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Full-Body Interaction-based Learning Support to Enhance
Immersion in Zoos
Evaluating an Electrodermal Activity Response Support System
Mikihiro Tokuoka
1
, Hiroshi Mizoguchi
1
, Ryohei Egusa
2,3
, Shigenori Inagaki
3
and Fusako Kusunoki
4
1
Department of Mechanical Engineering, Tokyo University of Science, 2641 Yamazaki, Noda-shi, Chiba-ken, Japan
2
JSPS Research Fellow, Tokyo, Japan
3
Graduate School of Human Development and Environment, Kobe University, Hyogo, Japan
4
Department of Computing, Tama Art University, Tokyo, Japan
Keywords: Body Movement, EDA, Kinect Sensor, Learning Support, Virtual, Zoo.
Abstract: We are developing a learning support system for zoos that enables children to learn through body
movements. For children, the zoo is an important place for science education outside of school. However,
learning methods in zoos are mainly limited to observing exhibits and explanations. In addition, when
children want to observe animals that are hiding, they can neither touch nor observe them. Therefore, in this
study, we develop a body-experience-based learning support system that can be applied in zoos. The system
measures the learners’ body movements using a sensor, and provides a sense of immersion in the
environment where animals live by adapting the surroundings based on these movements. In the first stage
of this project, we have developed a prototype that allows learners to jump with animals, and enables
children to efficiently learn animals’ physical characteristics. In this paper, we describe the results of our
experimental evaluation of by measuring physiological responses.
1 INTRODUCTION
Hundreds of millions of visitors worldwide, most of
whom are children, experience zoos each year
(Wagoner, 2010). For these children, the zoo is a
very important place for science learning outside of
the classroom (National Research Council, 2009);
observing and touching animals motivates children
to learn more about the animals and their ecology in
detail (Braund, 2006). However, learning methods in
zoos are mainly limited to observing exhibits and
listening to explanations. Furthermore, children can
neither touch nor observe animals that are hiding,
making it impossible to make contact with the
animals; it is very difficult for children to imagine
the ecology of animals by themselves, which
reduces their motivation to study. To solve these
problems, conventional research has proposed
learning support, including providing video content
and using tablets (Zarzuela, 2013; Webber, 2015;
Tanaka, 2017). However, these studies lack active
mass and children’s experiences; they are far
different from the actual experience of making
contact with animals, presenting a fundamental
problem. Solving these problems requires a system
that enables children to observe animals and have an
authentic experience.
Children think hard while playing (Dau, 1999;
Levin, 1996). When children use gestures and
movements, the learning environment becomes more
natural (Grandhi, 2011; Nielsen, 2004; Villaroman,
2011) and children can retain more of the knowledge
being taught (Edge, 2013; Antle, 2009). Therefore,
we focus on playing while moving the body; by
using body movements, we can provide real
experiences and impart knowledge.
We are developing a learning support system for
zoos that enables children to learn through body
movements. In this system, body movement
information is acquired by a sensor, and the content
operates based on this information. We attempt to
provide realistic experiences of animals that are
more difficult to contact directly. Furthermore, by
reflecting the learners’ body movements in virtual
space as an observation behavior, the learner feels
immersed, and their experience approaches
336
Tokuoka, M., Mizoguchi, H., Egusa, R., Inagaki, S. and Kusunoki, F.
Full-Body Interaction-based Learning Support to Enhance Immersion in Zoos.
DOI: 10.5220/0006768703360341
In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 336-341
ISBN: 978-989-758-291-2
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