A Model and Its Tool to Assist the Scenarization

of VR-oriented Pedagogical Activities

Oussema Mahdi

, Lahcen Oubahssi

, Claudine Piau-Toffolon

and Sebastien Iksal

LIUM Laboratory, EA 4023, UBL, Le Mans University, 72085, Le Mans, France

Keywords: VRLE, TEL, Pedagogical Activity, Learning Scenario.

Abstract: Human learning has become an emerging discipline for virtual reality. In this context, we are interested in

VRLE (virtual reality learning environments), which aims at putting the learner of a pedagogical situation in

a virtual reality environment. We have found in literature that VRLEs are dependent on a particular field or

context and do not allow teachers to define or adapt their models of scenario to new pedagogical situations

they might imagine. To help teachers in designing and generating VRLE adapted to their needs, our approach

aims at defining a process for the design and production of VRLE that can be instantiated in different

pedagogical situations. Our contributions focus on the definition of a scenario’s model and the development

of an editor allowing the specification of scenarios and pedagogical activities based on VR-oriented

pedagogical objects.

1 INTRODUCTION

Virtual Reality (VR) has become a specific

disciplinary field, providing the user with an

exceptional immersive experience. Virtual

Environment (VE), introduced in 1996 (Fuchs, 1996),

is represented by a 3D model of real or imaginary data

that offers ever more efficient interaction and

immersion options (Cazeaux et al., 2005). These

options have a great interest in e-learning by allowing

the creation of original and dynamic pedagogical

situations, detached from the constraints that may

exist in real training like risk, cost, or uncertainty. It

also brings specific advantages such as the

enhancement of situations and the replay. The

learning environments that use virtual reality

techniques are known as VRLE (Virtual Reality

Environments for Human Learning). But designing

and integrating learning situations into a VLRE is

both complex and costly. Difficulties can be

technical, induced by intrinsic interdisciplinary of

VR, as well as cognitive, which are inherited from the

TELs (Technology Enhanced Learning) (Marion et

al., 2009) (Carpentier and Lourdeaux, 2014). So, the

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model of scenario needs to be planned from the

design of the environment where all possible

situations have to be considered and cannot be easily

adapted to new situations. This constraint does not fit

to the teacher-designer’s practices (Goodyear, 2015)

(Hernández-Leo et al., 2017). The literature

developed on this subject is mainly related to

descriptions of VRLEs. These VRLEs depend on a

particular field or context, and they do not allow

teachers to define or adapt easily their models of

scenario to new pedagogical situations they would

like to imagine. This article presents a research work

to propose solutions for helping teachers to design,

reuse and deploy their pedagogical scenarios in

VRLE. Our objective is to offer technical and

methodological solutions that are reusable i.e. that

can be applied to several environments, whatever the

field or the type of task to be completed. This

objective leads us to wonder about the activity of

design and operationalization of pedagogical

scenarios by the teachers in the target VRLE. In other

words, the following questions must be considered:

1) How do we help teachers to express and formalize

their learning situations not dependent on a virtual

Mahdi, O., Oubahssi, L., Piau-Toffolon, C. and Iksal, S.

A Model and Its Tool to Assist the Scenarization of VR-oriented Pedagogical Activities.

DOI: 10.5220/0007761905110518

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 511-518

ISBN: 978-989-758-367-4

511

reality-based environment? Once the pedagogical

needs formalized, how do we operationalize/deploy

them in VRLE by respecting the pedagogical

intentions of teachers and limiting the semantic

losses? 2) What architecture should be used to define

services to reuse/adapt existing 3D environments? 3)

How do we ensure the interoperability of different 3D

environments? 4) How do we overcome the limits of

compatibility of technical components?

As teachers' design practices are iterative and

participatory, reflection taking place before, during

and after the implementation of a pedagogical

situation (Bennett et al., 2017), we propose an

iterative and participatory teacher-centered design

approach. This article is structured in four parts: after

the first section, we present a review of the literature

on some critical aspects of VRLE. Then, we present

our approach based on a VRLE design process, which

includes the modeling of pedagogical situations.

