(Intuitions) Analysis of Virtual Helps Use in A Virtual Environment For Learning (Baudouin 2007)

Introduction
The Virtual Environment

The Experiment
Results
Discussion
Conclusion
Analysis of Virtual Helps Use in a

Virtual Environment for Learning
Cyrille Baudouin (baudouin@enib.fr)

Pierre Chevaillier, Michel Beney, Agnes Le Pallec
CERV - European Center for Virtual Reality
LISyC - University of Brest, France
INTUITION 2007 October 4, 2007 1 / 17

Introduction
The Virtual Environment Context
The Experiment Plan
Results The virtual helps
Discussion Today’s study
Conclusion
Context : pluridisciplinary approach
Science of Education : 2 researchers

How can we help students to construct their representation when
adressing a scientific problem ?
Computer Science : 2 researchers

How can we design helps in a virtual environment ?
How can we make them efficient ?
Our proposal : a VEHLE

Virtual Environment for Human Learning and Education with
specific virtual helps.

Introduction
The Experiment Plan
Conclusion




Introduction
The Experiment Plan
Conclusion




Introduction
The Experiment Plan
Conclusion




Introduction
The Experiment Plan
Conclusion
Table of contents
1 Introduction
2 The Virtual Environment
3 The Experiment
4 Results
5 Discussion
6 Conclusion

Introduction
The Experiment Plan
Conclusion
The virtual helps
Originality of our virtual help :

Helps aid students construct their representation. [1]
Helps do not modify the task.
Helps are dynamically handled.
Means of actions
1 Show an invisible item.
2 Materialize an abstract concept.

3 Make the functioning explicit.
4 Give a feedback to the learner.

Introduction
The Experiment Plan
Conclusion
The virtual helps
Originality of our virtual help :

Helps aid students construct their representation. [1]
Helps do not modify the task.
Helps are dynamically handled.
Means of actions
1 Show an invisible item.
2 Materialize an abstract concept.

3 Make the functioning explicit.
4 Give a feedback to the learner.

Introduction
The Experiment Plan
Conclusion
Today’s study
Preliminary study
An experiment in an educational VR world to study the use of
virtual helps.
Research issues
Which mean of action is more efficient ?
When should a help be given ?
How do learners handle virtual helps ?

Introduction
The Experiment Plan
Conclusion
Today’s study
Preliminary study
An experiment in an educational VR world to study the use of
virtual helps.
Research issues
Which mean of action is more efficient ?
When should a help be given ?
How do learners handle virtual helps ?

Introduction
The Experiment The optical work surface
Discussion
Conclusion
The optical work surface [2][3]

Introduction
Discussion
Conclusion
The virtual helps
Visual Helps Conceptual Helps

1 Coloured air 4 Simulator formula
2 Laser beam 5 Ghost trace
3 Slow Motion 6 Automatic computation
Virtual helps’ use

All helps are given at once.
A short textual description for each help.
One coloured key to enable/disable each help.
Only one help can be activated at a time.

Introduction
Discussion
Conclusion
The virtual helps
Visual Helps Conceptual Helps

1 Coloured air 4 Simulator formula
2 Laser beam 5 Ghost trace
3 Slow Motion 6 Automatic computation
Virtual helps’ use

All helps are given at once.
A short textual description for each help.
One coloured key to enable/disable each help.
Only one help can be activated at a time.

Introduction
Discussion
Conclusion
Help 1 : Coloured air

Means of actions
Show an invisible item.
Materialize an abstract concept.

Introduction
Discussion
Conclusion
Help 2 : laser beam

Means of actions
Show an invisible item.

Introduction
Discussion
Conclusion
Help 3 : slow Motion

Means of actions

Introduction
Discussion
Conclusion
Help 4 : Simulator formula
Means of actions
Make the functioning explicit.

Introduction
Discussion
Conclusion
Help 5 : Ghost trace

Means of actions

Introduction
Discussion
Conclusion
Help 6 : Automatic computation

Means of actions
Give a feedback to the learner.

