Author Archives: Stephen Petrina

Congratulations Jennifer Jing Zhao!

Congratulations Jennifer Jing Zhao, for a successful defence and completion of the PhD program!

Tuesday September 24, 2019, 4:00 pm
Room 200 of the Graduate Student Centre (6371 Crescent Road)

Design of a 3D Virtual Learning Environment for Acquisition of Cultural Competence in Nurse Education: Experiences of Nursing and Other Health Care Students, Instructors, and Instructional Designers

ABSTRACT: This study investigates how a 3D virtual world or learning environment facilitates nursing and other health care students’ acquisition of cultural competence. The study specifically explores the experience of students, instructors, and instructional designers in a 3D virtual learning environment designed specifically for this research. The research questions are: 1) What are the experiences of instructional designers and instructors in a simulated immersive learning environment of a 3D virtual world for the acquisition of cultural competence for students in nursing and other health related fields? 2) What are the experiences of students in a simulated immersive learning environment of a 3D virtual world for the acquisition of cultural competence? The design of the 3D world and analysis of data draw on a framework based on Deweyan and Confucian theories of experience. The theoretical framework suggests that learning is best supported through affordances for continuity and interaction, which are essential when designing, integrating, and evaluating simulation and immersion in 3D virtual worlds. Design-based research (DBR) and user experience (UX) methodologies are employed to explore the experience of students, instructors, and other participants. A taxonomy of experience (ToE) established by Coxon (2007) guides qualitative data collection and analysis in this study. Users’ data were distilled through nine steps to help experiences to be “seen” and to make abstract concepts comprehensible and visible. The findings include seven themes distilled from the data: Simulation for 3D learning environments is best: 1) grounded in real-world contexts; 2) shaped through holistic design; 3) designed for embodiment; 4) designed for interactivity; and 5) designed for continuous experience; 6) 3D learning environments should take the complexity of the technical interface into account; and 7) Design for the acquisition of cultural competence should take the users’ experience and knowledge into account. Implications include: 1) Conceptualization of “designer as host” and hospitality through Chinese understandings of guest-host relations; 2) Consideration of virtual experience overlooked within Deweyan and Confucian pragmatism.

EXAMINING COMMITTEE

Chair:
Prof Guofang Li (Language and Literacy Education)
Supervisory Committee:
Prof Stephen Petrina, Research Supervisor
Prof Hsiao-Cheng Sandrine Han
Prof Francis Feng
University Examiners:
Prof Marlene Asselin
Prof Samson Nashon

Invitation to Mirela Gutica’s PhD Defense

DESIGNING EDUCATIONAL GAMES AND ADVANCED LEARNING TECHNOLOGIES:
AN IDENTIFICATION OF EMOTIONS FOR MODELING PEDAGOGICAL AND ADAPTIVE EMOTIONAL AGENTS

by
Mirela Gutica

Abstract: Emotional, cognitive, and motivational processes are dynamic and influence each other during learning. The goal of this dissertation is to gain a better understanding of emotion interaction in order to design Advanced Learning Technologies (ALTs) and Intelligent Tutoring Systems (ITSs) that adapt to emotional needs. In order for ITSs to recognize and respond to affective states, the system needs to have knowledge of learners’ behaviors and states. Based on emotion frameworks in affective computing and education, this study responds to this need by providing an in-depth analysis of students’ affective states during learning with an educational mathematics game for grade 5-7 (Heroes of Math Island) specifically designed for this research study and based on principles of instructional and game design.

The mixed methodology research design had two components: (1) a quasi-experimental study and (2) affect analysis. The quasi-experimental study included pretest, intervention (gameplay), and posttest, followed by a post-questionnaire and interview. Affect analysis involved the process of identifying what emotions should be observed, and video annotations by trained judges.

The study contributes to related research by: (1) reviewing sets of emotions important for learning derived from literature and pilot studies; (2) analyzing inter-judge agreement both aggregated and over individual students to gain a better understanding of how individual differences in expression affect emotion recognition; (3) examining in detail what and how many emotions actually occur or are expressed in the standard 20-second interval; (4) designing a standard method including a protocol and an instrument for trained judges; and (5) offering an in-depth exploration of the students’ subjective reactions with respect to gameplay and the mathematics content. This study analyzes and proposes an original set of emotions derived from literature and observations during gameplay. The most relevant emotions identified were boredom, confidence, confusion/hesitancy, delight/pleasure, disappointment / displeasure, engaged concentration, and frustration. Further research on this set is recommended for design of ALTs or ITSs that motivate students and respond to their cognitive and emotional needs. The methodological protocol developed to label and analyze emotions should be evaluated and tested in future studies.

