One of the classes offered in the School of Information Technology and Computing is called CS 330: Human-Computer Interaction, a subject that has sparked much interest because of the intriguing and applicable content. Human-Computer Interaction is a combination of computer science, digital media, psychology, and neuroscience. Dr. James Prather, the professor for the class, sums it up by saying, “It’s about understanding how humans perceive and interact with the world and using that knowledge to make better and more natural user interfaces for our technology.” Although there are two upper-level electives on this topic, HCI 1 and HCI 2, many students end up wanting to learn more about the subject and further their training. Thus, an ACU SIGCHI chapter was born.
SIGCHI at the 2018 ACU Undergraduate Research Festival
SIGCHI stands for “Special Interest Group in Human-Computer Interaction” and has more than forty active local chapters across six continents, to promote local support networks for HCI professionals. The ACU club is a chapter of ACM SIGCHI which is the major guild for both students, instructors, and professionals interested in the subject of Human-Computer Interaction. Once the chapter was established, the students elected officers and started working on a research project to submit at the annual SIGCHI conference, this year taking place in Montreal, Canada. Dr. Prather is the club’s faculty sponsor and research mentor.
Dr. James Prather, sponsor for SIGCHI and this year’s STEM Mentor of the Year
The ACU group chose two research topics of which one is in progress and the other has been published. The paper that was submitted for publication was on the topic of research showing that high-anxiety students who receive encouragement via social media before an exam can perform at the level of low-anxiety students, with a strong correlation between the number of encouraging messages received and the increase in performance. After the students of SIGCHI read this, they started brainstorming ideas to see if there was a difference between actual human encouragement or a bot sending anxious students the same messages. During the Fall 2017 semester, students submitted a proposal to the Institutional Review Board which was approved to conduct an experiment on a class of approximately 40 participating students. All participants were sent encouraging messages via Twitter bots, but only half the class was made aware of this (experimental group), while the other half thought the messages were coming from real people (control group). After comparing the control and experimental groups, they learned that there was indeed a difference: those who thought the encouragement came from humans were more encouraged than those who knew the encouragement was autogenerated. They then analyzed the data and wrote a research paper, submitting it to the SIGCHI student research competition. After going through a peer-reviewed process, they learned that their paper was accepted and published
Gideon Luck, Holly Buff, Collin Blanchard, and Raquel Dottle presenting their research presentation titled “Print (“Good Luck!”): Measuring the Effect of Autogenerated Social Encouragement on Student Anxiety”
After this great success the students are planning to go to CHI 2018, the premiere international conference of Human-Computer Interaction which will be held in Montreal, Canada, in order to present their work and try to win the student research competition. This conference is a place where all those researching or working within the field of HCI gather and discuss the latest in interactive technology which includes not only social media, but aspects such as virtual reality, augmented reality, usable security, interaction and play, and even medical technology. This is not only a fantastic academic opportunity for our ACU SIGCHI students but a wonderful professional opportunity as well, as students will be able to put this conference on their resume, impressing grad schools and employers alike. This is also a great reflection on the kinds of opportunities students can expect to have at ACU’s School of Information Technology and Computing, including faculty mentorship, undergraduate research, and presenting research at premier international conferences. The most recent student to enter into an ACM undergraduate research competition was Kayla (Holcomb ’17) McMurry, who won first place in 2016.
The students in the SIGCHI group going to Montreal are: Collin Blanchard, Holly Buff, Travis Cook, Raquel Dottle, Gideon Luck, Alani Peters, Virginia Pettit, Isaak Ramirez, and Jessica Wininger. If you would like to make a donation to SIGCHI Research, please go to this link, choose “Other” as your designation and write in “SITC SIGCHI”. Keep reading future blogs to learn how our group does in April.