Before concluding, we present a first version of a

prototype of an editor, which embeds our model of

scenario to allow teachers to design and adapt their

pedagogical situations.

2 VRLE: A LITERATURE

REVIEW

In this literature review, we have examined some of

the VRLEs in more details and studied the embedded

scenario’s models in these environments, their

architecture, as well as their design and production

models. We describe the strengths and limitations of

these proposals in relation to the research questions

identified in the previous section.

2.1 VRLEs Design and Production

Models

The process of designing and producing a VRLE

must consider the pedagogical requirements of

teachers in order to answer their needs. The usual

approach is to start with technical considerations

before addressing pedagogical issues. For example,

(Trinh et al., 2010) provide models for the knowledge

explanation for virtual agents populating virtual

environments. This knowledge focuses on the

structure and dynamics of the environment as well as

procedures that teams can perform in this

environment. This makes it possible to ensure the

different semantic constraints in VR: Internal

properties of the spatial object; Spatial relationships

between a set of spatial objects; and Semantic of

spatial interactions (for example, before and after the

state of the spatial tasks).

(Chen et al., 2004) propose a theoretical

framework to guide the VRLEs design. This frame is

divided into two subsets. The first is called “macro-

strategy”. It refers to the overall design of the VRLEs

and involves: a) The identification of learning

objectives (skills, knowledge, etc.) and the

relationship between these objectives; b) The

identification of pedagogical scenarios allowing the

learner to acquire the targeted learning; and c) The

identification of the help provided to the learner

(resource information, tools, etc.) to facilitate the

acquisition of targeted learning.

The second subset is called « micro-strategy ». It

refers to the pedagogical scenarios’ adaptation

according to the type of VRLE that one wishes to

design.

(Chen and Teh, 2013) propose some

improvements of the virtual environment pedagogical

design model proposed in (Chen et al., 2004) This

model allows developing and evaluating in a

formative way the simulations on a non-immersive

virtual system. (Ritz, 2015) provides guidelines for

best practices in integrating immersive virtual reality,

especially Cave Automatic Virtual Environment

(CAVE), into teaching. These guidelines will address

a practical need by informing and supporting

educators in adapting instructional, design to

emerging technology. We note that the proposed

models are not easy to achieve for non-computer

trainers. Also, they don’t allow them to follow the

design process of their own VRLEs. The limitations

of these proposals are related to the difficulty of

implementing their design models and the absence of

inadequacy of defining adaptable and reusable

models by non-computer teachers in different

contexts in order to optimize the design and

production of a VRLE (Marion et al., 2009).

2.2 First Section

Many studies in the field of VRLEs have addressed

the issue of modelling pedagogical situations in

virtual environments. (Marion et al., 2009) propose a

learning scenario model POSEIDON able to integrate

VRLE in the learning process. The authors use a

meta-model that provides an abstract representation

of virtual environments both generic and machine-

readable. POSEIDON objective is to design VR-

oriented pedagogical activities. It describes all the

components of a pedagogical scenario including

activities in a virtual environment. To describe these

activities, each POSEIDON scenario is based on an

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512

explicit business model that is independent of the

learning environment. This model describes both the

characteristics of the virtual environment (entities,

activities, etc.) and the concepts used in learning. The

approach is based on meta-modelling to provide

generic modelling, regardless of the nature or domain

of VRLEs, by using MASCARET (Buche et al.,

2004). MASCARET is a virtual environment meta-

model that provides an abstract representation of the

structure and the domain of environments that allow

the description of pedagogical activities. It uses

different levels of modelling for respectively

describing the concepts of an environment, its

dynamics and the activities that can be implemented

in it. It was also used to ensure the generic side of the

POSVET (Fahim et al., 2016) pedagogical scenario

model, which allows reusing pedagogical scenarios

on different platforms. The main advantage of

POSVET is to allow the adaptation of educational

activities and to offer to learners a control on their

learning. This work aims at adapting the educational

scenario to the learners’ needs but doesn’t offer

solutions for assisting the teachers in their design

process.

