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Augmented reality (AR) is an enabling technology for presenting information in relation to real objects or real environments. AR is situated multimedia or information that is positioned in authentic physical contexts. In this paper, we discuss how we address issues in creating AR content for educational settings. From the learning theory perspectiv...
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... reality (AR) is an emerging technology for educational settings. Our review (Santos et al. 2014) provides a useful summary of AR prototypes applied to learning. Currently, researchers have varying definitions for AR, depending on which of its features are emphasized. We define augmented reality learning experiences based on Azuma’s (1997) definition of AR – “3 -D virtual objects are integrated into a 3-D real environment in real time ” . This is a conceptual definition that is independent from enabling technologies . The “objects” mentioned are more understood as inserting computer graphics and aligning it to a video feed of the real environment. However, Azuma et al. (2001) explained that AR can potentially apply to all senses. Although there are many AR prototypes for learning, researchers do not usually use the most important feature of AR – showing an explicit relationship between the virtual learning content and real objects found in the natural environment. There are many definitions for AR. As a technology for education, we propose to define AR to be situated multimedia . In other words, AR is multimedia (text, sound, images, animations, etc.) that is displayed in relation to the real environment. Thereby, the real environment becomes the “authentic context” of learning that is characteristic of situated learning (Herrington & Oliver, 1995). From this formalization, we then discuss our implementation of authoring tools that teachers can use for creating such situated multimedia. Previous research works have described AR to offer contextual learning (Specht et al., 2011) and ubiquitous learning (Dede, 2011). Indeed, AR has several benefits because it applies situated cognition (Wu et al., 2013). In this paper, we take a step back and explain that AR is essentially multimedia. As such, multimedia learning theory applies. In this theory, multimedia refers to pictures and words. It assumes dual-channels, limited capacity, and active processing (Mayer, 2009). First, humans have two separate channels for perceiving visual and auditory information. Second, humans have a limited capacity of information that they can attend to. Lastly, learning only takes place if learners actively make sense of incoming information using their prior knowledge. AR visualization can reduce cognitive load, thereby, allowing students to allot more effort to actively processing information. In a previous study (Fujimoto et al., 2012), we have shown that using AR visualization enables better memorization of abstract symbols. This result is consistent with the prediction of spatial and time contiguity principles of multimedia learning. Multimedia learning is learning with pictures and words (both written and spoken). This theory applies to AR if we make the following logical substitutions: The real objects or the real environment is the picture . The virtual texts, symbols and pre-recorded sounds are the words . A new picture is created when real objects, real environment and the original picture are combined. One of the difficulties for adapting situated multimedia is the lack of authoring tools to make educational content. Currently, several authoring tools exist. However, they do not address the needs of teachers for a simple but flexible tool for everyday use. Software libraries like the ARToolkit (Kato & 1 2 Billinghurst, 1999), Vuforia and PointCloud SDK are authoring tools for programmers. MacIntyre et al. (2004) and Hengel et al. (2009) developed desktop-based systems for non-programmers so that they can author AR content. On the other hand, Langlotz et al. (2012) created a system for handheld-based authoring. Although handhelds have less processing power than desktops, it has the key advantage of mobile authoring at any place in any time. Currently, Langlotz et al. (2012) draws basic 3D shapes and other features such as copying, deleting, etc. For the purposes of teachers, it is enough for them to download pictures from the internet, and then place it on a real environment. As such, we implemented an authoring tool that enables teachers to download a picture, and perform affine transformations. Our prototype uses the ARToolkit running on iPad 2 (dual-core A5, 512MB DDR2 RAM, 32GB, 601 grams, 9.7 in display, 1024-by-768 at 132 ppi). Figure 1 shows the interface for our simple authoring tool for teachers and a sample use case. In this example, teachers can download any image from the internet. This image is converted into a texture on the screen. Using gestures like swipe, pinch, and so on, the teachers can modify the appearance of the image. In this example, it is desirable to scale and position the lungs correctly on the body. Currently, authoring tools focus on rendering fast and beautiful graphics on a real world scene. There are few authoring tools that emphasize on the use of sounds and text. For educational settings, teachers use a combination of image, sound and text to facilitate learning. As such, we developed a handheld AR platform for presenting images, sound and text onto real objects. We implemented the whole platform on iOS7 running on iPad 2. Figure 2 shows the package diagram and a sample application for vocabulary learning. The main part of the platform is the Controller, which has access to learning contents. It receives the marker ID and camera view matrix from the Tracker and uses these information to specify the behavior of the on-screen display. The Tracker was built using ARToolkit, and the Renderer was built on OpenGL ES 2.04. In the sample use case, students can learn the word “pindutin” (Filipino for “to push”) by animating a hand whic h pushes a real button. This is an example of situated multimedia because it shows explicitly the relationship of the animation with real objects such as a coffee maker found in the learner ’ s natural environment. We defined augmented reality as situated multimedia. For the first time, we point out that AR could be better understood and designed by applying multimedia learning theory. Aside from graphics, sound and text is also required for creating AR learning materials. As such, we implemented two prototypes for authoring situated multimedia content namely, in situ authoring and our handheld AR platform. Currently, we are conducting evaluations of the interface with teachers. Educators can benefit from this research because it will enable them to design educational content in authentic ...
