Hi everyone, this is Jiangtao Gong from Lenovo Research.
Today, I'll on behalf of my co-authors to introduce our work
"A Large-format Immersive Teaching Board
based on pseudo HoloGraphics : HoloBoard"
We all know that education needs to adopt more emerging technologies
in order to prepare every learner for efficient learning in a rapidly-changing world.
To imaging that what the future classroom might look like?
Is the most important motivation of this work.
With rapid growing and diverse applications,
emerging displaying and interaction techonology can attract increasing attention
is continuously verified in education,
However, it's not suitable for the promoting and applying AR/VR HMD
in lecture-based classroom environments.
These hardware have difficulties in facilitating co-located collaborations.
So in our work, we pay attention to
Backgroundable Large-format immersive technology.
Pseudo holographics are of interest in science,
retail and exhibition applications in recent years.
It offers a pseudo 3D image to see near its surface
by the reflected light of the projector.
In this work, We present a novel concept of HoloBoard,
an immersive teaching board system with a large-format transparent display.
HoloBoard exploits such capabilities and aims to
make lecture-based classes more attractive
by blurring the boundary between physical classroom and digital learning content,
enabling immersive content display.
In comparison with AR/VR,
HoloBoard is advantageous in that
its setup does not require everyone to wear an HMD,
and offers rich interaction possibilities.
Our work to reach the goal is two-fold:
1) interaction technology design of HoloBoard,
and 2) verifying its effect in engaging students in lectures.
To do so, we adopted a multi-stage mixed-methods approach
in two parts of our work.
Firstly, we adopted a user-centric design thinking process
and we developed the prototype of HoloBoard.
We invited six professional teachers into our semi-structure interview.
From the affinity diagram of results,
we obtained the main flow of a typical class.
During lecturing, we found that all the teachers
have two basic requirements of teaching board:
i) to display electronic teaching content;
ii) to support writing and freehand drawing.
In addition to basic requirements,
we found the teachers have advanced requirements
to guide students' imagination and enhance their attention.
Besides, it needs to support students to
engage, explore, experiment, and learn actively.
We incorporated the resulting findings from the interviews
and the unique presentation properties of pseudo holographics
into 10 interaction techniques that are potentially valuable for lecturing scenarios.
We built a working prototype of HoloBoard,
The system of HoloBoard was developed in a classroom,
and integrated the displaying and tracking components.
In terms of display, we used a large-format projected screen
made of semi-transparent material to display digital learning material.
In terms of motion tracking, we used 4 VR base stations,
2 handlers and 4 trackers to track their position and body motions.
According to the interaction technique design in the former section,
we implemented 12 scenarios for the working prototype
as showing in our demo video ranging widely from immersive presentation
to augmented roleplay to see-through virtual interactions
to co-located Mixed Reality collaboration to holographic telepresence.
Next, a controlled experimental study was conducted.
To investigate whether HoloBoard can actually facilitate children's learning,
we carried out a study in two actual classes with HoloBoard
and a regular digital whiteboard, respectively.
HoloBoard is designed as an essential teaching board,
while having a form different from the normal interactive whiteboards.
We conducted a participatory course design process with five professional teachers
through over four formal in-person
and online participatory design workshops within 6 months.
Eventually, a STEM course
targeting six- to nine-year-old students
was designed according to the 5E Instructional Model process.
We conducted Pre-/Post- knowledge test before and after the two classes.
The result suggested there was no significant difference between the two groups.
Besides, the learning data included video and audio recordings
and transcripts of the two classes are collected.
The video recordings of the two classes
were mainly used for student behavioral and engagement analysis by manual coding.
The audio recordings of the two classes were fully transcribed.
The students' and teachers' speech type
and students' cognitive level and emotional engagement
are analysis by both manual coding and algorithm processing.
The results of the experimental study show that
HoloBoard can lead to significantly higher levels of engagement.
Specifically, throughout the class, students in the HoloBoard group
were found more active to participate in the class.
The results indicated that
students demonstrated more concentrating and positive behavior,
higher levels of valance and arousal of emotion,
more intensive rounds of discussion,
and more remembering and understanding responses
in the HoloBoard group than in the normal group.
Given the results,
we can see the impact of HoloBoard as an immersive media in the classroom setting
and have potential for deploying HoloBoard in immersive teaching practices.
We expect this work can contribute to the educational technology research community
by providing a novel interactive system
and a deep understanding of the immersive technology to support learning.
Thank you for listening.