Defense:
When: March 17, 2014 @ 9:00 am
Where: Faculty of Graduate and Postdoctoral Studies, UBC

STEM 2014 conference Call for Papers #stem #education #yteubc

The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014.  The Call for Papers is posted below and the submission deadline is December 9, 2013.

We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website.  Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.

CALL FOR PAPERS

STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada

STEM Education and Our Planet:
Making Connections Across Contexts

 The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

The conference will create opportunities for sharing:

  • information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
  • effective STEM pedagogical practices and strategies in and across a variety of education settings;
  • the most contemporary STEM research initiatives and their outcomes;
  • professional development approaches for STEM educators in a range of educational contexts;
  • experiences and networking between participants from across the globe.

Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver.  Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca.  Call for Papers closes December 9, 2013.

We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases.  Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:

  • Innovation in STEM Research
  • Innovative Resources for STEM Education
  • Transformation in Educational Practices through STEM
  • Sustainability Education and STEM
  • Interdisciplinary Approaches to Popular Science Education
  • Life-long learning in STEM
  • STEM learning in and across formal and informal contexts
  • Curriculum Theory and Development in STEM
  • Educational Philosophy and Theory about STEM
  • Educational Policy, Leadership and Management for STEM
  • Rural Education and STEM
  • Special Education and STEM
  • Educational Technology in STEM
  • Teacher Education and Professional Development in STEM
  • Design and Technology Education
  • Science Fiction and STEM Education
  • Disasters and STEM Education
  • Other related STEM topics will also be considered

Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.

STEM 2014 conference Call for Papers


The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014.  The Call for Papers is posted below and the submission deadline is December 9, 2013.

We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website.  Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.

CALL FOR PAPERS

STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada

STEM Education and Our Planet:
Making Connections Across Contexts

 The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

The conference will create opportunities for sharing:

  • information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
  • effective STEM pedagogical practices and strategies in and across a variety of education settings;
  • the most contemporary STEM research initiatives and their outcomes;
  • professional development approaches for STEM educators in a range of educational contexts;
  • experiences and networking between participants from across the globe.

Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver.  Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca.  Call for Papers closes December 9, 2013.

We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases.  Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:

  • Innovation in STEM Research
  • Innovative Resources for STEM Education
  • Transformation in Educational Practices through STEM
  • Sustainability Education and STEM
  • Interdisciplinary Approaches to Popular Science Education
  • Life-long learning in STEM
  • STEM learning in and across formal and informal contexts
  • Curriculum Theory and Development in STEM
  • Educational Philosophy and Theory about STEM
  • Educational Policy, Leadership and Management for STEM
  • Rural Education and STEM
  • Special Education and STEM
  • Educational Technology in STEM
  • Teacher Education and Professional Development in STEM
  • Design and Technology Education
  • Science Fiction and STEM Education
  • Disasters and STEM Education
  • Other related STEM topics will also be considered

Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.

Video Gaming in the Classroom: Insights and Ideas from Teenage Students by Peter Halim

Peter and research participants in focus group

Congratulations to Peter Halim for successfully defending his thesis titled “Video Gaming in the Classroom: Insights and Ideas from Teenage Students”! Peter made the minor edits and closed his MA program, meaning that he will graduate in November. The thesis can be downloaded from the CIRCLE database.

 

VIDEO GAMING IN THE CLASSROOM: INSIGHTS AND IDEAS FROM TEENAGE STUDENTS

Peter Halim

For this research, four high school aged teenagers participated in an intensive one week video gaming camp, at which time they articulated their attitudes and ideas about mainstream video games and their place in education. The purpose was to explore strategies for utilizing mainstream commercial video games for educative purposes in the classroom. The participants’ insights along with observations made on their interaction with video games were analyzed through Rogers’ Diffusion of Innovation and the General Aggression Model. In summary, the participants, more or less experts in gaming, enjoyed video games and described them as one of their favourite activities. Furthermore, it was found that video games played both a positive and negative role in the participants’ lives. For example, all participants seemed to have developed healthy values and relationships directly through playing video games during their pre-adolescent years. Conversely, their responses also indicated that they experienced limits to video games and did not see innovation from market and home to school as a smooth, trivial process. Rather, they provided key insights into aligning specific games with specific content, curriculum, and courses. The participants’ insights suggest that the use of mainstream video games for learning will most likely continue to be a fringe strategy implemented by individual teachers who actively discern the educational uses of video games. Game and gaming literacies are among the most recent entries into new literacies research. This thesis contributes to this research by exploring teenagers’ ideas about gaming in the classroom. In conclusion, this study finds that mainstream video games have potential to be effectively used as learning strategies in the classroom in the future pending on continued progress and interest in this endeavor.