(Chen et al., 2004) propose a theoretical

framework which identify four principles of

pedagogical scenarios’ realizations: The conceptual

principle that guides the learner towards the

information he must consider; The principle of

metacognition that guide the learning process; The

procedural principle that indicates how to use the

information available in the VRLEs; The "strategic"

principle that allows the learner to analyse the

learning task or problem to be solved.

According to (Le Corre et al., 2014) an

educational scenario in the VRLEs allows to organize

the training for a pedagogical purpose, however the

scenario is designed for any learner without

considering individualities, which can slow learning.

These authors (Le Corre et al., 2014) identified the

weaknesses of the Intelligent Tutorial System (ITS)

PEGASE for virtual reality learning environments

(Buche et al., 2010) and identified its lack of

connection with the pedagogical scenario, its lack of

modularity and its lack of individualization. To fill

these weaknesses, they proposed an ITS called

CHRYSAOR based on POSEIDON. This new

proposal allows defining an educational scenario as

an example of an environment based on the

environment knowledge representing the domain

model, totally expressed in MASCARET, contrary to

POSEIDON.

(Carpentier and Lourdeaux, 2014) and (Trinh et

al., 2010) propose models based on a centralized and

indirect control of an emerging simulation based on a

learning scenario content model. This model is based

on an environment populated by autonomous virtual

characters and the user is free to act as he wishes. The

learning scenario design is carried out in two steps:

the dynamic objectives are determined from the user's

activity, then a learning scenario is generated by these

objectives and implemented through simulation

adjustments.

Based on These studies, we identified that the

model of scenario must not be planned since the

design of the environment where all possible

situations must have been considered. Previous works

on teacher’s design‘s practices pointed out the limits

of the frameworks proposed in the studies we

examined. In this research work, we aim at proposing

solutions to: Help and support teachers to produce

VRLE adapted to their needs; Help teachers to design,

reuse and deploy their virtual reality oriented

pedagogical scenarios.

2.3 Functional and Technical

Architecture for Producing VRLE

Among the studies that addressed the question of the

functional and technical architecture of VRLE, we

have identified those of (Lanquepin et al., 2013),

which propose a platform called HUMANS (Human

Models based Artificial eNvironments Software).

This platform offers a generic framework designed to

produce personalized virtual environments. It allows

modelling mainly the human system via the virtual

human "AVATAR" which makes it difficult to adapt

it to other environments or pedagogical situations.

The objective of this project is to set up generic and

independent scenario systems, able to create

environments that can be adapted to different

situations in a virtual environment. HUMANS offers

an adaptive scenario approach via its SELDON

module. The SEDLON model is extrinsic, which

means that the scenario is considered as an additional

step in the framing of an existing virtual environment,

and not as an integral part of the design process for

that environment.

The GVT (Generic Virtual Training) project

(Gerbaud et al., 2008) aims at developing a platform

for producing pedagogical activities such as

maintenance procedures. This platform is based on

visual metaphors. This concept is important because

it focuses on interactions with objects using a menu

of icons representing the possible interactions

between the object and the user. The generation of

scenarios describing the sequence of these activities

in a well-defined order is a complicated task in GVT.

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513

For this reason, (Mollet and Arnaldi, 2006) used the

LORA language. This language allows the creation

and edition of scenarios. Each scenario is composed

of steps representing the actions and the links

between them (transitions). GVT distinguishes

between the activity scenario that describes the

procedures to be performed in the environment, and

the pedagogical scenario, which promotes the

reusability of existing scenarios. A limitation of GVT

is that, owing to the industrial context in which the

project is located, it can only be used to learn

procedures (Marion et al., 2009) that are difficult to

adapt for other contexts.

The analysis of these functional and technical

architectures for producing a VRLE has revealed that

they have been developed for specific domains, they

do not address the problems of design (adaptation or

reuse) and operationalization of scenario models

directly by teachers according to their pedagogical

situations.

