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Table of Contents

Table of Contents 1
Initial Project Plan 4
Preliminary Research 4
Scope Definition 5
Project Deliverables 5
Work breakdown structure 5
Gantt chart 5
Background Research 6
Executive Summary 10
Problem Domain 10
Scope 10
Estimated Cost 10
Estimated Time to Implement Solution 12
Analysis 13
FURPS+ Requirements 13
Function 13
Usability 13
Reliability 13
Performance 13
Security 13
Design Constraints 14
Implementation 14
Interface 14
Physical 14
Support 14
Detailed Itemized Requirements 14
Process Models 16
Teacher Process Model 16
Student Process Model 17
Activity Diagram 18
Analyzing and Designing a System for Virtual Reality in Education

Conceptual Data Model (Chen’s ERD) 19


State Machine Diagram 20
Design 21
Dataflow Diagrams 21
Context Diagram 21
Level 0 Diagram 22
Level 1 Manage Scenarios 23
Level 1 Manage Recordings 24
Use Case Diagram 25
Brief Use Case Descriptions 26
Detailed Use Case Descriptions 27
Choose Module 27
Record Performance 29
Review Recording 32
Logical Data Model 34
User Interface Design 35
Forms 35
Students must rate the completed scenario based on their experience. 37
Reports 38
User Interface Screens 38
Storyboards 39
Specific Processing Rules 41
Enterprise Architecture Diagram 43
Class Model 43
References 44
Initial Project Plan 44
Final Report 45
Appendix 47
A - IPP Deliverables 47
Work Breakdown Structure 47

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Gantt Chart 47
B - Cost Model 47
C - Enterprise Architecture Diagram 49

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Initial Project Plan

Preliminary Research

A major challenge of education has been balancing instruction with practical knowledge
and skills to prepare students for the outside world. Virtual Reality (VR) education provides a
solution to this problem. According to the educational cone of experience, modelling or
simulating a real experience is one of the best ways for students to learn and retain knowledge
and information (Dale, 1969). The “World of Comenius project” an educational VR project
launched within the Czech Republic on October 20th 2014, helped children get a first-hand
interactive experience with biological and anatomical concepts that students would otherwise
have no way to experience first-hand. Since the World of Comenius project in 2014, a variety of
educational VR companies have started to appear such as “Nearpod”, an interactive classroom
tool for teachers to use to take students on a VR field trip to over 100 fully landmarks throughout
the world. Some other companies that have begun developing educational software for VR
across a variety of subjects include Immersive VR Education, and Alchemy VR, each offering a
plethora of educational tailored experiences to get students immersed and engaged in a VR
focused learning environment.

With the development of VR technology, VR has been challenging the traditional


teaching models at school since it breaks down space limitation of learning thoroughly and
deepens communication among students and teachers. There are many initial studies on the
benefits and uses of VR in education, many which are limited by sample size, but indicate early
positive results. A study by Chen, Toh, & Ismail researched three methods (VR guided
exploration, VR non-guided exploration, Non VR) and the impact each had on different learning
types (2005). The results showed that irrespective of a person’s learning style, they benefit the
most from guided VR learning environments. Furthermore, teachers also benefit from the VR
environments. For example, the text indicates that “teaching platform for Art Painting with VR
technology” can form a “teaching resource library that achieves online storage and sharing of
teaching contents of art painting Production” (Chang, 2016).

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VR can both be a tool and a course for struggling computing science students to build
more complicated graphic models. But according to Zara, he indicated that “VR education helps
understand issues coupled with a real-time 3D graphics” (2006). In order to deepen
understanding of computer graphics, introducing VR courses and using VR as a tool can benefit
students to finish assignments with a “complex, highly interactive virtual environment” (Zara,
2006). The traditional way of teaching and learning computer courses cannot “concentrate on a
balance between a visual quality and a rendering speed” (Zara, 2006).

Implementing VR in educational institutions, the expensive cost of VR equipment


prevents widespread use. To popularize VR courses, Zara indicates that “VR course is based on
using VRML language, no special hardware support is required, and thus it is not limited to
universities/laboratories equipped with expensive advanced VR devices” (2006). According to
Alisa, basic VR machines such as Google Cardboard can run on a smartphone at a cheaper price
compared to high-end models such as the Oculus Rift (2016).