Designing Immersive Language Learning Environments in Virtual Worlds by Yifei Wang

Congratulations Yifei Wang, who successfully defended her PhD dissertation, “Designing Immersive Language Learning Environments in Virtual Worlds.” Yifei’s defence on 11 December was textbook perfect, in both presentation and response to questions from the Examination Committee and External Examiner. Minor revisions were completed and submitted, and Yifei is now Dr. Wang! The dissertation research involves a sophisticated design and analysis of an immersive learning environment.

ABSTRACT

DESIGNING IMMERSIVE LANGUAGE LEARNING ENVIRONMENTS IN VIRTUAL WORLDS

by
Yifei Wang

During the past decade, there has been increasing attention to second/foreign language teaching and learning in virtual worlds. The purpose of this study was to explore affordances of a 3D virtual world platform designed as an immersive language teaching and learning environment.

Focusing on designing virtual worlds as a catalyst for change, three design phases (development of artifact, low fidelity prototyping, and high fidelity prototyping) were detailed and documented in this study. Nineteen students from a pre-service teacher cohort, two technicians and eight language learners from high schools in Vancouver as well as eighty language learners from universities in China were involved in this study; participants were asked to immerse themselves in the virtual language learning environment designed for the study. Participants’ interactions in the virtual world were videotaped and avatar interactions were recorded.

Group discussions, observations, suvey questionnaires and the video-stimulated post interaction interviews provided complementary data for understanding affordances of virtual worlds in designing immersive second/foreign language learning curriculum. Analysis of the feasibility study, low fidelity design, and high fidelity design suggested a more robust design for immerisve virtual language learning environments. Three design cycles revealed primary design factors of immersive second/foreign language learning in virtual worlds (embodied avatar, co-presence, and simulation) and their relative significance in the process of learners’ meaning-making and knowledge construction.

Findings showed that embodiment through an embodied avatar, community of practice through co-presence, and situated learning through simulation had a greater impact on the immersive virtual learning design. Building on a theoretical framework of embodied mind, situated learning and distributed cognition, this study documented features of learning theories key to language learning curriculum design in virtual worlds.

The findings and techniques resulting from this study will help designers and researchers improve second/foreign language curriculum design in virtual worlds. It also prompts designers and researchers to achieve a better understanding of how virtual worlds can be redesigned by rethinking learning theories. The refinement of design-based research stages into low and high fidelity prototyping provides researchers with empirically tested and nuanced understandings of the design process.

10 Paradoxes of Technology

Andrew Feenberg tells that most of our ideas about technology are… wrong!

He questions the counter-intuitive nature of what we know about technology and points out that paradox may very well be intrinsic to technology. He distinguishes ten technological paradoxes, in the hopes they will cease being paradoxical and become the new common sense. Paradoxically, however, when we come to the crossroads of “true and false” understandings of technology, we have to “go both ways” so we are better equipped to control the consequences of our actions as human powers increase through technology.

Here are some of my notes and reflections on Dr. Feenberg’s talk:

1. Paradox of the parts and the whole

We fail to realize the dependence of the parts upon the complex whole to which they belong. To put it another way, technology does not have meaning without relationships, environment and context. To put it yet another way, consider Heidegger’s puzzling question whether birds fly because they have wings or have wings because they fly? Humans can no more abandon technological development than birds can abandon flight.

2. Paradox of the obvious

What is most obvious about technology is also what is most hidden. For example, fish do not know they are wet as they are so perfectly adapted for the niche environment they exist in; neither do humans think much about the air we breathe; neither do we think very carefully about the technologies we take for granted. When we watch a movie, we lose sight of the screen as a screen, just as we have many experiences of technology in which the obvious withdraws from view.

3. Paradox of the origin

Behind everything technological there is a forgotten history. Technologies seem to be disconnected from their past as they appear self-sufficient in their everyday functioning. We have little idea where technologies come from, how they developed, what decisions were made to determine unique features, etc. Consider the lighted exit signs in a theatre: we see the glowing letters, but we are blind to the story behind their origin.

