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MantarayAR: Leveraging augmented reality to teach probability and sampling
Abstract
Drawing from the scholarly literature, it seems that across all levels of education, teachers frequently must assume that students come to them without knowledge of statistics; in essence, instructors start from scratch each time they set out to teach statistics. As such, augmented reality (AR) presents an opportunity to explore ways for students to learn basic statistical reasoning skills authentically and engagingly. This study investigated the impact of an AR learning environment, MantarayAR, on college students' learning outcomes and the perception of collaboration and engagement. The design of this study was a 3 × 2 factorial design that compared and analyzed the performance of students given three types of augmented reality conditions; a high AR experience (with movement throughout a physical space), a low AR experience (without movement throughout a physical space), and no AR experience (2-D images and text), as well as two levels of collaboration (pairs and no pairs). Using the pre-test to categorize students into low or high prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. The results suggest that an AR experience was particularly advantageous for students without prior knowledge of statistical reasoning. Also, students in the AR conditions reported a higher perception of engagement as measured than those who did not.
... learning gains, while 4 found no significant differences (Alves et al., 2017;Bhagat et al., 2021;Conley et al., 2020;Rebollo et al., 2022). We looked critically at this evidence base, noting several issues. ...
... But the largest and most consistent issue we saw in all 23 experimental studies was a lack of equivalence between the experimental group (AR) and the control group, on factors unrelated to AR. Most of the studies did not describe their control condition at all, referring to it as simply "traditional instruction" or "paper-based instruction" (e.g., Ahmad, 2021;Cai et al., 2020;Conley et al., 2020), while other studies simply said they used manipulatives as their control condition (e.g., Andrea et al., 2019;Flores-Bascuñana et al., 2019). Notably, there are many differences between traditional instruction, manipulatives, and AR-based instruction that are not related to the specific elements of AR and are not relevant to the studies' research questions. ...
... However, we also found that for intuition, students perform worse in AR than on tablet for 2D shapes. Although some prior studies obtained null effects (Alves et al., 2017;Conley et al., 2020;Rebollo et al., 2022), we are not aware of any showing significantly negative effects for AR. ...
Augmented Reality (AR) technologies allow for holograms to be layered over the real-world, “augmenting” human vision by adding technical information or illustrations onto 3D space. Although AR-based applications are showing positive effects in many systematic reviews and meta-analyses, well-designed, rigorous studies with strong control conditions are lacking. Further, many experimental studies lack process data to illuminate what is happening as students engage with AR. In this pre-registered study, we conducted an experiment where n = 120 high school students were assigned to reason about identical geometry simulations collaboratively either using tablets or AR head‐mounted displays (HMDs). We look at their learning and how it was impacted by the dimensionality (2D or 3D) of the shapes they explored, as well as how they engaged with virtual objects using gestures and epistemic actions. AR HMDs were more effective for students getting an initial sense of 3D shapes, but less effective for 2D shapes. For gaining insights into the workings of shapes and formulating justifications of conjectures, we see no evidence AR is more effective, and trends indicating AR may be detrimental to eliciting generalizations. Further, process data showed that students using tablets are more likely to manipulate the geometric shapes in the simulations, while students using the AR HMDs are more likely to use dynamic gestures that simulate these manipulations, which are less constrained by the objects’ actual properties. Implications for the future design and use of AR in education are given.
... Additionally, there is diversity in the mathematics subjects studied. Research has been conducted in areas including numbers and operations learning (Cheng et al., 2019;Kellems et al., 2020), algebra learning (Lozada-Yánez et al., 2019;Saundarajan et al., 2020), geometry and measurement learning (Amir et al., 2020;Ibáñez et al., 2020), data processing learning (Conley et al., 2020), and probability learning (Cai et al., 2019(Cai et al., , 2020 as part of elementary and secondary mathematics curricula. Moreover, a considerable amount of research has explored the applications of AR technology. ...
