WO2023227956A1

WO2023227956A1 - Vr-based learning and content management system

Info

Publication number: WO2023227956A1
Application number: PCT/IB2023/051168
Authority: WO
Inventors: Parisa ASADI VARNOUSFADERANI; Sedigheh AHMADI; Mohammadsaeid HAQSHOAR; Vajiheh NAEM ESFAHAN
Original assignee: Asadi Varnousfaderani Parisa; Ahmadi Sedigheh; Haqshoar Mohammadsaeid; Naem Esfahan Vajiheh
Priority date: 2023-02-09
Filing date: 2023-02-09
Publication date: 2023-11-30

Abstract

VR-based learning and content management system comprises a database module of subject matters as STEM information database, a course management system (CMS) module, a game module and an LMS (assessment) module, and a simulator module, the STEAM information database module is connected with the CMS module and the game module and used for providing data support for the LMS module and the game module. The CMS module is used for COSTOMIZE scene of VR education learning with 2D/3D assets from database module; the game module is connected with the CMS module and is used for setting an interactive game; and the LMS module is respectively connected with the game module and is used for managing the learning of the students, define assignment and obtaining the user assignment score.;

Description

Title of Invention : VR-based learning and content management system

Technical Field

[0001] The VR-based learning and content management system is related to the technical field of Virtual Reality as well as learning and content management systems (LCMS), and particularly is related to a VR-based interactive education system.

Background Art

[0002] Over the past few years, online education has made rapid progress with the development of Internet technology. A vital component of online teaching is the quality of teaching content. For the most part, educational institutions transfer offline content to a digital format such as class courseware, after-class homework, student assessments, and other learning scenarios.

[0003] This process has now gone beyond this simple transition and face-to- face education to enter the metaverses, which is producing new learning environments with ever more realism through the use of video games, 3D environments, and virtual reality for educational purposes.

[0004] At a time when our educational system is constantly questioned for being disconnected from the real world, Virtual worlds, metaverse and 3D virtual environments enable analogical environments and processes to be recreated with a high degree of realism. The affordances of virtual worlds as tools that connect students to the real world through technology are manyfold and go beyond authentic learning. Virtual worlds not only make it possible for students to practice, play and be creative but also enable many different learning styles, with opportunities for “just in time” learning. It is in this context that this technology needs to be leveraged in ways that enable students to become autonomous and aware of learning outcomes, fundamental if they are to be lifelong learners. Virtual worlds are changing the way information is accessed and experienced and the way information is communicated and learned. Although few experiences in higher education contexts have explored in any great depth the potential of virtual worlds in education, good practices - which will probably be the key to future innovation within educational institutions- need to be spread.

[0005] Three-dimensional environments are natural environments for students. Most of the games that they use in their leisure time use this technology and are known as massively multiplayer online role-playing games. They are a genre of role-playing video games in which a very large number of players interact with one another within a virtual game world. We can inspire from these games for creating multi-user virtual environments(MUVEs), for creating interactive educational experiences at different stages of the physical classroom.

Summary of Invention

[0006] The summary of disclosed invention is intended to provide an overview of the subject matter of the invention, and is not intended to identify essential elements or key elements of the subject matter, nor is it intended to be used to determine the scope of the claimed implementations. The proper scope of the present disclosure may be ascertained from the claims set forth below in view of the detailed description below.

[0007] The VR-based learning and content management system, comprises a database module of subject matters as STEM information database, a course management system (CMS) module, a game module and an LMS (assessment) module, and a simulator module.

[0008] the STEAM information database module is connected with the CMS module and the game module and used for providing data support for the LMS module and the game module. The CMS module is used for COSTOMIZE scene of VR education learning with 2D/3D assets from database module; the game module is connected with the CMS module and is used for setting an interactive game; and the LMS module is respectively connected with the game module and is used for managing the learning of the students, define assignment and obtaining the user assignment score. The system is based on experiential education, takes a modular scene as a platform, takes an experience as a center, and adopts virtuality and reality combined live-action teaching, so that students can learn interactively. Brief Description of Drawings

[0009] The figures of the present document are intended to be illustrative, not limiting.

[0010] Fig .1 . illustrates a schematic of the space is the region in which the avatars move and interact.