Introduction
The Experiment Experimental settings
Results Observations
Discussion
Conclusion
Experimental settings
14 subjects (18-20 years old)

First year engineer male students
Acquainted with VR
Same knowledge of physics
Protocol (1 hour experiment)

Tutorial (8’)
Learning phase (40’)
Debriefing : Interview + Questionnaire (12’)

Introduction
Discussion
Conclusion
Experimental settings
14 subjects (18-20 years old)

First year engineer male students
Acquainted with VR
Same knowledge of physics
Protocol (1 hour experiment)

Tutorial (8’)
Learning phase (40’)
Debriefing : Interview + Questionnaire (12’)

Introduction
Discussion
Conclusion
Observations
Learner’s activity : video + log (xml)

Actions
Perceptions
Help use
Exercices results (success)
Learner’s telling : interview + questionnaire

Problem understanding and rephrasing
Favorite helps
Feeling of success
Usability of the environment
Introduction
Discussion
Conclusion
Observations
Learner’s activity : video + log (xml)

Actions
Perceptions
Help use
Exercices results (success)
Learner’s telling : interview + questionnaire

Problem understanding and rephrasing
Favorite helps
Feeling of success
Usability of the environment
Introduction
The Experiment Usefulness of helps
Results Learners’ behaviors
Discussion
Conclusion
Usefulness of helps
Help / Answer (%) Useful Least Most

1 Coloured air 21 14 0
2 Laser beam 50 21 43
3 Slow motion 29 21 14
4 Simulator formula 43 0 14
5 Ghost trace 14 14 0
6 Automatic computation 29 14 14
Questionnaire on preferences :
(1) Which help did you find useful ?
(2) What was the least useful help ?
(3) What was the most useful help ?

Introduction
Discussion
Conclusion
Usefulness of helps


Introduction
Discussion
Conclusion
Usefulness of helps


Introduction
Discussion
Conclusion
Usefulness of helps


Introduction
Discussion
Conclusion
Usefulness of helps

Every help was found useful by at least one learner.

5 helps were pointed out as the least useful.
4 helps were pointed out as the most useful.
Helps 2 and 4 get the highest rates.

Introduction
Discussion
Conclusion
Usefulness of helps



Introduction
Discussion
Conclusion
Usefulness of helps



Introduction
Discussion
Conclusion
Usefulness of helps



Introduction
Discussion
Conclusion
Learners’ behaviors
Using helps
Almost all the learners displayed the helps without using them
dynamically.
When a learner found a help useless, he did not try it anymore.
Choosing helps
1 Display all the helps without selecting them by reading.
2 Display in order and stop on the first help that seems useful.
3 Carefully read the textual description before choosing.

Introduction
Discussion
Conclusion
Learners’ behaviors
Using helps
Almost all the learners displayed the helps without using them
dynamically.
When a learner found a help useless, he did not try it anymore.
Choosing helps
1 Display all the helps without selecting them by reading.
2 Display in order and stop on the first help that seems useful.
3 Carefully read the textual description before choosing.

Introduction
The Experiment Helps misuse
Results Heterogeneous results
Discussion
Conclusion
Helps misuse
Helps were not needed

Some learners did not have enough time to use helps.
Some learners associated the use of help with a personnal
failure.
Helps were misapplied

A new kind of help. Learners were not used to it.
Learners didn’t understand the dynamicity of helps.
Some helps were used in a wrong context, making them
useless.

Introduction
Discussion
Conclusion
Helps misuse
Helps were not needed

Some learners did not have enough time to use helps.
Some learners associated the use of help with a personnal
failure.
Helps were misapplied

A new kind of help. Learners were not used to it.
Learners didn’t understand the dynamicity of helps.
Some helps were used in a wrong context, making them
useless.

Introduction
Discussion
Conclusion
Heterogeneous results
Various preferences
Some learners were more attracted by visual helps and others
prefered textual or conceptual helps.
Learners didn’t try a help in the same context, so its
usefulness was not the same.
Globally, successful learners found the helps more useful.
Various behaviors
We put a strong temporal constraint.
Each help implies a minimum understanding of the problem.
Different levels of understanding of the descriptions and the
helps.
Introduction
Discussion
Conclusion
Heterogeneous results
Various preferences
Some learners were more attracted by visual helps and others
prefered textual or conceptual helps.
Learners didn’t try a help in the same context, so its
usefulness was not the same.
Globally, successful learners found the helps more useful.
Various behaviors
We put a strong temporal constraint.
Each help implies a minimum understanding of the problem.
Different levels of understanding of the descriptions and the
helps.
Introduction
The Experiment
Conclusion and Perspectives
Results
Discussion
Conclusion
All kinds of help were useful.