... Teachers also recommended mathematics topics for AR applications, including problem-solving, fractions, geometry, ratios, and proportions. These suggestions are in line with previous AR application-based research (Kellems et al., 2020;Amir et al., 2020;Cai et al., 2019;Cai et al., 2020;Conley et al., 2020;Ibánez, et al., 2020;Saundarajan et al., 2020), confirming that students with learning difficulties can benefit from AR applications in these subject areas. These findings emphasize the need for AR-based interventions to support students with learning difficulties in science and mathematics education. ...
... For instance, a study conducted by Kellems et al. (2020) demonstrated the effectiveness of AR in teaching mathematical problem-solving skills to secondary school students with learning difficulties, leading to improvements in their problem-solving abilities. Moreover, research conducted by Amir et al. (2020), Cai et al., (2019Cai et al., ( , 2020, Conley et al. (2020), Ibáez et al. (2020, and Saundarajan et al. (2020) has explored AR applications in various other mathematics topics, such as fractions, probability, geometry, measurement, and evaluation. The fact that teachers' recommendations align with these research areas underscores the value of AR technology in enhancing the learning experience for students with learning difficulties in science and mathematics. ...
AR technology is utilized in several disciplines at various educational levels, from primary to higher education. It is evident that AR technology has been investigated by addressing numerous subtopics related to individuals at different levels of science and mathematics education within the field of special education. Since emerging evidence indicates that the implementation of this technology has a positive impact on students' acquisition of academic skills, it could be argued that more effort is required to develop and implement AR applications for students with cognitive challenges. This study aims to identify the areas of science and mathematics where secondary school students with SEN encounter learning difficulties by conducting a needs analysis with special education professionals. The purposive sampling method was employed for this study, and a total of 150 teachers were interviewed. The findings indicate that science teachers struggle to teach students with learning disabilities, particularly in subjects requiring abstract thinking and physics. In addition to science classes, teachers stated that they encountered difficulties when teaching certain mathematics subjects, such as the four operations, fraction problem-solving, and geometric shapes, to students with learning difficulties. Finally, teachers also suggested that augmented reality applications should be implemented for mathematics topics like problem-solving, fractions, geometry, ratio, and proportion.
... The purpose of some research lies in evaluating the effectiveness of mobile applications, mobile platform interfaces to Learning Management Systems (LMS), and tools that are manipulated in mobile scenarios, designed to improve the preparation and learning outcomes of university students (Sommerauer & Müller, 2014;Conley, Atkinson, Nguyen & Nelson, 2020). Other studies investigate students' perceptions of mobile learning, trends, and insights into higher-order processing skills through mobile learning-mediated and problem-solving activities (Hwang, Lai, Liang, Chu, & Tsai, 2018), likewise, the purpose of reviewing the attitude toward m-learning in mathematics by students and teachers is highlighted (Fabian, Topping & Barron, 2016). ...
... Some scenarios show that participation and learning is possible with the intervention of mobile applications based on Augmented Reality (AR) or platforms that articulate Artificial Intelligence as a means of support. This facilitates the student's approach with real or simulated scenarios, effective in the application of mathematical concepts, since AR brings positive effects on learning in students with low prior knowledge (Conley, et al., 2020), and artificial intelligence favors the implementation of personalized mathematics teaching and learning systems, especially through formative assessments in simulation environments and problem-solving (Reimann, Kickmeier-Rust & Albert, 2013). ...
... The empirical evidence that has been gathered shows that AR has the potential to be an effective tool not only in the teaching and learning of mathematics in HEIs, but also in increasing the level of participation and interaction of students within a specific context (Conley, et. al., 2020), as well as providing scenarios to learn formal mathematics content in informal learning environments (Sommerauer & Müller, 2014). ...
In the last decade, the use of mobile devices has been intensified at all educational levels. They have recently been included in the design of strategies and methodologies that contribute to mathematics education, especially in the resolution of mathematical problems. In this research, a systematic review is carried out on the use of mobile devices in the teaching and learning of mathematics in higher education institutions, with the purpose of identifying advantages, limitations, effectiveness, trends, and characteristics that have been presented in the last 10 years. Thirty articles were selected between 2011 and 2021 in 15 indexed journals with three specialized on mobile learning. The insights found allow us to see the current state of the use of mobile learning in the teaching and learning of mathematics in higher education institutions and evolution in new research in mathematics educational scenarios.
