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|Abstract||Introduction:In cognitive load theory, the learner’s environment is a crucial component in using the technology to efficiently support complex knowledge acquisition (Squire and Jan, 2007). Recent developments in the field of modernising classrooms are frequently enhanced through the addition of new interactive and immersive technologies. Augmented Reality (AR) is one of these new technologies. AR is an “immersive” interface utilizing mobile, context-aware technologies (e.g., smartphones, tablets), and software that enables participants to interact with digital information superimposed on the physical object or environment (Dunleavy and Dede, 2014). “Triggers” (also referred to as “hotspots”) are placed on the physical object and at a trigger location the student can experience augmented reality visualizations overlaid on the real object, as well as interactive media including text, images, audio, video, 3D models and animations as well as multiple-choice or open-ended questions when it is viewed through a mobile camera, which enables immersive, collaborative and situated learning experiences.
The main purpose of the project was to
Two students from the school of computing designed and developed a vision-based AR application based on the needs, priorities and complex learning issue identified by the authors.The developed AR application was evaluated by level 6 sports therapy students (n=74). Two complex topics were taught by both the traditional (problem based learning) and vision-based AR application. In week 1, complex issue 1 was taught using traditional methods in seminar group 1 and using the AR application in seminar group 2. In week 3, complex issue 2 was taught using the AR application in seminar group 1 and traditional method in seminar group 2. This project was evaluated using crossover design. A survey with questionnaire was carried out to evaluate learning success, level of understanding, student engagement and AR as a learning and teaching tool for each complex issue for both groups. Each question in the questionnaire was scored on a 5 point scale. The qualitative data were analyzed with a thematic content analysis and MANOVA.
Analysis of this questionnaire data and a written feedback indicated a significant majority of respondents indicated that
The study has shown that the AR interactive learning environment enhanced student learning interest and promoted the learners level of engagement in learning complex issues.
The successes, student exam performance, challenges, future developments and potential wider applications of this AR APP as a digital technology in the learning environment will be discussed in the conference.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of research on educational communications and technology(pp. 735–745). Springer.
Squire, K. D., & Jan, M. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers. Journal of Science Education and Technology, 16(1), 5–29. doi:10.1007/s10956-006-9037-z
Augmented reality, Mobile Learning, Engagement, Congnitive learning.
Author: Gok Kandasamy
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