From selling goggles at big box retailers to immersive experiences in theme parks and malls to practical use in medicine, virtual reality has become a quickly expanding technological frontier. Our professors, especially those involved with the Digital Entertainment Technology program, are making sure that ACU students are on the cutting edge of this technology. Our students are learning to simulate a virtual space while tracking real-life movements by using special goggles and sensors. Professors Rich Tanner and Brian Burton have opted to use SteamVR Home Environment, a resource associated with a streaming gaming service called Steam, to enable students to gain experience with creating virtual spaces and interacting with virtual reality in ways they otherwise could not. SteamVR Home allows the students to create virtual spaces that can be published and shared and is accessible to the general public by downloading their software.
Students work to perfect their virtual reality spaces simulating the ACU campus.
The Game Development (DET 350) class has given students the tools and opportunities to learn more about creating in the virtual reality space. The class was split into four teams and each team was assigned a space on the ACU campus to model in the virtual reality program. To create these, each room, as well as each object in the room, was measured in order to create an exact replica using 3D modeling. Once the physical space and objects were modeled, students added texture, colors and patterns, and other details so that each space looked as realistic as possible. After the modeling was completed, the 3D objects were imported and placed in the simulated environment.
Matthew Middlebrook, a sophomore DET major, is one of the students in Game Development and participated in the project. Matthew acknowledged that “while this VR project was a lot of work, it strengthened my love for 3D modeling and made me interested in the different applications that VR may have now and in the future.” Matthew’s favorite part of the project – and the part he is most proud of – was creating different textures, especially in the COBA Atrium. “I went into this project with almost no knowledge of textures,” he said. For example, when Matthew first attempted to import his models, the entire COBA Atrium came out white. “I was able to learn quickly and am sure that if I continued looking up tutorials, I could get even better.” This project also taught Matthew to not spend too much time working on little details that could lead to running out of time. “Being the perfectionist I am, it was difficult to not do everything and the way the project worked made it hard to see the progress of my other team members but ultimately it came together nicely.”Even though working on a team-based project like this one can be difficult, the students learned a lot. Nevan Simone, a senior computer science major, said: “I saw once again how valuable it is to have diverse skill-sets within a single team”.
The DET program is teaching students how to create virtual reality spaces because the technical skills learned fundamental for finishing the program and prepares them for the future. You can learn more about this project by watching this video. SteamVR allows students learn to create a large virtual reality project in a hands-on way. The work that ACU students have done has been viewed hundreds of times on the platform and the spaces they have created can be seen by clicking here. We encourage you to check out the awesome things our talented students are working so hard to create.
“What is a capstone class?” you may ask. “In addition to other discipline-related course goals, the senior-year integrative capstone experience will challenge the student to critically analyze, reflect, and write about the major discipline from the perspective of Christian Worldview.” (Liberal Arts Core Curriculum at ACU, p. 6). In other words, it is the culmination of a student’s classroom and experiential learning experiences during their time in college. James Prather, instructor of Computer Science, created the new capstone class CS 480: Capstone Reflections on Faith and Work, for the School of Information Technology and Computing, joining the two worlds of technology and Christianity together.
Prather holds degrees not only in Computer Science but has also earned masters degrees in Divinity and the Old Testament. The class was created to help students bridge the gap between leaving college and starting the rest of their lives. Many issues are tackled in this class such as faith and vocation, asking students questions such as, “What does it mean to be a Christian in the workplace?”. Other topics dealing with post-college life are also covered in the class such as workplace culture, church, friends, dealing with a toxic workplace and/or toxic coworkers, when to make a job change, relationships, budgeting, procrastination, grad school, and more. Prather leads these discussions with the students and also guides them through a book about spiritual disciplines, asking the students to practice a spiritual discipline each week and then write a short reflection on that experience. Prather says this is an attempt to hand students the practical tools to practice their faith not only at church but anywhere they may be: in a cubicle, on their daily commute, during their lunch break, at the gym, at home in the evening, etc.