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... prototype uses the ARToolkit running on iPad 2 (dual-core A5, 512MB DDR2 RAM, 32GB, 601 grams, 9.7 in display, 1024-by-768 at 132 ppi). Figure 1 shows the interface for our simple authoring tool for teachers and a sample use case. In this example, teachers can download any image from the internet. ...
Citations
... Embora a tecnologia RA não se trate de uma novidade, Chen e Tsai [7] afirmam que seu potencial em aplicações educacionais está sendo explorado somente agora. Na perspectiva de tecnologia para a educação, Santos et al. [8] definem a RA como multimídia (texto, som, imagens, animações, etc.) que é exibido em relação ao ambiente real. ...
... Neste sentido, [8] enfatiza que a RA oferece um conjunto diferenciado de características, e assim, pode ser usada de forma diferente das demais tecnologias existentes na área educacional, sendo algumas dessas características a inserção de anotações no mundo real, visualização contextualizada, ótica e háptica. ...
O presente artigo tem o objetivo de analisar a aplicabilidade da Realidade Aumentada (RA) no âmbito educacional, com foco no ensino de Ciências da Natureza, através de uma revisão bibliográfica, norteada pelo procedimento de Revisão Sistemática da Literatura (RSL). Através de buscas em mecanismos de buscas acadêmicos (MBAs), foram coletados um total de 184 artigos entre 2010 e 2018 e analisados, com base em critérios de inclusão e exclusão, um total de 15 trabalhos. Foram analisados conteúdos abordados, principais plataformas de desenvolvimento de RA e suas contribuições e potencialidades no processo de ensino e aprendizagem. Como resultados gerais, foi possível identificar que a inserção de RA na Educação é promissora e é possível identificar competências intrínsecas nas aplicações das atividades no ensino de Ciências da Natureza.
... The use of AR technology could help learners focus on the critical real-world targets with relevant digital information, which would ease their learning load . As an educational technology, the potential affordance of augmented reality features consists of multimedia materials that are displayed relative to the real environment (Santos et al., 2014a). Besides, the features of presenting learning information (e.g. ...
... These multimedia resources were the most used because they allow the visualization of educational contents and also the materialization (Huang et al., 2016;Yoon et al., 2017). This result confirms the arguments of Specht et al. (2011) and Santos et al. (2014a), ...
Mobile Augmented Reality (MAR) approaches have been applied as an instructional strategy in educational contexts. In this respect, it is important to identify how these approaches have been developed and evaluated with the purpose to identify their quality and benefits. The goal of this article is to identify the state-of-the-art on how the MAR has been used for educational purposes. Therefore, we performed a systematic literature review with a sample of 57 articles. Based on the selected studies, we analysed which knowledge areas the MAR approaches are used in the educational contexts. We also analysed how the approaches have been developed, and evaluated. As a result, we identify that the technical requirements used in the development of the MAR approaches are defined based on the expertise of the development team. Most evaluations are carried out without an appropriate scientific rigor in terms of research design. This shows that there is a need to more consistent and uniform patterns in terms of methods for systematically develop and evaluation of MAR approaches. And, thus, obtain valid results that can be used as a basis for a decision on the application of such approaches and/or their continuous improvement for educational purposes.