4. Paradox of the frame

Efficiency does not explain success; success explains efficiency. While all technologies must be more or less efficient, what explains why specific technologies are present in our milieu technique (chosen from among many possible alternatives)?

5. Paradox of action

Feenberg applies the Newtonian reciprocity of action and reaction to human/technology behaviour to find that: in acting, we become the object of action. This is the illusion of technique that blinds us to three paradoxes of technical action: 1) causal side effects of technology; 2) changes in the meaning of our worlds; and 3) transformation of our identities.

6. Paradox of the means

The means are already the end. Obviously means and ends are related, but Feenberg’s point is that they are “one and the same” over a wide range of technologies. Possession of the means is an end in itself because identity is at stake in human relations to technology: the technologies we own symbolize the kind of people we are and social status is in part determined by the technologies we use.

7. Paradox of complexity

Simplification complicates! As technology is already decontextualized (separate from its natural connections and conditions), recontextualization is not always successful. Awareness of context is a matter of concern as there are all-too-many examples where the decontextualizing and recontextualizing processes of technical objects result in unexpected problems. Technologies suitably adapted to one world may consequentially disrupt another world.

8. Paradox of value and fact

While it may appear that technical knowledge (fact, truth) and everyday experience (values, desires) interact separately, Feenberg finds them to be complimentary. Values are not opposite of fact: values are the facts of the future. This overall dynamic of technological value and fact completes the paradox of action: “what goes around comes around”.

9. Paradox of democracy

Society and technology are co-constituted in an “entangled hierarchy”. Society and technology cannot be understood in isolation from each other because neither has a stable identity nor separate form. Consider Escher’s self-drawing hands (where each hand is drawing the other).

10. Paradox of conquest

Feenberg’s paradox of conquest can be succinctly stated by F. Scott Fitzgerald’s, “the victor belongs to the spoils”. Technologies enable society to conquer, exploit and oppress nature (and other beings), but paradoxically, these actions often come back to haunt a society despoiled by its own violent assault (pollution, environmental toxins, etc.)

Now is the time for radical change in our understanding of technology!

View Dr. Feenberg’s talk online: https://www.youtube.com/watch?v=-HzJ_Jkqa2Q

Designerly Ways of Theorizing

Here’s an attempt to visually theorize designerly learning environments as dynamically assembling in-interaction-with ways of knowing as doing as being as having as playing as emoting as worlding as ? (a wildcard to expand the space of the possible). Definitions are in development for the thoughtfully selected gerunds, which I believe represent the most important elements to attend to in designing learning environments.

Where’s teaching? It’s the innovative pedagogical practice of the theoretical diagram you are looking upon.

What’s learning? Learning is adaptation, assemblage or growth along a trajectory of participation that is recursively and radically in relation to knowing as doing as being as having as playing as emoting as worlding as ?-ing within a rich reality, complex and techno-cultural system.

Why discourses of power and labour? It is important to consider how designerly learning environments are created and perpetuated through discourses of power and labour (refer to the green arrows) as mediated by subjects, objects and artifacts, in-interaction-with ways of knowing, being, having, playing, emoting, worlding and ?-ing…

Questions?

The Amazing Machine

OK Go: This Too Shall Pass. Rube Goldberg Machine version. Check it out!!

https://www.youtube.com/watch?v=qybUFnY7Y8w&feature=youtube

 

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Freedom Lies

There was a young man who said, “Damn.
I begin to perceive that I am
A creature that moves
In determinate grooves.
I’m not even a bus, I’m a
tram.”

There was an old man who said, “Cuss
I must choose between better and wuss.
By rulings of Fate,
I must keep myself straight.
I’m not even a tram, I’m a
bus.”

One of my favorite old limericks. From the tram’s perspective, the bus appears “free”. But from the view of the bus, the innocence of the tram appears blessed with “freedom”. Like the bus and tram’s distorted thoughts of being free, people often imagine that freedom is coming around the next corner, once we accomplish “this” or once we take care of “that”. We stop living in anticipation for the freedom we’ll have once we’ve figured out our personal problems, paid off all our debts, finished our schooling and are finally caught up on life at large – as if one oh so desirable day we will finally be free and happy to just be. Wrong! How you live each and every day is how you live your life. Don’t wait to “be free” cuz life will pass you right on by.