Scope Definition

Virtual Reality (VR) to be used to facilitate students in environments they are not familiar
with. By using guided VR, students will be able to explore different concepts. This scenario
training/virtual tour will be for new international students or those who are learning a language at
an institute that is accepting to innovative technologies and teaching techniques. The goal is to
familiarize those who are not accustomed with the culture or routines of a society. The project
will base in a classroom setting.

Project Deliverables
Work breakdown structure
Refer to Appendix A

Gantt chart
Refer to Appendix A

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Background Research
● Why VR in education is useful?

VR is a kind of digital reality, a productive enhancement to human interaction, bringing together


people from around the world to engage and interact. Students can learn which is not possible is
possible in virtual reality.

● Immersive environment present better results for students understanding

We can place students in any real world or virtual situation. The students will have the
opportunity to play an active role in this learning, as outcomes will change depending on the
student's input. This system keeps students engaged throughout the lesson and there are no
outside distractions.

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● Health concerns associated with VR

Physical Physiological Psychological

Behavioural Cognitive

Physical discomfort Visual asthenopic symptoms Stress Perceptual shifts and


hygiene immersion postural instability simulator disorientation changes
Addiction
injuries equipment fit sickness in perceptual
Isolation
judgement
Mood Changes

Unnatural postural Dissociation of Change in


demands accommodation/Convergence Psychomotor
cardiovascular change performance

● VR cardboard; functions and design. How to use.

Google Cardboard works by placing your phone at the optimal distance away from the
lenses. Then, by using compatible apps, the lenses create a 3D effect when held up to your eyes.
You can even move your head around, and the images will respond as if you're in the same place
as what's displayed on your screen.

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● Device specification needed to load ImmerseMe Software + integrate for school use.
● At the base level, you’ll need a phone that runs Android version 4.1 or more than that.
● ImmerseMe official launch is expected to be released April 2017

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Organizations Important for Solution

Google: Google is the company which manufactures the VR cardboard. Compared to other VR
headset companies, Google provides options for different cardboard designs. Google’s mission is
to provide a VR headset available to the masses. They published the specifications to the design
of the headset online so anyone can modify or create their own. However, in our case the headset
will be purchased directly from Google. Economies of scale may result in price savings.

ImmerseMe: A software company which produces and will be providing the Language Learning
Software for various languages used throughout the VR program. ImmerseMe is part of a
Kickstarter campaign which received positive support in their efforts to merge education and
virtual reality. As mentioned above, the expected release is April 2017.

Best Buy: Is a retailer of consumer electronic goods. The school will be purchasing smartphones
from this vendor. We chose this vendor because of diversity of selection and pricing options
available. Many of the stores are located across Canada, so shipping costs and delivery time is
minimized.

Ross Sheppard High School: Is a high school located in Edmonton, AB. They have language
options that we are trying to implement (English, French, Chinese, and Spanish). The student
population existing in Ross Sheppard provides a sufficient opportunity for the pilot program.

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Executive Summary

Problem Domain

The aspect of the problem that we chose to focus on is using technology, more
specifically virtual reality as a means to learn a language. Virtual reality is a rapidly growing
technology with applications in a wide variety of industries. Our group hopes to utilize the
technology as a means to aid students by utilizing immersion in the course material.

More specifically, we chose to focus on the language learning aspect of the


education system because we believe that technology has not been utilized to its potential.
Language learning has for the most part been taught traditionally: reading textbooks, doing
homework from the workbook and answering questions from the teacher. While we believe that
this is still an effective method for learning, we believe that immersion is the key to success for
language learning. Immersive activities exist (such as field trips or exchange programs) but the
drawback is time and cost.