... In the last decade, studies on vocabulary learning via AR were majorly focused on situational vocabulary learning which involves displaying the new vocabulary by combining animations on the objects that are situated in authentic environments (Dunleavy & Dede 2014;Sandor, & Kato, 2014d;Santos et al., 2014;Santos et al., 2016). Following that trend, some researchers focused on the effectiveness of using animated AR materials comparing them with still images for vocabulary learning and reported findings in favor of using AR animations instead of still images (Lin and Hsiao, 2011).More recent studies have focused on different aspects of vocabulary learning with AR. ...
The role of Augmented Reality (AR) on vocabulary learning in a foreign language remains the focus of interest of researchers in the field of foreign language teaching. However, the modality effect on AR materials in relation with redundancy principle has not been well explored yet. The aim of this study is to investigate augmented reality materials designed in different modalities for vocabulary learning with reference to redundancy principle. This study investigates the participants' achievements and attitudes towards AR materials with a pre-test post-test control group quasi experimental design. Participants of the study are Turkish speaking graduate students from Çanakkale Onsekiz Mart University. The participants practiced the target collocations in a foreign language in two different modalities. The first group of students practiced with AR materials including animation, text, and narration (ATN), whereas the other group practiced the same 575 content with AR materials designed with animation and text (AT). The participants' performances were assessed by an immediate retention test following the practice. Additionally, the Augmented Reality Attitudes Scale was used to find out the learners' attitudes towards AR materials. The analysis of the achievement scores revealed no significant differences between the two groups in contrast to redundancy principle. However, the analysis of the attitudes scale revealed that, while the participants from ATN group had more willingness to use the AR application, they also had high levels of use anxiety.
... Affordance shapes the AR about what we can do with it. What's more, affordance can affect the learning experience [18]. The research focuses on using augmented reality to help children with an autism spectrum disorder. ...
The study is a vital instance to merge the psychology and the computer science disciplines to provide benefits about the developments of the Theory of Mind (ToM) skills of and interaction with for the Students with Neurodevelopmental Disorders (SWND). In this research, a traditional two-dimensional method (paper), a two-dimensional (2D) display touch screen and the three-dimensional (3D) (Augmented Reality (AR)) visual displays based on the computer are constructed for the SWND to do the ToM test questions. In this work, The Little Prince story written by Antoine de Saint-Exupéry is adapted to the ToM test questions to measure the SWND’s ToM abilities. In this novel approach, three environments: a traditional two-dimensional method (paper), the 2D display touch screen and the AR visual display environments are experienced by the SWND. The experimental results are compared according to SWND’s ToM success ratios, their ToM perspective skills’, their satisfaction on these different test environments. This research suggests the novel approach to measure the ToM abilities of the SWND with human- computer interaction aspect. This article displays the positive effects of the 2D display touch screen and the AR usage on the Tom Test for the SWND.
... In our approach, we based the requirements of our system on multimedia learning theory, previous vocabulary learning systems, and teacher's feedback on AR. AR is a kind of multimedia that is situated in an authentic environment (Santos et al. 2014d). As such, multimedia learning theory (Mayer 2009;Mayer 2005) can be applied for designing and evaluating AR's benefits to learning. ...
Augmented reality (AR) has the potential to create compelling learning experiences. However, there are few research works exploring the design and evaluation of AR for educational settings. In our research, we treat AR as a type of multimedia that is situated in authentic environments and apply multimedia learning theory as a framework for developing our educational applications. We share our experiences in developing a handheld AR system and one specific use case, namely, situated vocabulary learning. Results of our evaluations show that we are able to create AR applications with good system usability. More importantly, our preliminary evaluations show that AR may lead to better retention of words and improve student attention and satisfaction.
In this paper, we introduce a practical system which uses mobile devices for interactive manuals. In particular, there are two modes provided in the system, namely, expert/trainer and trainee modes. Given the expert/trainer editor, experts design the step-by-step interactive manuals. For each step, the experts capture the images by using phones/tablets and provide visual instructions such as interest regions, text, and action animations. Here, we integrate the region of interest selection into the creation of markers from the input images. In the trainee mode, the system utilizes the existing object detection and tracking algorithms to identify the step scene and retrieve the respective instruction to be displayed on the mobile device. The trainee then follows the displayed instruction. Once each step is performed, the trainee commands the devices to proceed to the next step. Evaluational results demonstrate that our system is highly preferred by end users.
