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Browsing by Author "Abdinejad, Maryam"

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    Developing a simple and cost-effective markerless augmented reality tool for chemistry education
    (2021) Qorbani, Sam; Abdinejad, Maryam; Ferrag, Celia; Dalili, Shadi
    Traditional visualization methods have a limited capacity to enhance students’ understanding of 3D molecular structure and reactivity. Studies have shown that 3D visualization tools can play an essential role in improving students’ learning. Augmented reality (AR) is a technology that merges virtual objects with real-world images seamlessly. We have previously developed a “marker-based” AR app (ARchemy) for Android devices to help students visualize molecular structures in 3D. Using recent technological advancements, to avoid the limitation of using a printed marker, we have successfully developed a simple and low-cost “markerless” AR app, which can be used for both Android and iOS devices. Students who used the AR app saw a significant increase in understanding of the complexity of molecular structures compared to those who used traditional molecular modeling kits. This unique technology will not only help teachers create more interactive and engaging lessons but also benefit students by making it more accessible and cost-effective to access the resources from any place and at any time.
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    Higher-order thinking skills assessment in 3D virtual learning environments using motifs and expert data
    (2023) Qorbani, Sam; Nowlan, Nuket; Arya, Ali; Abdinejad, Maryam
    The research reported in this paper addresses the problem of assessing higher-order thinking skills, such as reflective and creative thinking, within the context of virtual learning environments. Assessment of these skills requires process-based observations and evaluation, as the output-based methods have been found to be insufficient. Virtual learning environments offer a wealth of data on the process, which makes them good candidates for process-based evaluation, but the existing assessment methods in these environments have shortcomings, such as reliance on large data sets, inability to offer specific feedback on actions, and the lack of consideration for how actions are integrated into bigger tasks. Demonstrating and confirming the ability of three-dimensional virtual learning environments to work with process metrics for assessment, we propose and evaluate the use of motifs as an assessment tool. Motifs are short and meaningful combination of metrics. Combining time-ordered motifs with a similarity analysis between expert and learner data, our proposed approach can potentially offer feedback on specific actions that the learner takes, as opposed to single output-based feedback. It can do so without the use of large training datasets due to reliance on expert data and similarity analysis. Through a user study, we found out that such a motif-based approach can be effective in the assessment of higher-order thinking skills while addressing the identified shortcomings of previous work. We also address the limited research on similarity-based analysis methods, compare their effectiveness, and show that utilizing different similarity measures for different tasks may be a more effective approach. Our proposed method facilitates and encourages the involvement of instructors and course designers through the definition of motifs and expert problem-solving paths.
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    Improving accessibility of elevation control in an immersive virtual environment
    (2022) Qorbani, Sam; Abdinejad, Maryam; Arya, Ali; Joslin, Chris
    Despite the advances made in Virtual Reality (VR) technology, the design of VR experiences lacks sufficient focus on accessibility and inclusion as the primary requirements. These are especially important for STEM education, where engaging in experiential activities is essential. This study was conducted to investigate accessibility considerations in the design and development of Immersive VR (IVR) learning spaces for wheelchair users. The specific research question is: How can we make a VR system easier to interact with for wheelchair users needing vertical movement? A user study with thirty (30) participants in three groups was conducted: Group A (the control group, non-wheelchair users) who used natural body movement to interact with the environment, Group B (verification group, non-wheelchair users) who used software controls for accessibility, and Group C (wheelchair users) who used the same software accessibility feature. The results indicate that the accessibility feature enabled wheelchair users to complete the tasks requiring raising or lowering of the body, with almost similar levels of completion rate and accuracy.
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    ScienceVR: a virtual reality framework for STEM education, simulation and assessment
    (2021) Qorbani, Sam; Arya, Ali; Nowlan, Nuket; Abdinejad, Maryam
    This paper addresses the use of Virtual Reality (VR) in Science, Technology, Engineering, and Math (STEM) education. There are limited studies investigating the proper design and effectiveness of VR in STEM education, and current VR frameworks and applications lack explicit links to the established learning theories and assessment mechanisms to evaluate learning outcomes. We present ScienceVR, an educational virtual reality design framework, illustrated through a science laboratory prototype, to bridge some of the gaps identified in the design and development of a VR environment for learning. We established design guidelines and implemented an in-app data collection system to measure users’ learning, performance, and task completion rate. Our evaluation using ANOVA and other non-parametric methods with 36 participants in three groups: immersive VR (IVR), desktop VR(DVR), and 2D indicated improved usability and learning outcomes for the IVR group. Task completion rate in the IVR group was higher (68% compared to DVR with 50%). For memorability, the IVR condition performed better than DVR while for learnability, IVR&DVR performed significantly better than 2D. IVR group has performed better and faster with more accuracy compared to the DVR group in completing the tasks.
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    Student perceptions using augmented reality and 3D visualization technologies in chemistry education
    (2021) Qorbani, Sam; Abdinejad, Maryam; Talaie, Borzu; Dalili, Shadi
    Visualizing molecular conformations and complex compound structures and chemical transformations in 3D is one of the most difficult tasks for undergraduate chemistry students. Modern computational technologies have revolutionized every aspect of our lives, including education. As a result, many researchers and educators are working on enhancing student learning and improving construction of knowledge by employing technologies that better illustrate theoretical concepts, such as the visualization of molecular geometry in chemistry. Here, to aid students in understanding molecular structures and chemical reaction mechanisms at the molecular level, we initially developed several 3D animations of fundamental chemical transformations aimed at organic chemistry courses for second- and third-year undergraduate level. These animations became the basis for the 3D augmented reality tool called ARchemy. A comprehensive survey was conducted to gather student feedback on the effectiveness of these tools and their perception of the subject matter using these technologies, which will be presented in this project.