[0011] Table 1 . Illustrates and introduces a set of important tools developed to enable the content and activities to be displayed.

[0012] Fig.2 illustrates of the architecture of the system and its layers.

[0013] Fig. 3 illustrates an example of hardwares of the system and their interactions.

[0014] Fig. 4 illustrates functions of the teacher in the system.

[0015] Fig. 5 illustrates functions and abilities of the students in the system.

[0016] Fig. 6 illustrates an example of conducting a presentation in natural sciences classroom.

[0017] Fig.7 illustrates an example of a solar system in create VR scenes from a space.

[0018] Description of Embodiments

[0019] The VR-based learning and content management system, comprises a database module of subject matters as STEM information database, a course management system (CMS) module, a game module and an LMS (assessment) module, and a simulator module

[0020] Modular content models

[0021] Content platforms and modular content models are one of the best ways of maximizing not only the value of both content and teams. Content is organized to support streamlined content operations, while increasing the quality and reach of each piece of content.

[0022] Our starter template provides a ready-to-use content model. A content model is a scene, and the kinds of content (or content types) are the pieces can arrange in content model. Teachers can easily use and reuse the content types to create new content model without a developer. A million tiny pieces that can use to build million scenes.

[0023] LMS/CMS/ LCMS module

[0024] Course management system (CMS), designed to manage learning- oriented content and which is not necessarily a software application limited to the web. CMS’s also facilitated the generation of dynamic websites for some types of content. After CMS’s came LMS’s, software applications that can work on both intranet and extranet levels: that is to say, they were developed for internet and make it possible to update and accumulate dynamic content, and also improve the possibilities of collaboration, interaction and communication of the platform users.

[0025] Learning and content management systems (LCMS) have a repository of learning objects, which are stored as a database of the digital content and information and learning objects that make up the lessons, teaching units and courses generated from the learning objects. The LCMS can be defined as a web-based system that uses the web to create, approve, publish, administer and store educational resources and on-line courses.

[0026] STEAM database module

[0027] STEAM database module includes content images, videos, text and VR objects in variety of subjects like:

[0028] Biology, chemistry, physics, mathematics, information and communications technology (IT or ICT), Computer science, economics and other subject matters which are present for elementary schools.

[0029] Game module

[0030] The technology disclose in present document, is a simulation of a space with Multiuser virtual environments (MUVEs) that integrate resources that enable users to communicate, interact and collaborate. Virtual reality makes it possible to interact with three-dimensional worlds in a more natural way: for example, a user can perform actions within a virtual model, travel, move, walk through it or lift things and thus experience situations that resemble the real world. [0031] The game can play individual or in group. For each individual project, students must work independently, while for groups, each student has access to some part of a space which is referred to as island hereinafter in this document, which they play as a conquest game and do the missions in each island until a group mission is completed. By doing the projects, students can win the points.

[0032] Game module components

[0033] 3D spaces

[0034] The space is the region (virtually physical) in which the avatars move and interact as forest, underwater, space, inside body of human and etc.

[0035] 2D/3D OBJECTS

[0036] 3D objects set of important tools have been developed that enable the content and activities to be displayed in a 3D context, about all the situations in which they are immersed within this “invented” digital world so that it can be active, participatory and dynamic. All this is possible only when the environment has the appropriate symbols and tools that enable them to interact and “live” in this simulated world.

[0037] The interaction of users shown in the table 2 with corresponding schemes, and performs as following:

[0038] For each region there is one map that shows where the related 3D object can be found. The virtual space that can be built by users, and the number of prims created in this platform, are both unlimited. Users can build their own virtual space with an almost unlimited number of objects with which to interact. There are two motion controllers’ bottoms:

• Right Trigger - Used move in the space.

• Left Trigger -Used to see space from avatar view/bird view/ Navigate around your model at any scale.

[0039] Teacher message and videos uploaded as presentations in the 3D environment. This part is accessible with click on blackboard icon in the right. The presenter also represents the activity of student have to do. [0040] Customizable user interfaces are needed to allow students to interact with the environment in different conditions, such as sunny or rainy days and normal or rainy nights. This part provides multiple user interfaces that are customizable and provide the basic functions that are needed by both users and administrators

[0041] In the 3D environment, the students are represented by avatars which, in general, simulate human figures that all have the same image and same physical structure. These avatars are the students’ eyes and hands.

