedagogy, neuroscience, social sciences, design thinking, and user experience (UE) or user interface (UX) design.

31 QUESTIONS Do you think that this 4D ID concept is useful? Is it worth of detailed research? Are there any other significant determinants which should be considered in ID process?

32 WHEREWE WOULD LIKE TO APPLY THE 4D ID CONCEPT? CBRN+E PROJECT VICTRI (VIRTUAL CHEMICAL TRAINING ISLAND)

33 CBRN + E TRAINING IN VIRTUAL REALITY Advantages: - the realism of training, - learning by mistakes - without consequences, - some scenarios are impossible to implement in the real world, - testing new tactical and technical scenarios without the need to purchase equipment, - reduction of training costs, - popularizing of CBRN issues. We assume that the 4D design of activities performed via VICTRI, will results in similar teaching outcomes to those obtained in the training in real conditions (scope of knowledge and skills on how to survive in CBRN environment). Without physical endurence. As introductory part of the real training (furnishing with basic skills). Soldiers can retain their skills with VICTRI. Extra training for weaker learners in a spot.

34 TWO PATHS OF THE TRAINING 3D island (the access to the Internet, large groups training + specialists) 3D CAVE (3D Lab, training for specialists) CBRN + E General tranining Specialists 3D island 3D CAVE

35 THE AIM OF THE PROJECT is to create a multifunctional virtual island in a 3D environment for effective training in the field of CBRN + E for soldiers and officers (from outside MOD). The essence of the project is to create a safe environment for exercises in situation of risk and exposure to threats. Due to the specificity and training needs in the field of CBRN + E, 2 solutions will be prepared: - 3D ISLAND - for the needs of CBRN general training, for a large number of users (each trained person is an avatar in the virtual world and can perform all activities - communicate, move, see, hear, carry out tasks), - 3D CAVE - for a small group of specialists (immersed in virtual reality, carry out tasks in accordance with a developed scenario). The project does not replace traditional training, but is a complementary element of this training, providing a holistic approach.

36 STAGES Stage I Stage II Stage III Construction of ViCTrI for CBRN training - for all soldiers + scenarios Construction of subsequent ViCTrI modules for training purposes: CBRN W&R System; laboratory technicians, analysts; SIBCRA; chemical rescuers; CBRN / EOD assemblies. Construction of the ViCTrI module enabling fast virtualization of the "crime scene", e.g. after a terrorist attack, to support the investigation process Note: the island is a representation of the CBRN Polygon CBRN + E CBRN + E, mathematical models supporting expertise

37 FUTURE IDEAS - 3D CAVE - FOR A SMALL GROUP OF SPECIALISTS The training will be implemented in 3D LAB with the use of prepared scenarios. Practitioners are immersed in virtual reality in a cubic 3D CAVE with an edge of 3.5 m. Due to limitations, the training will be implemented only for a small numer of specialists.

38 FUTURE ENDAVOURS IN IMMERSIVE 3D VISUALIZATION LAB (video with CAVEs)

39 Education Gdańsk University of Technology: DR ENG JACEK LEBIEDŹ CV (online) Faculty of Electronics, M.Sc. Eng. in Computer Science, 1986 Faculty of Mathematics, Physics and Chemistry; M.Sc. in Mathematics, 1989 Faculty of Electronics, Telecommunications and Informatics; Ph.D. in Computer Science, 2001 Work Gdańsk University of Technology, Areas of expertise: Computer graphics, image processing and recognition and virtual reality. Author or co-author of a few dozen publications in national and international journals and conference proceedings. Participant of several national and international R&D projects. Initiator of setting up Immersive 3D Visualization Lab. He is currently a head of this laboratory. Originator of the Pomerania Crisis Management Lab.

40 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Immersive 3D Visualization Lab CAVE Automatic Virtual Environment BigCAVE, MidiCAVE, MiniCAVE Spherical Walk Simulator navigation controller for CAVE / HMD Pomerania Crisis Management Lab new VR lab in construction Jacek Lebiedź 2018

41 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab BigCAVE CAVE (CAVE Automatic Virtual Environment) multi-person, multi-sided, high-resolution 3D environment that is used for viewing virtual content in an immersive interactive setting six walls-screens 3.4 m 3.4 m (four vertical walls + floor + ceiling) rear projection image generated from the user s perspective (head tracking) 3D images (stereoscopic passive or active glasses) surround sound Jacek Lebiedź 2018

42 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Spherical Walk Simulator mechanism for walking without changing location that has a form of rotatable sphere (Ø 3.05 m) supported on rollers and equipped with a motion tracking system placed inside the BigCAVE transparent user s walking motion inflicts the rotation and trigger changes in the displayed images ability to work outside the BigCAVE with a HMD (Head Mounted Displays, e.g. Oculus Rift, HTC Vive) Jacek Lebiedź 2018

43 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab MidiCAVE CAVE with four walls (three vertical walls + floor) front wall 2.1 m 2.1 m with rear projection left and right walls 1.3 m 2.1 m with rear projection floor 2.1 m 1.3 m with front projection image generated from the user's perspective (head tracking) 3D images (stereoscopic passive glasses) surround sound enhanced body and finger tracking systems Jacek Lebiedź 2018

44 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab MiniCAVE small CAVE consisting of four stereoscopic monitors 27 (three vertical walls + floor) image generated from the user s perspective (head tracking) 3D images (stereoscopic active glasses) surround sound mainly for testing developed applications only for one person transportable CAVE system Jacek Lebiedź 2018

45 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Applications of I3DVL (1) military/homeland security training and operations industrial inspection training and examination professional training (e.g. surgery simulation, UAV piloting) virtual prototyping architectural visualization virtual inspection of a place of event 3D medical imaging planning of medical operations scientific visualization phenomena and behaviors modeling Jacek Lebiedź 2018

46 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Applications of I3DVL (2) phobia treatment PTSD syndrome treatment memory stimulation addiction treatment measuring the impact of the environment on human behavior advertising effectiveness analysis virtual tourism virtual exhibitions and museums education entertainment (computer games) Jacek Lebiedź 2018

47 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Military applications of I3DVL distributed interactive simulation possibility of the cooperation of many simulators in a joint virtual environment other CAVEs & other walk simulators (e.g. Omni Virtuix, KAT Walk) vehicle/flight/ship simulators weapon simulators software engines: Unity, Unreal Engine, Virtual BattleSpace (VBS) ability to use of high-performance computing (direct fiber to HPCCenter) sophisticated AI, complex physics, precise tracking Jacek Lebiedź 2018

48 Faculty of Electronics, Telecommunication and Informatics Immersive 3D Visualization Lab Pomerania Crisis Management Lab planned new lab for many participants distributed interactive simulation VR station for each participant Stewart platform 6DOF and vehicle/flight simulators (at a later time) dedicated to creating and testing crisis management scenarios software engines: Unity, Unreal Engine, Virtual BattleSpace (VBS) possible joint scenarios with Immersive 3D Visualization Lab Jacek Lebiedź 2018

49 TOPICS FOR DISCUSSION 1. Perceived advantages/disadvantages of the VICTRI island solutions? 2. How in your opinion can we individualize learning with 4D ID approach? 3. Regarding other fields of training, what other scenarios can be easily realised in CAVEs? 4. Any other free remarks. 49

50 THANK YOU FOR YOUR ATTENTION 50