Scope

Virtual Reality(VR) to be used as a supplementary language learning tool. Design is


based on the ability to effectively and efficiently integrate into traditional learning models.
Implementation is based in a classroom setting of maximum of 20 students, this is due to the fact
that this is a pilot program. We plan to implement the system in a local Edmonton school, Ross
Sheppard High School, because they offer the 4 language (English, French, Chinese, and
Spanish) classes our system will provide. Use of VR Language software challenges the
traditional teaching models by providing an immersive, simulated VR environment. Students can
interact with the VR to familiarize themselves in environments they are not accustomed to as
well as learning concepts that may be otherwise difficult to learn in a classroom setting. By using
guided VR, they will be able to explore different concepts without fear of embarrassment.
Ultimately, the VR experience is controlled by the teaching instructor and feedback is relayed to
the students regarding their performance.

Estimated Cost

Refer to Appendix [B]

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The VR machine we will use is the Google cardboard which costs about $20/unit and we
expect to purchase one hundred Google Cardboard headsets. Currently, we plan to only use 80
units of Google Cardboard regard to teaching lessons, and rest of the 20 units will be kept for
backup units. We offer two types of smart phones; one is a regular price, and another one is a
premium. We purchase fifty smartphones for each option. The sum of cost of goods purchased
after tax is $27 403.43. We will purchase one Portable Battery Charging Station for each
classroom, the portable charging station includes 12 individual battery packs that allow any
student to charge their phone. We think this is sufficient for a class size of 20. However, if more
are needed, additional charge stations can be purchased. For simplicity, one classroom is related
to one language course, if there are more courses, the price can be scaled accordingly. Expected
useful life of these devices is 6 years as technology may change over the course of time. In this
case, the Net present value calculated in the spreadsheet is $190 568.10.

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Estimated Time to Implement Solution

Proposed implementation start date: June 1, 2017

Expected implementation finish date: August 31, 2017

We will initially use 3 months for preparation, including time to order and
configure smartphone devices, order and receive Google Cardboards, and time to teach
instructors how to use.

Timeline:

0-12 days:

First, we will order the smartphones from Best Buy and will receive the products
within twelve business days. According to Best Buy’s shipping policy, sellers should ship
products within seven days. For conservative purpose, we believe that we can receive the
smartphones within twelve days. Google Cardboard is received within seven days. For
conservative estimation, we assume that we can receive them within ten days from the time of
order.

13-20 days:

In this time period, we assign technicians to configure smartphone devices start to


test compatibility.

21-120 days:

In this time period, selected teachers take VR training courses. Teachers learn
how to use Google Cardboard together with the smartphones for use in the classroom.
Furthermore, teachers should familiarize themselves with ImmerseMe software and the VR
Learning System. Any questions, comments, or concerns are addressed in this timeframe.

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Analysis

Refer to appendix [D] for notes regarding team activities.

FURPS+ Requirements

Function

● Keep track of users (teachers/students) logged in


● The teacher should be able to choose specific scenarios/modules for the class based on
relevancy to class material from the database
● Students can view previously finished modules, as well as new modules the teacher has
released
● Store recordings for each student in a database
● Alert teacher which students who were not able to complete the module
● Teacher can provide feedback using comments on the students’ recording
● Students are able to rate each scenario based on a scale of 1-5 on experience
● Classroom phone devices are kept track of when student uses (student logs into the
device)
● Have four language options: English, French, Spanish, and Chinese

Usability

● Very user-friendly
● Simple graphical user interface.

Reliability

● Have backup devices with the software already installed


● Support team to troubleshoot problems with devices and/or the software

Performance

● Device specifications should be enough to handle the software without any latency

Security

● Physical security measures: locking up phones and chargers when not in use
● Phones paired with students, held responsible for damages and theft

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● Phones are programmed for school use only (i.e. downloading new apps is not possible,
messaging is disabled, locked boot menu)

Design Constraints

● Android based Operating System

Implementation

● Approximately will take 3 months to implement (June through August)


○ Time taken to order and receive devices
○ Time to configure devices
○ Instructors will go to a workshop for how to use devices and implement in the
curriculum
Interface
● Language is defaulted to English but different languages can be chosen after the login
screen

Physical

● Phones will be plugged in, and charged when not in use


○ Rechargeable battery packs to be used.
● When in use, phones will have sufficient battery to handle each session of using the app
● Motorola or Huawei phone specifications and Google cardboard

Support

● Phones will check for updates weekly at a scheduled time, to update the app and the
system if there are patches