Propose various means of action
Perspectives to improve the helps

Let the learner choose among several helps
Filter out useless helps depending on the context
Explicit the added value of each help
Make helps more affordant. Explain how to use them

Introduction
The Experiment
Results
Discussion
Conclusion
Learners prefered different helps.



Introduction
The Experiment
Results
Discussion
Conclusion
Some helps were useless in various contexts.



Introduction
The Experiment
Results
Discussion
Conclusion
The interest was not obvious.



Introduction
The Experiment
Results
Discussion
Conclusion
The use of dynamic helps was unclear.



Introduction
The Experiment
Results
Discussion
Conclusion
Thank you. Questions ?
Analysis of Virtual Helps Use in a

Virtual Environment for Learning
Cyrille Baudouin (baudouin@enib.fr)

Pierre Chevaillier, Michel Beney, Agnes Le Pallec
CERV - European Center for Virtual Reality
LISyC - University of Brest, France
Introduction
The Experiment
Results
Discussion
Conclusion
References
[1] Zachary, W. (1986) : A Cognitively based Functional Taxonomy of

Decision Support Techniques, Human-Computer Interaction, vol. 2, p. 25-63,
L. Erlbaum, NY.
[2] Beney. M, Guinard. J.-Y (2004) : l’évaluation de l’efficacité du guidage
dans les Travaux pratiques de Deug : un problème méthodologique complexe.
Didaskalia n˚ 24, p. 29-64.
[3] Buche C, Querrec R., De Loor P., and Chevalier. (2004) : Mascaret : A
pedagogical multi-agent system for virtual environment for training. Journal of
Distance Education Technologies, p. 41-61.

(Intuitions) Analysis of Virtual Helps Use in A Virtual Environment For Learning (Baudouin 2007)

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Introduction

The Virtual Environment

Analysis of Virtual Helps Use in a

Cyrille Baudouin (baudouin@enib.fr)

INTUITION 2007 October 4, 2007 1 / 17

Context : pluridisciplinary approach

Science of Education : 2 researchers

Computer Science : 2 researchers

Our proposal : a VEHLE

INTUITION 2007 October 4, 2007 2 / 17

Context : pluridisciplinary approach

Science of Education : 2 researchers

Computer Science : 2 researchers

Our proposal : a VEHLE

INTUITION 2007 October 4, 2007 2 / 17

Context : pluridisciplinary approach

Science of Education : 2 researchers

Computer Science : 2 researchers

Our proposal : a VEHLE

INTUITION 2007 October 4, 2007 2 / 17

Context : pluridisciplinary approach

Science of Education : 2 researchers

Computer Science : 2 researchers

Our proposal : a VEHLE

INTUITION 2007 October 4, 2007 2 / 17

2 The Virtual Environment

INTUITION 2007 October 4, 2007 3 / 17

The virtual helps

Originality of our virtual help :

2 Materialize an abstract concept.

INTUITION 2007 October 4, 2007 4 / 17

The virtual helps

Originality of our virtual help :

2 Materialize an abstract concept.

INTUITION 2007 October 4, 2007 4 / 17

INTUITION 2007 October 4, 2007 5 / 17

INTUITION 2007 October 4, 2007 5 / 17

The optical work surface [2][3]

INTUITION 2007 October 4, 2007 6 / 17

The virtual helps

Visual Helps Conceptual Helps

Virtual helps’ use

INTUITION 2007 October 4, 2007 7 / 17

The virtual helps

Visual Helps Conceptual Helps

Virtual helps’ use

INTUITION 2007 October 4, 2007 7 / 17

Help 1 : Coloured air

INTUITION 2007 October 4, 2007 8 / 17

Help 2 : laser beam

INTUITION 2007 October 4, 2007 8 / 17

Help 3 : slow Motion

INTUITION 2007 October 4, 2007 8 / 17

Help 4 : Simulator formula

INTUITION 2007 October 4, 2007 8 / 17

Help 5 : Ghost trace

INTUITION 2007 October 4, 2007 8 / 17

Help 6 : Automatic computation

INTUITION 2007 October 4, 2007 8 / 17

14 subjects (18-20 years old)

Protocol (1 hour experiment)

INTUITION 2007 October 4, 2007 9 / 17

14 subjects (18-20 years old)