[0042] The presence in this phase of a teacher or tutor who can move around the virtual environment with ease is fundamental if orientation problems that may lead to a loss of motivation ar to be solved.

[0043] Layer architecture

[0044] As shown in the Fig. 2 The data layer stores the data of the system and the users.

[0045] The logic layer executes the functions and operations requested by the user, processes the information and sends the responses after the process. This layer communicates with the presentation layer to receive applications and present results, and with the data access layer to store and retrieve data.

[0046] The presentation layer is the user’s interface: it is responsible for the system interacting with the user and vice versa, it shows the system to the user, it presents information to the user and obtains information from the user

[0047] Mechanism of game

[0048] The environment allows for tutorials, feedback and student evaluation. The students and the groups are able to speak, act, create and review their actions in order to be able to solve the problems that they are faced with. They must be able to take decisions in real time

[0049] Therefore, a variety of mechanisms (walk, run, call , speak, reaction, etc.) are designed to fulfil the objectives of human beings.

[0050] In addition of actor-actor mechanism there is an actor-object relationship provides information about objects and allows students to internalize the objects for complete their assignment by clicking, lifting or adding in their dashboard.

[0051 ] Referring to the drawings, Fig. 3 shows an example hardware arrangement in a preferred embodiment of the present invention and referred to as VR-based learning and content management system. In the embodiment shown in FIG. , system comprises at least one VR headset(10), such as Oculus Rift, HTC Vive, or PlayStation VR, one high-performance computer(12) with a fast processor and graphics card, such as Nvidia or AMD, to run the VR software, one controllers or handheld devices(14), such as Oculus Touch or HTC Vive controllers, for user interaction in the virtual environment, a high-speed internet connection^ 6) for online learning and communication and one audio output devices, such as headphones or speakers, for immersive sound experiences.

[0052] Simulator module

[0053] Virtual scenarios make it possible to match the range of teaching proposals, various degree courses and the years in which they are taught. However, we have the simulator to analyzing different scenarios and finding just one which can be adapted base on class time. Controlling times of each assignment is fundamental of the simulator. Educational proposals that are spread over longer times should not really need to incorporate a period of adaptation to the simulation program.

[0054] Sipot components

[0055] Sipot has two main components:

[0056] The client (and the client of client), which is a software application consisting of a window or interface by which the user navigates through a three-dimensional space. This interface also enables the user to make searches, view maps, manage the content, communicate by chat, configure and personalize the interface, and administer students.

[0057] The server, which is the software application that communicates with the client by accepting requests and sending responses. The server application is connected to one or more databases in which all the user’s assets and the inventory content are stored. It has three operation modes: [0058] Clients authenticate themselves to the server before they are teleported to the virtual world. The server has all the basic services integrated into an executable image that dynamically invokes libraries. Server has a range of specific services: User, Grid, Asset, Messaging. The authentication service is responsible for managing the users who connect to the grid. The grid service understands the general layout of the grid including the Internet addresses associated to each region. A grid consists of regions and includes everybody. The assets service manages all the assets (basic space, maps, audio files, terrain geometry) in the regions. The inventory server administrates the goods that are linked to a particular agent, in such a way that when users authenticate themselves as agents, they are automatically linked to a set of assignment or part of space. The messaging service is responsible for the text chat.

[0059] External cameras for room-scale VR setup

[0060] Type of users

[0061 ] The platform provides for three kinds of users:

[0062] Administrators.

[0063] The teacher

[0064] Teachers control the access of any avatar and virtual world within the platform, create new objects, program and extend the base functionality by generating new software modules. They also can control their student groups through the stored logs and manage the educational materials, allowing teachers to use (and eventually create) in-world objects with a given functionality. These new objects can also be modified and extended by other teachers, evolving according to the users’ (teachers’) needs, and so on.

[0065] The teacher This section describes the decisions that are the responsibility of the teacher during the process. The functions, abilities and responsibilities of teacher in the system has been shown in Fig. 4 and the stages described in the Fig. 4 should be followed

[0066] Before the class: [0067] Planning, the tasks are planned and the roles of each of the students assigned. It includes:

• Select the context,

• Select the content,

• Definition of the specific domains in each content,

• Use simulator for time managing and optimizing.