Detailed Itemized Requirements

1. Login screen
a. Login validation
b. Login prompt
2. Dashboard
a. Language option

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b. Module/scenario option
c. Indicate completed modules
3. Navigation menu
a. Home button
b. Location option
c. Difficulty setting
4. Application
a. Does the VR Video load?
b. Do options appear for a user’s input? (ie., if the cursor hovers on selection,
variation of language input is shown)
c. Does the audio function properly?
i. Speaker icon
d. Flow (if an option is selected, does the application continue its sequence?)
e. Voice Recognition
i. System checks and stores percentage of module completion
5. Forms and Reports
a. Is the student prompted with a student feedback form upon completion of
module?
b. Does the teacher provide a report on students’ performance?
i. Yes
6. Sign-out function

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Process Models

Teacher Process Model

Ultimately the teacher controls the experience provided to the student. The student does
not have access to all the scenarios until it is initiated by the teacher.

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Student Process Model

Student actor is introduced to learning with VR at the beginning of semester. By


following teacher directives and in application prompts, an immersive experience is provided.

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Activity Diagram

For the activity diagram, the teacher acts as a ‘guide’ of the sort. They will
provide the student with the knowledge necessary to complete the VR module. The student then

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is on their own, but have many tools to help them complete the VR module. The diagram shows
the sequence of events of how to use the application.

Conceptual Data Model (Chen’s ERD)

The above image represents the conceptual data model of the project and shows without

attributes the relationships between the various entities within the system and how they relate to
one another using Chen’s ERD Notation to describe the relationship between entities.

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State Machine Diagram

The state machine diagram show the relation between the states of the system and what causes
them to shift states. Assumptions are that the system module and state transitions function
perfectly and no technical errors occur.

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Design

Refer to appendix D for summarization of team activities.

Dataflow Diagrams

Context Diagram

In our context diagram, the main actors that will interact with our system are the students
and the teachers. The teachers will be responsible for choosing the scenarios that are most
relevant to the course material because our system is used as a supplement to the learning
material. Students will record themselves during the scenario and teachers will provide feedback

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for pronunciation and/or grammar errors. The students will be able to view the feedback
afterwards.

Level 0 Diagram

Our system has two main subprocesses: Manage scenario and manage recordings. Managing
scenarios is mostly the work of teachers as they choose from a wide variety of different scenarios
of varying difficulties. Managing recordings means students who complete the modules will
provide a recording for the teacher to review. The teacher takes the recording, and provides
written feedback for the student to view.

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Level 1 Manage Scenarios

As we go deeper into manage scenario processes, we can see that all the scenarios are
processed through a scenario database. The ImmerseMe company will continually to provide
new scenarios for the database, so the teachers will have a plethora of options when deciding to
choose course material. Students provide scenario ratings based on a scale of 1-5 based on three
factors: enjoyment, accuracy, and communication. The average ratings show on each scenario, so
the teachers are able to take in student feedback to ensure the quality of the course for future
students in the course.

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Level 1 Manage Recordings

In the level 1 diagram for manage recordings , both the actual recordings as well as the
feedback are processed. When the student finishes their module, the recording is saved into a
database, which uniquely identifies the student’s file using a naming convention such as
IDnumber_Date.wav. The teacher then takes the recording and provides feedback for the student.
The student is able to view the feedback at any time for any completed modules.

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Use Case Diagram

Main actors: Teacher, student, and software maintenance/IT. The VR Learning system is based
on the teacher’s directives and the student’s inputs. The IT staff will be handling any issues with
the software or hardware.

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Brief Use Case Descriptions

Use Case Brief Description

Choose module/scenario The teacher is selects modules or scenarios based on


class progress and curriculum. The system provides a
list of all the modules from the ImmerseMe database.

Upload module to Student The teacher allows the selected module to appear be
loaded on the students’ devices. The system loads the
module to system devices.

Access software The student and/or teacher logins to use the software
using their designated ID and password. The system
checks to see if this is a valid username and if the
password corresponds to the username.

Record Performance As the student progresses through the module, the


system keeps an audio recording of the student
interacting with the module and is saved to the school
database.