3 PROPOSAL FOR AN RV

ORIENTED DESIGN PROCESS

In order to help teachers in producing or generating a

VRLE, we propose a methodological solution based

on a design process (Oubahssi et al., 2018) that

includes several steps from the definition of the

learning situation to its operationalization. This

iterative and user-centered process was defined from

existing ones in TEL, and adapted to the specificity

of VRLE (Abedmouleh et al., 2012) (Choquet and

Iksal, 2007) (Oubahssi et al., 2004). In a first step,

teachers express their pedagogical needs. Then they

are led to formalize them according to their learning

situations. The second step of the process consists in

identifying and adapting the 3D environment in

which the formalized scenario and the necessary VR

tools will be instantiated. This is a service that allows

the reuse and adaptation of existing 3D environments

to make them compatible with the situations desired

by the teacher. The third step of the process is to

operationalize scenarios on one or more 3D

environments. The fourth step is dedicated to

simulate and test the generated VRLE. Preceded by a

learning step, the process uses a phase of adaptation

of situations modelled according to the results

obtained. It should be noted that the literature review

allowed us to highlight two observations: on the one

hand, the need for a model of scenario specific to VR-

oriented scenarios, on the other hand, a tool able to

provide the necessary elements for modelling such

pedagogical situations.

As part of this research work, we propose two

contributions for the design phase of the process, a

model and a prototype of an editor of virtual reality

oriented pedagogical scenarios.

4 VR-ORIENTED

PEDAGOGICAL SCENARIO

MODEL

According to (Henri et al., 2007), instructional design

consists in specifying and modelling pedagogical

situations. It is "above all a work of conception of

content, organization of resources, planning of the

activity and mediations to induce and accompany

learning, and orchestration" taking into account the

pedagogical approach followed. According to this

definition, a pedagogical scenario involves the

concepts of roles, resources, activities and

orchestration. It generally describes the pedagogical

objectives in terms of the knowledge or skills that

learners must acquire, the prerequisites that describe

the knowledge or skills that learners must have, the

activities and their sequence, the roles of users

involved in the activities, the tools and resources

needed to carry them out. It is a question of

organizing and structuring the learner's activity,

defining the role of each of the training actors and the

relationship with the tools and resources used. Many

definitions, often associated with the concept of

scenario in its different variations and specifications,

have been proposed in the literature (Pernin and

Lejeune, 2004) (Charlier et al., 2002) (Lefevre, 2009)

(Paquette and Leonard, 2014). Although the

pedagogical scenario makes it possible to structure

the learning context and organize it in the virtual

environment and over time, the pedagogical activity

and the pedagogical object are essential. The first

defines the precise modalities of acquisition,

validation and communication of one or more

knowledge and the second allows these activities to

be carried out (Pernin, 2003). Before presenting our

model of scenario, we will first detail these two

concepts, which are the basis of our model.

4.1 VR-oriented Pedagogical Activity

In the field of VRLE, the pedagogical situation is

considered as a composition of activities realized by

a set of actors in a particular environment. (Marion et

al., 2009) define a virtual reality oriented pedagogical

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activity as the task to be performed by the learner in

the virtual environment (what), described by the

teacher. To that description, the teacher may add

pedagogical information in order to instrument this

task for a specific pedagogical purpose (how)

(Marion et al., 2009). The VRLE is characterized

(notably by (Roussou, 2004)) by two inseparable

elements: immersion in a virtual world and

interaction with modelled 3D objects (pedagogical

objects, avatars). The process of activities is

described in a hierarchical form. In our model (Figure

1), activities can be organized sequentially or in

parallel, and be subject to certain conditions,

depending on the outputs of previous activities

(Barot, 2014). Each activity is characterized by a set

of prerequisites and pedagogical objectives, which

the teacher wants to achieve. Each activity can be

divided into a sequence of actions to ensure the

learner's interaction using different resources to allow

immersion and promote learning. The higher the level

of interaction with the system, the better the learning

is (Frejus and Drouin, 1996). The actions can be

divided into some basic behaviours named Virtual

Behavioural Primitives (VBP). VBPs can be grouped

into four categories (Fuchs et al., 2006)

(Schlemminger et al., 2013): 1) Observe the virtual

world; 2) Navigate in the virtual world; 3) Manipulate

object in the virtual world (allows intercepting actions

on objects in the environment in the form of

manipulation); and 4) Communicate with others users

or with the application (avatar).