[0068] In class:

• Information and Instruction: the tutor access to a whiteboard and voice to explains the 3D program to the students

• Monitoring/controlling. both teachers and students are internalizing the participation competences. In this platform, the educators have the control of the avatars connected, their actions, and which kind of task they can do.

• Evaluation, analyses the various projects carried out during the course and evaluates the participatory processes that have taken place and the learning and competences acquired.

[0069] The student

[0070] They can access the educational material uploaded through the web portal by the educators, and solve the assignment proposed through the virtual world. Here presents the sequence that the student has to follow in order to carry out the project successfully. The Fig. 5 shows the abilities and functions of the students in the system.

[0071] Registration: The platform can be accessed only by registered users including names and passwords) to the educators in charge. Therefore, the teachers can control student access to the platform and monitor their behavior.

[0072] Customizing avatar: the system administrator provides a set of predefined avatars

[0073] Diagnosis tests: However, there can be problems with the system performance when the number of prims and programs running in the VW grows too quickly. This can be managed using the grid-based configuration of the platform. [0074] Example

[0075] The following illustrative examples are representative of embodiments of the software applications, systems, and methods described herein and are not meant to be limiting in any way.

[0076] Example 1

[0077] Conducting a Presentation in natural sciences Classroom.

[0078] A teacher is interested in providing her students with a more in-depth view of prehistoric earth. She/he can create VR scenes from a jungle scene containing average wildlife and vegetation from that era to conduct a VR tour. In the VR tour, she is able to point to specific VR objects, in this case a specific plant or animal, to quiz students on those objects as shown in the Fig.6. By interacting with and selecting a specific object, she is able to display attributes and statistics on the object.

[0079] Example 2

A teacher is interested in providing her students with a more in-depth view of the solar system. She/he can create VR scenes from a space where the class lands on their tour of the solar system and containing average of planet. Student start to continue their search for the token which teacher has hided. Players can click on the places in the solar system to fly to and land on. There is a map, the player searching for the Token, which will give the player a clue of which planet it's on. Teacher also does her report in a presenter. A sample of the environment has been shown in the Fig. 7.

Claims

[Claim 1] VR-based learning and content management system, comprising: a database module of subject matters includes content images, videos, text and virtual reality objects in variety of subjects, a course management system (CMS) module to manage learning-oriented content, a game module which is a simulation of a space with Multiuser virtual environments (MUVEs) that integrate resources that enable users to communicate, interact and collaborate, an LMS (assessment) module software that can work on both intranet and extranet levels, in which a software application consisting of a window or interface by which the avatar of user navigates through a three-dimensional space and a server application which is connected to one or more databases in which all the user’s assets and the inventory content are stored, stores the data of the system and the users. a set of hardwares comprising at least one VR headset (10) for any of users to experience in the virtual environments as an avatar, a high-performance computer(12), a controllers or handheld devices (14), an internet connection (16) for online learning and communication; and one audio output devices, for immersive sound experiences.

[Claim 2] VR-based learning of claim 1 ; wherein course management system (CMS) is a web-based system that uses the web to create, approve, publish, administer and store educational resources.

[Claim 3] VR-based learning of claim 1 ; wherein the game module components are:

3D spaces in which the avatars of users move and interact, 2D/3D objects which enable the content and activities to be displayed in a 3D context,

At least two motion controllers’ bottoms for moving in the space and viewing the space from different views.

[Claim 4] VR-based learning of claim 1 , wherein the system allows for tutorials, feedback and student evaluation in which the users are able to speak, act, create and review their actions in order to be able to solve the problems that they are faced with.

[Claim 5] VR-based learning of claim 1 , further comprising simulator module in which analyses different scenarios and finds just one which can be adapted base on class time.

[Claim 6] VR-based learning of claim 1 and 5, wherein simulator module controls times of assignment of users.

[Claim 7] VR-based learning of claim 1 , wherein architecture of the layers of the system includes: the data layer which stores the data of the system and the users, the logic layer executes the functions and operations requested by the user, processes the information and sends the responses after the process, the presentation layer which is the user’s interface and it is responsible for the system interacting with the user and vice versa and shows the system to the user, presents information to the user and obtains information from the user.