Creating Informal Learning and First Responder Training XR Experiences with the ImmersiveDeck

Christian Schönauer; Hannes Kaufmann; Maria Roussou; Julien Rüggeberg; Jim Rüggeberg; Lucas Katsikaris; Sakis Rogkas; Dimitris Christopoulos

arXiv · 2303.04438

Creating Informal Learning and First Responder Training XR Experiences with the ImmersiveDeck

Christian Schönauer·Hannes Kaufmann·Maria Roussou·Julien Rüggeberg·Jim Rüggeberg·Lucas Katsikaris·Sakis Rogkas·Dimitris Christopoulos

View original source ↗Read source document ↗Export metadata ↓

Abstract

In recent years eXtended Reality (XR) technologies have matured and have become affordable, yet creating XR experiences for training and learning in many cases is still a time-consuming and costly process, hindering widespread adoption. One factor driving effort is that content and features commonly required by many applications get re-implemented for each experience, instead of sharing and reusing these resources by means of a common platform. In this paper we present two XR experiences in the context of informal learning and first responder training along with the shared platform they have been created with and the creation process. Furthermore, we have technically evaluated relevant parts of the platform for feasibility of use with experience requirements and confirmed applicability. Finally, we present an informal expert evaluation of the content creation process's user experience for the informal learning experience along with guidelines derived from the findings.

Explore related subjects

cs.HC cs.GR

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

Christian Schönauer, Hannes Kaufmann, Maria Roussou, Julien Rüggeberg, Jim Rüggeberg, Lucas Katsikaris, Sakis Rogkas, Dimitris Christopoulos. 2023-03-08. Creating Informal Learning and First Responder Training XR Experiences with the ImmersiveDeck. https://arxiv.org/abs/2303.04438

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

arXiv2026

TrialCompass: Visual Analytics for Enhancing the Eligibility Criteria Design of Clinical Trials

Eligibility criteria play a critical role in clinical trials by determining the target patient population, which significantly influences the outcomes of medical interventions. However, current approaches for designing eligibility criteria have limitations to support interactive exploration of the large space of eligibility criteria. They also ignore incorporating detailed characteristics from the original electronic health record (EHR) data for criteria refinement. To address these limitations, we proposed TrialCompass, a visual analytics system integrating a novel workflow, which can empower clinicians to iteratively explore the vast space of eligibility criteria through knowledge-driven and outcome-driven approaches. TrialCompass supports history-tracking to help clinicians trace the evolution of their adjustments and decisions when exploring various forms of data (i.e., eligibility criteria, outcome metrics, and detailed characteristics of original EHR data) through these two approaches. This feature can help clinicians comprehend the impact of eligibility criteria on outcome metrics and patient characteristics, which facilitates systematic refinement of eligibility criteria. Using a real-world dataset, we demonstrated the effectiveness of TrialCompass in providing insights into designing eligibility criteria for septic shock and sepsis-associated acute kidney injury. We also discussed the research prospects of applying visual analytics to clinical trials.

cs.HC↗

arXiv2026

PRIMMDebug: Teaching Secondary School Students a Reflective Approach to Debugging

Debugging is a challenging and infuriating experience for many secondary school students learning their first text-based programming language. One frequent problem is the lack of reflection in students' debugging strategies, which makes error resolution unlikely and teacher reliance common. Tools that encourage more reflective and teacher-independent debugging may foster more success with fixing errors, but are lacking. This paper presents PRIMMDebug, an approach for teaching the debugging process to secondary school students. PRIMMDebug consists of an online tool that takes students through the steps of a pedagogical process based on PRIMM, a framework for teaching programming. The tool encourages written articulation throughout the debugging process and limits students' ability to run and edit code at certain stages. A classroom study with PRIMMDebug found a general reluctance among students to engage with the reflection it promotes, despite teachers appreciating this emphasis on reflection. We end by suggesting three considerations for future pedagogical debugging research and tooling: balance structure and flexibility, teach shorter debugging heuristics, and use tooling early on in students' programming journey.

cs.HC↗

arXiv2026

Mirror Skin: In Situ Visualization of Robot Touch Intent on Robotic Skin

Effective communication of robot touch intent is essential for safe and predictable physical human-robot interaction. While intent communication has been widely studied, existing approaches lack the spatial specificity and semantic depth necessary to efficiently convey robot touch intent. We present Mirror Skin, a cephalopod inspired concept that mirrors in-situ visual representations of a human's body parts onto the corresponding robot's touch region to communicate who shall initiate touch, where it will occur, and when it is imminent. We informed the design of Mirror Skin through a structured design exploration with experts and demonstrate the real-world feasibility of Mirror Skin with a proof-of-concept prototype. User studies in VR and with the physical prototype showed that Mirror Skin significantly improves accuracy and response times for interpreting touch intent and improves the user experience during physical human-robot interactions.

cs.HC↗