Figure 1: VR-Oriented pedagogical activity model.

4.2 VR-oriented Pedagogical Object

In some research works, a pedagogical object is

presented with either the term “pedagogical

resource” or “learning object” (LO) (Pernin, 2003).

Specifically, the IEEE-LTSC (Learning Technology

Standards Committee) working group proposes the

following definition: “A learning object is defined as

any digital or non-digital entity that can be used,

reused or referenced during learning activities...”

(Learning Objects Metadata Working Group, 2001).

The pedagogical object is considered as a set of

information gathered to attain a learning objective.

Typically, it is designed by the teacher and can take

various forms (Pernin, 2003). For our approach, we

are interested in the notion of virtual reality oriented

pedagogical object. A VR-oriented pedagogical

object is presented in the form of a raw object with

educational and technical properties. A raw object,

also called 3D object or graphic object, is a

knowledge acquisition entity. Properties are used to

store values associated with these objects. Some

technical properties are common to all objects (such

as those that govern the position, shape or color of

objects), while others are specific to the object or the

learning domain. For example, a H2O solution can be

used as a pedagogical object. It has educational

properties such as concentration, volume and

vaporization temperature.

As part of our research work, we aim to define a

platform based on the concept of virtual pedagogical

objects. This environment includes rules that describe

the dynamic behaviour of raw objects and their

educational properties. These rules define the value of

the object's properties according to actions taken on

the object or on the environment. For example, a cube

(raw object) should have the technical properties

“weight” as well as “position” and if it is released, it

will fall and become deformed. It can be associated

with educational properties related to gravitation to be

used in a pedagogical context such as a physics

course. The objective of this platform of VR-oriented

pedagogical objects is to ensure their reuse in various

situations regardless of the learning context.

4.3 VR-oriented Pedagogical Scenario

Model

The pedagogical scenario model we proposed has

been designed from the theoretical analysis of the

different existing scenario models in the fields of TEL

and VRLE, and the design of three examples of

different pedagogical situations. Our proposal is

illustrated with an example in section 4.4. One of our

objectives is to develop a VR-oriented pedagogical

scenario editor that embeds our model allowing

teachers to easily design and adapt their situations (in

scenario form) and generate their own VRLE.

A Model and Its Tool to Assist the Scenarization of VR-oriented Pedagogical Activities

515

According to (Marion et al., 2009), a VR-oriented

pedagogical scenario, describes the organization of

activities in a virtual environment, the pedagogical

goals associated with them - in terms of knowledge or

skills -, the prerequisites, the roles of different actors

in the educational situation - whether they are

teachers or learners - and the tools and resources that

are necessary to realize these virtual activities (virtual

objects (raw or pedagogical)). The entities composing

our proposed VR-oriented pedagogical scenario

model are illustrated in figure 2. Our model was

designed using the different concepts necessary to

describe a pedagogical activity in a virtual

environment.

Among the specificities of our proposal, we note

the tools of interaction (VR tools), the types of

interactions (Virtual Behavioural Primitives: VBP)

and the concept of a VR-oriented pedagogical object.

Our proposal is an enhancement of existing models

by a refined description of activities (using the VBP

concept) where learners interact with a device in

order to take into account the specificities induced by

the execution of activities in a virtual environment.

Our approach aims at creating a model that links the

description of the pedagogical activity to the learner's

activity in the virtual environment. The scenario

model must keep its generic and flexible character in

order to be able to be adapted to different contexts for

scenario realization without the need to modify its

description.

Figure 2: VR-oriented pedagogical scenario model.

4.4 Illustrate of the Proposed Model:

Example

To elaborate our scenario model, we designed three

different pedagogical situations. The first

pedagogical situation studied is defined for a physics

teacher who wants to explore the notion of gravitation

and makes the learner understand that the nature of

movement depends on the chosen reference frame.