Cole Spears with Dr. Brent Reeves
Students are asked to write two case studies that consider the ethical implications of technology on humans created in the image of God. To wrap up the course, students are asked to write a personal theology of work, helping them to synthesize the entire semester into a personal statement of what it means to be a Christian in the technology workplace. Students are also asked to make a personal portfolio which helps them look back on the past four years and see what they have done, where they have been and who they have met along the way. Cole Spears, Computer Science major from Abilene, said this has helped him realize “While it may not seem that a career as a Software Developer intersects with the life of a ministry for Jesus, there are in fact many ways I can lead a life for Christ. Simply, in my everyday interactions, I can have the peace, joy, and love of Christ throughout all of my interactions with coworkers, management, and clients. Through just being an extension of Christ, a branch from the vine, to others, I will be able to share the love of Jesus with us.”
In an effort to look at continuous improvement in offering students hands on, real-world experience in the classroom, the SITC faculty brainstormed a way to better integrate the experience of the freshman ITC 110 class (Introduction to Information, Technology, and Computing) with teaching upperclassmen how to manage and mentor in a group setting. They had success in the previous ITC 110 class with upperclassmen volunteering to help manage the freshmen app groups. The goal for the fall 2017 class was to continue the mentoring experience but to bring in more upperclassmen to manage the projects and give not only the freshmen helpful and practical advice but to develop the management skills of the older students.
Students share their creativity during the App Showcase.
They looked to a class called IT 460 (Managing Technical Projects), a senior capstone course in which students learn organization and leadership techniques and are given an individual management assignment. This seemed like the perfect solution so the faculty decided to move forward with the idea of using these students to mentor and manage the freshmen projects.
Mid semester app projects were proposed by the students within the ITC 110 class and teams were created. Each team consisted of two or three managers and six ITC 110 students (two Computer Science majors, two DET majors and two IS/IT majors). Every Tuesday, the ITC 110 class would begin with a visit from the project managers to their respective group where they would spend about 15 minutes to talk about progress of the app, goals for the week, and to answer any questions their ITC 110 team had about the process. At the end of the semester, it was each team’s turn to present their app at the ITC 110 App Showcase. Click on the link below to enjoy a short video clip of Dr. Ray Pettit interviewing student app developers and managers, talking about what they learned in this unique process.
ITC 110 App Showcase
Global Game Jam is a 48 hour game development challenge that happens all around the world during the last weekend of January (January 26-28, 2018). The GGJ is a unique opportunity where students are challenged to do things they might normally not be doing in the classroom. As the GGJ website states, “Think of it as a hackathon focused on game development”. Students are learning skills that are pushing them to be their best and fulfill the vision for the game as well as challenging their time management and work ethic. The goal is to create a prototype of a game that the students can continue working on and improving after the two day event is over. Many of the games created in the previous Global Game Jam events have gone on to become fully realized games.
Global Game Jam was created to help people of all backgrounds around the globe come together to create a video game or non-digital game, like a board game or card game. The event also helps bolster the creativity and artistic expression in the gaming industry with more ideas and prototypes not yet introduced. Despite having only 48 hours to create and collaborate, this brief amount of time is meant to assist students in creative thinking and problem solving skills, ultimately resulting in what may be small but innovative and experimental games.
DET Professors Rich Tanner and Brian Burton are an invaluable resource to students learning gaming development.
This is ACU’s 8th year to participate in the GGJ event. The concept for this event is simple – on Friday evening participants gather at approved Jam sites around the globe and are welcomed with a brief introduction and information from the international coordinators. The theme, which has been kept a secret, is announced and then teams form, ideas are shared, and everyone works to try and create a prototype of their game, based on the theme, by Sunday afternoon. Last year, Global Game Jam had 700 locations in 95 countries where over 7000 games were created in one weekend!
DET students creating virtual reality experiences
Global Game Jam prides itself on helping to encourage new friendships through collaboration, as well as increasing confidence and opportunities within the gaming development community. The goal of GGJ is to stimulate teamwork with others and is not a competition.
This incredible learning experience is not limited to those in the technology department/major but is open to anyone who has interest in creating a game. Register for the Global Game Jam at https://globalgamejam.org/2016/jam-sites/abilene-christian-university.