Review Recording The teacher can access each students’ recordings to


write potential feedback on the students’ pronunciation.
The audio recording is split up into various stages of the
module and the original phrase is shown. The system
saves the feedback for the system.

Check Feedback The student can check previously completed models to

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see the teachers’ comments on their performance from


the system.

Rate Scenario After the module is completed, the student is prompted


to rate the scenario on a scale of 1-5, on three factors:
enjoyment, accuracy, and communication.

Maintain System IT staff will continually provide support for the system,
providing updates, reporting bugs, and updating
relevant information.

Detailed Use Case Descriptions

Use Case Name: Choose Module

Scenario: The teacher will select a module that is most relevant to the
current course material

Triggering event: The teacher wants to reinforce a concept by placing the


student in a specific scenario

Brief Description The teacher is selects modules or scenarios based on class


progress and curriculum. The system provides a list of all
the modules from the ImmerseMe database.

Actors Teacher

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Related Use Cases: Access Software

Upload module to student

Rate Scenario

Stakeholders: ImmerseMe

Preconditions: ImmerseMe has many different scenarios

Only the teacher has access to pick new modules

Postconditions: Selected module is ‘saved’ to teacher’s account.

System will show that selected module has already been


chosen

Flow of activities Actor System

1. Teacher opens app 1.1 System shows login screen

2. Teacher logs into 2.1 App validates login


their account information

3. Teacher clicks on 3.1 Dashboard is loaded


modules heading 3.2 App loads modules
4. Teacher browses
5.1 App saves module to their
through module account
scenarios
5.2 System indicates module has
5. Teacher selects been saved with a marker
module and saves to
6.1 Logout of app
account

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6. Teacher logs out

Exception conditions: 2.1 Can’t login if login information is incorrect

3.1 No connection so modules are not loaded

5.2 Bug causes system to not save by accident

Assumptions:

1) The ImmerseMe database is provided by ImmerseMe themselves, and that they are
constantly updating with new material so teachers can repeat similar modules, but with
slight variations
2) The teacher dashboard is different than the student's’ dashboard. This is due to difference
when registering accounts (teacher accounts vs. student accounts)

Use Case Name: Record Performance

Scenario: While student goes through the module, the entire


‘performance’ is being recorded

Triggering event: Student loads module and is ready to begin the VR learning
experience

Brief Description As the student progresses through the module, the system
keeps an audio recording of the student interacting with the
module and is saved to the school database.

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Actors Student

Related Use Cases: Choose Module

Review Recording

Rate Scenario

Stakeholders: Parents, School

Preconditions: Module is already chosen by teacher

Microphone is working properly

Postconditions: Recording is saved to database

Shows that the module has been completed by the student

Flow of activities

Actor System

1. The student loads the 1.1 The login screen is shown


application 2.1 App validates login screen
2. The student logs in 3.1 The modules for that
using their login language for that user is loaded
ID/password in the dashboard
3. The student chooses 4.1 The module is loaded
the language
6.1 Microphone access is
4. The student selects enabled, captures what the

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the new module student says

5. The student watches 7.1 Save the audio recording to


the video, and is prompted the database
to reply 8.1 Logs out
6. The student clicks a
button to activate the
microphone to say the
phrase

7. Module is complete
after last scene and student
reply

8. The student logs out

Exception conditions: 2.1 Can’t login if login information is incorrect

3.1 No connection so modules are not loaded

3.2 If incorrect language is chosen, there may be no modules


for that student

6.1 Microphone is too quiet, or not clear, it can disrupt the


quality of the recording

7.1 Some bug or error causes the recording to fail to save to


the system so the student would have to redo the module.

Assumptions:

1) Microphone access is allowed (system is running android, this is a security feature) and
all students give permission to have their performance recorded

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Use Case Name: Review Recording

Scenario: The teacher wants to provide feedback for the students’

Triggering event: The student completes the module and the recording is automatically
saved to the database

Brief Description The teacher can access each students’ recordings to write potential
feedback on the students’ pronunciation. The audio recording is split up
into various stages of the module and the original phrase is shown. The
system saves the feedback for the system.

