Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition

Okada, A.; Rocha, K.; Fuchter, S.; Zucchi, S. and Wortley, D. (2019). Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition. In: Technology Enhanced Assessment Conference (TEA 2018): Revised Selected Papers (Draaijer, Silvester; Joosten-ten Brinke, Desirée and Ras, Eric eds.), Communications in Computer and Information Science, pp. 91–101.

DOI: https://doi.org/10.1007/978-3-030-25264-9_7

Abstract

This paper examines the experience and views of learners on technological innovations with a novel pedagogical model to enhance formative online assessment of Responsible Research and Innovation (RRI) skills with e-authentication. The authors developed the OER “virtual classroom” app based on the famous “Bletchley Park” and also an activity for learners exploring this museum in pairs with individual assessment. Participants practiced RRI skills and shared their views about their VR experience in an e-assessment activity with e-authentication through the TeSLA face recognition system. Participants were students from the UK and Brazil. Our research questions include whether the 3DVRG activities in pairs in the same physical environment support peer-learning with assessment-in-context. Findings revealed that activities that enabled physical interactions in pairs enriched the virtual interactions in the museum. The combination of authentic scenario, interactive tasks and assessment-in-context helped learners acquire new information and connect with existing knowledge. These interactions enhanced the immersive learning experience, particularly for those who did not experienced sickness with 3DVRG. Three types of interactions with the virtual space, their peer and the topic respectively enabled the virtual, social and cognitive presence.

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