Reality-based interaction affecting mental workload in virtual reality mental arithmetic training

ABSTRACT

The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.     

Entry into force of the UN Watercourses Convention: why should it matter?

The United Nations Watercourses Convention entered into force on 17 August 2014, following a long and complex journey that dates back to 1970 when the UN referred the matter to its legal arm, the International Law Commission. This article follows the Convention through that long and turbulent road, examines its main provisions and analyses the reasons for the delay of its entry into force. It concludes by answering the question of why entry into force of the Convention should indeed matter.     

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self‐regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.     

Remote Steering of Self‐Propelling Microcircuits by Modulated Electric Field

The principles and design of “active” self‐propelling particles that can convert energy, move directionally on their own, and perform a certain function is an emerging multidisciplinary research field, with high potential for future technologies. A simple and effective technique is presented for on‐demand steering of self‐propelling microdiodes that move electroosmotically on water surface, while supplied with energy by an external alternating (AC) field. It is demonstrated how one can control remotely the direction of diode locomotion by electronically modifying the applied AC signal. The swimming diodes change their direction of motion when a wave asymmetry (equivalent to a DC offset) is introduced into the signal. The data analysis shows that the ability to control and reverse the direction of motion is a result of the electrostatic torque between the asymmetrically polarized diodes and the ionic charges redistributed in the vessel. This novel principle of electrical signal‐coded steering of active functional devices, such as diodes and microcircuits, can find applications in motile sensors, MEMs, and microrobotics.