Actors Teacher, Student

Related Use Cases: Record Performance

Check Feedback

Stakeholders: School, parents

Preconditions: Module has been completed or attempted (if student cannot finish,
module is still saved)

Postconditions: Feedback is saved onto module and can be accessed by the student

Flow of activities Actor System

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1. Student’s completes 1.1 Students’ recording is saved into


module system database
2. Teacher reviews database
2.1 Bring up student recording
to find students’
recordings. 3.1 Prompts user to write comments if
3. When the teacher views a needed
recording, it is split up 4.1 File with comments is saved into
into various parts. database
Split into audio recording,
correct phrase, and text
box for comments

Comments are saved in file


and students can view the
feedback

Exception 1.1 Bug or error causes students’ recording to fail to save to system
conditions: 2.1 Students’ recording is too quiet to hear, or audio file is corrupted
which affects the quality of the recording

4.1 Bug or error causes new file to fail to save to database

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Logical Data Model

The above depicts a Logical Data Model for the formulation of the database used in this
system. It assumes that all roles in the system have been filled. Physical requirements such as
VR_devices have been met.

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User Interface Design


Forms

Students must activate the subscription to ‘ImmerseMe’ software which is provided by schools
on the first day of class. Students have to sign up for an ImmerseMe account.

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Before a student can enroll in the VR learning program they must bring back a signed copy of
the following form medical liability waiver.

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Students must rate the completed scenario based on their experience.

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Reports

Teacher Feedback

Once recorded the audio files will be recorded with stamped data such as the red lines
above. Each of these markers indicates the beginning of a specific section of the module. When
a teacher either plays through the recording or jumps to a part of the audio file a dialog box will
appear below the file with a text box of the students selected answer for the teacher to compare
pronunciation against. Another box will appear below this that has a comment box for the
teacher to put any notes regarding the current portion of audio.

User Interface Screens

Portrait - Orientation used for entering text data by the student such as logging into the
application and providing feedback. This is primarily done through the device's touchscreen and
on screen keyboard.

Landscape + Google Cardboard - Orientation used for the VR modules and learning scenarios
of the program. Interaction is done through the Google Cardboard’s in-display cursor which is
powered by the phone's gyroscope. The Google Cardboard button for selection choices. The
phone's microphone to interpret student scenario replies, and recording audio data regarding the
modules. Speakers from the device are also utilized for sound capabilities.

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Storyboards

On device startup, user is prompted to enter school login credentials.

Once successful, the user has access to the device...

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Specific Processing Rules

Before a student can enroll in the VR Language afterschool learning program a student
must meet a variety of requirements. The student must currently be enrolled in an entry level
language class that is present in the ImmerseMe system. Students attempting to enroll in the
Program must also be currently enrolled as students in a high school where the program is being
taught. A student who is willing and able to enroll in the course must first bring a signed waiver
of liability from their parent or legal guardian stating that they understand the potential risks
associated with using VR, that their child will be recorded for the purposes of assessment, and
that the child has not had a history of motion sickness or other serious medical condition. Within
the program, itself only teachers are able to choose the specific modules within ImmerseMe for
the students to complete in the class. After the module has been completed both students and
teachers are presented with a form to evaluate metrics associated with the specific module, to
judge how useful the scenario is to the overall learning experience. Finally, only the teacher

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Analyzing and Designing a System for Virtual Reality in Education

associated with the specific language class is able to listen to the audio recordings of the students
to provide feedback to limit student privacy concerns.

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Analyzing and Designing a System for Virtual Reality in Education

Enterprise Architecture Diagram

Refer to Appendix [C]

Class Model

The class diagram outlined above shows the relation to the varying classes within the
system we will be introducing. With teacher being the primary operating class and selected
module being a sub-class of the IM_Modules system. This module assumes that there are
sufficient teachers for the varying sections of the VR learning program. It also assumes a
maximum class size of 20 students.

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Analyzing and Designing a System for Virtual Reality in Education

References

Initial Project Plan


Alisa, W. (2016, February 11). The Future of VR As Told by Oculus, Google, PlayStation Execs.
Investor’s Business Daily. p. 1.

