LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things
LearnIoTVR: An End-to-End Virtual Reality Environment Providing Authentic Learning Experiences for Internet of Things
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LearnIoTVR：为物联网提供真实学习体验的端到端虚拟现实环境
DOI：
10.1145/3544548.3581396
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Ramani, Karthik
中科院分区：
文献类型：
--
作者：
Zhu, Zhengzhe;Liu, Ziyi;Zhang, Youyou;Zhu, Lijun;Huang, Joey;Villanueva, Ana M;Qian, Xun;Peppler, Kylie;Ramani, Karthik
物联网（IoT）应用的快速增长引起了许多行业的兴趣以及对具备相关知识的毕业生的需求。物联网系统由人类和各种互连物联网组件之间的空间分布交互组成。这些交互是在周围环境中进行的，从而阻碍了教育工作者为物联网实践学习重新创建真实的任务。我们提出 LearnIoTVR，这是一种端到端的虚拟现实 (VR) 学习环境，可帮助学生通过沉浸式设计、编程和探索物联网支持的现实环境（例如智能房屋）来获取物联网知识。学生们通过在 VR 环境中的不同位置安装我们创建的虚拟物联网组件来开始学习过程，以便学习将位于应用物联网的同一环境中。借助我们定制设计的基于 3D 块的语言，学生可以直接在 VR 中对物联网行为进行编程，并立即获得编程结果的反馈。在用户研究中，我们通过前后测试评估了使用 LearnIoTVR 的学生的学习成果，以了解参与 LearnIoTVR 在多大程度上有助于学习编程技能和物联网能力。此外，我们还研究了与传统的基于桌面的学习环境相比，LearnIoTVR 的哪些方面支持可用性和编程技能的学习。这些研究的结果是有希望的。我们还获得了富有洞察力的用户反馈，这为进一步扩展该系统提供了灵感。
The rapid growth of Internet-of-Things (IoT) applications has generated interest from many industries and a need for graduates with relevant knowledge. An IoT system is comprised of spatially distributed interactions between humans and various interconnected IoT components. These interactions are contextualized within their ambient environment, thus impeding educators from recreating authentic tasks for hands-on IoT learning. We propose LearnIoTVR, an end-to-end virtual reality (VR) learning environment which helps students to acquire IoT knowledge through immersive design, programming, and exploration of real-world environments empowered by IoT (e.g., a smart house). The students start the learning process by installing virtual IoT components we created in different locations inside the VR environment so that the learning will be situated in the same context where the IoT is applied. With our custom-designed 3D block-based language, students can program IoT behaviors directly within VR and get immediate feedback on their programming outcome. In the user study, we evaluated the learning outcomes among students using LearnIoTVR with a pre- and post-test to understand to what extent does engagement in LearnIoTVR lead to gains in learning programming skills and IoT competencies. Additionally, we examined what aspects of LearnIoTVR support usability and learning of programming skills compared to a traditional desktop-based learning environment. The results from these studies were promising. We also acquired insightful user feedback which provides inspiration for further expansions of this system.
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DOI：
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