The second pedagogical situation concerns animal

experimentation (small mammal model) for a biology

teacher. The objective is to offer students an

alternative method based on virtual reality to learn the

correct actions while respecting the rules of ethics

(3R Rule). The third pedagogical situation concerns a

pedagogical activity of "Realization of a volumetric

dosage" for a chemistry teaching. The pedagogical

objective of this situation is "the control of the steps

necessary for the protocol design to determine the

concentration of an unknown solution by volumetric

dosage". We illustrate our proposal with this last

situation. This work is based on the co-design process

presented in section 3 in which the different teachers

participate in the design of the different models of

pedagogical situations through an iterative, user-

centered approach. In order, to facilitate

understanding of the proposal, we will imagine we are

in the following situation: the teacher identified

pedagogical activities that correspond to the

pedagogical objectives. The learner must first choose

the reactants necessary to make the dosage and adjust

the concentration and volumes of solutions. Then,

he/she chooses the material necessary to make the

dosage as well as the individual protective equipment.

The last pedagogical activity is the realization of the

dosage. The first pedagogical activity "Choosing the

appropriate reactants" is illustrated in Table 1.

Table 1: Illustration of the pedagogical activity “Choosing

the appropriate reactants”.

Pedagogical

situation

Realization of a volumetric dosage

Environment

Virtual Chemistry Laboratory

Pedagogical

Activity

Choosing the appropriate reactants

Actions (VBP)

Observe the reactants

Put the pedagogical object

"Reactant NaOH" on the cart

Put the pedagogical object

"Reactant H2O" on the cart

5 A PROTOTYPE OF

SCENARIO’S EDITOR

Once we place the concept in an interactive context,

the instructional pedagogical consists not only in

"modeling a scenario", but also in "setting up the

mechanisms" necessary for the realization of this

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scenario (Barot, 2014). Hence, we have developed a

prototype of a scenario editor that facilitates the

creation of new pedagogical scenarios. The objective

is to allow the creation and adaptation of the different

components of a pedagogical scenario, in particular

the learning environments, pedagogical activities and

their organization. The figure 3 illustrates the main

interface of our editor. First, the teacher starts by

creating a new scenario project. Then, he chooses a

virtual environment adapted to his pedagogical

situation. We note that the adaptation of virtual

environments and virtual learning objects will be

realized on the virtual pedagogical object’s platform.

The main objective of this platform is to propose an

environment composed of rules that describe the

dynamic behavior of raw objects as well as their

pedagogical properties. Having chosen an

environment, the teacher has the possibility to choose

between two types of views (2D or 3D). In the

following steps, objects are selected from the

inventory and placed in the chosen environment.

Figure 3: Definition of the RV actions to be realized in

pedagogical activity.

6 CONCLUSIONS

We presented in this paper our work under progress,

which focuses on the problem of designing and

producing pedagogical situations in VRLE. Based on

the research questions we have formulated above, we

found that in the various existing works: the proposed

VRLE or architecture model depend on a particular

field and context or was not complete enough to assist

the teacher in describing, adapting or reusing a

pedagogical scenario. Our approach aims at

proposing both technical and methodological

solutions to help teachers in their VRLE design

activity. Firstly, we developed a process for designing

and producing a VRLE. In this paper we are

interested in the first part of this process dedicated to

the design of RV-oriented pedagogical situations. We

first sought to provide solutions to structure

pedagogical situations in the form of reusable

scenario models. During this step, we worked in

partnership with pedagogical teams. We modelled the

pedagogical activities and objects described in the

pedagogical situation and proposed a scenario model

and a first version of a prototype of an author tool.

Secondly, we would like to offer experimental tools

and services with functionalities that allow the

integration, reuse and adaptation of virtual reality

oriented pedagogical scenario models in the new

VRLEs. Our current work concerns the development

of additional functionalities for our editor in order to

facilitate the design task of teachers and allow them

to reuse and adapt existing situations. Tests and

experiments are to come in order to test the model and

editor-prototype in various situations and show the

generic character of our approach.

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