Chang, P. (2016). Design and Application of Multi-screen VR Technology in the Course of Art
Painting. International Journal of Emerging Technologies In Learning, 11(9), 56-60.
doi:10.3991/ijet.v11i09.6126

Chen, C. J., Toh, S. C., & Ismail, W. M. (2005, Winter). Are Learning Styles Relevant to Virtual
Reality? Journal of Research on Technology in Education, 38(2), 123-141. Retrieved October 24,
2016, from http://files.eric.ed.gov/fulltext/EJ728898.pdf

Dale, E (1969) Audio-Visual Methods in Teaching, 3rd ed.New York, NY: Holt, Rinehart &
Winston, p. 108

Zara, J. (2006). Virtual Reality Course—A Natural Enrichment of Computer Graphics Classes.
Computer Graphics Forum, 25(1), 105-112. doi:10.1111/j.1467-8659.2006.00921.x

Websites

https://nearpod.com

http://www.alchemyvr.com/

http://immersivevreducation.com/

https://developer.leapmotion.com/gallery/world-of-comenius

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Analyzing and Designing a System for Virtual Reality in Education

Final Report
Cardwell, S. (2016, September 09). ImmerseMe: Using Virtual Reality to Learn Languages.
Retrieved November 16, 2016, from Kickstarter,
https://www.kickstarter.com/projects/scottcardwell/immerseme-using-virtual-reality-to-learn-
languages

Costello, P. (1997). Health and Safety Issues associated with Virtual Reality - A Review of
Current Literature. Retrieved November 16, 2016

Glenn, M. (2008, October). The future of higher education: How technology will shape learning.
The Economist. Retrieved from https://www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

Grush, A. (2016, March 23). How to use Google cardboard. Retrieved November 16, 2016, from
How To, http://www.androidauthority.com/how-to-use-google-cardboard-664253/

Heick, T. (2016, April 22). Why virtual reality is so important. Retrieved November 16, 2016,
from teach thought, http://www.teachthought.com/the-future-of-learning/what-is-virtual-reality/

Janssen, Daniela, et al. "Virtual Environments In Higher Education - Immersion As A Key


Construct For Learning 4.0." International Journal of Advanced Corporate Learning 9.2 (2016):
20-26. Business Source Complete. Web. 25 Nov. 2016.

Smith, F. D. (2015, December 28). 5 tech trends that could Supercharge education in 2016.
Retrieved November 16, 2016, from EdTech,
http://www.edtechmagazine.com/higher/article/2015/12/5-tech-trends-could-supercharge-
education-2016

Virtual reality (n.d.). . In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Virtual_reality

Virtual reality educational benefits. Retrieved November 16, 2016, from


http://immersivevreducation.com/virtual-reality-educational-benefits/

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Analyzing and Designing a System for Virtual Reality in Education

Websites
https://chargetech.com/product/portable-battery-dock-charging-station-ps12/
https://vr.google.com/cardboard/manufacturers/
https://www.epsb.ca/media/epsb/schools/goingtoschool/AllSubjBySchoolSep2015AERR.pdf
https://www.amazon.ca/gp/help/customer/display.html/?nodeId=201514440
http://www.bestbuy.ca/en-CA/help/online-policies/hc8136.aspx?NVID=footer;legal;policies;en

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Analyzing and Designing a System for Virtual Reality in Education

Appendix

A - IPP Deliverables

Work Breakdown Structure

Gantt Chart

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Analyzing and Designing a System for Virtual Reality in Education

B - Cost Model

I assume each year the total depreciation for both Google cardboard and smart phones are
$4500. One institution purchases 100 Google cardboards that are matched with 100 android
phones. For convenient calculation, the expected inflation rate each year is set to be 0% and there
is no growth rate involved. I assume 6 years’ implementation time.

● Regular Option: Motorola Moto E 4G LTE 8GB Smartphone - Black - Unlocked -


Online Only
● Premium Option: Huawei P8 Lite Smartphone (ALE-L04), White, Unlocked

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Analyzing and Designing a System for Virtual Reality in Education

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Analyzing and Designing a System for Virtual Reality in Education

C - Enterprise Architecture Diagram

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