... The above-mentioned research shows the superiority of high degree of embodiment, but it is also necessary to fully consider the learner's age, prior knowledge, learning material and the adaptability of embodied degree when designing embodied interventions to avoid redundant effects (Conley et al., 2020;Post et al., 2013). ...
... Existing studies in the field of embodied learning proposed that when students constructively integrate new knowledge with their knowledge structures, and actively participate in embodied activities, they will show a positive attitude towards learning (Conley et al., 2020;Ioannou & Ioannou, 2020). Although the two experimental classes selected in this study used two programming tools with different degrees of embodiment to learn Boolean operation, there were no significant differences in learning attitude, learning immersion, compatibility and cognitive load. ...
... The project logic of the middle-embodied class can only be presented in the form of building instructions, and the component interfaces must correspond one by one, which is relatively more complex. From the analysis of learners' sensitivity to technology, existing studies (Conley et al., 2020) have found that novices' sensitivity to new technology interventions is different, which will have an impact on the learning outcomes. Given the programming tools used by MDE class are more common in daily life, its sensitivity will be relatively lower than the programming tools of HDE class, which in turn result in the difference in the learning outcomes. ...
One of the aspects of programming that novices often struggle with is the understanding of abstract concepts, such as variables, loops, expressions, and especially Boolean operations. This paper aims to explore the effects of programming tools with different degrees of embodiment on learning Boolean operations in elementary school. To this end, 67 fifth graders were divided into two groups and participated in a 16-week quasi-experiment. The two groups were randomly assigned to two treatments: the Middle Degree of Embodiment class using AS-Block and the High Degree of Embodiment class using Boson Kits. The results indicated that (a) there were no significant differences in learning attitude (p>.05), learning immersion (p>.05), compatibility (p>.05) and cognitive load (p>.05) between the two groups; and (b) the High Degree of Embodiment class performed significantly better in terms of the quality of programming works (p<.01, rG=.533) and the final test score (p<.05, rG=.860) than the Middle Degree of Embodiment class. The experimental results are presented, and their implications for the instruction and development of programming education and embodied learning are addressed.
... In addition, novice and advanced learners have different sensitivities to new pedagogical and technological interventions. An interaction was found between AR experience and prior knowledge in which participants with low prior knowledge had the biggest growth space (Conley et al., 2020;Lui et al., 2020). ...
... In general, academic performance is the first indicator used to evaluate the teaching effect. In TBEL, it is more pivotal to carry out multidimensional evaluation, such as retention performance (including immediate recall and delayed recall) (Bokosmaty et al., 2017;Chao et al., 2013;Hung & Chen, 2018;Johnson-Glenberg et al., 2014;Junokas et al., 2018;Xu & Ke, 2020), transfer performance (Bokosmaty et al., 2017;De Koning & Tabbers, 2013), attention level (or engagement) (Cherdieu et al., 2017;Conley et al., 2020;Hung et al., 2015;Lindgren et al., 2019), cognitive load (Hung et al., 2014;Mierowsky et al., 2020;Skulmowski et al., 2016), learning attitude including interest and motivation (Ioannou & Ioannou, 2020;Lindgren et al., 2016;Skulmowski et al., 2016), etc. ...
... On the other hand, collaboration is an important causal factor associated with learning gains. However, cooperation may not bring significant learning gains as a result of some factors, such as the mixed effects in the pairs with random assignment (Conley et al., 2020). In this case, the specific embodied-activity framework should be designed to support cooperation . ...
BRIEF SUMMARY
Technology-Based Embodied Learning (TBEL) is a hotspot in learning science. By systematically reviewing 49 SSCI journal articles, this paper revealed the relationship between any two of sample group, sample size, duration, subject distribution, research design, and measurement instrument, etc. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, et al. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some limitations and future research directions from reviewed papers.
ABSTRACT
Technology-Based Embodied Learning (TBEL) has become a hotspot in learning science. This paper systematically reviewed 49 SSCI journal articles. The results mainly indicate that: (1) The learning phase is proportional to sample size; (2) The sample size of experiments is inversely proportional to the duration; (3) The experiment duration may be inversely proportional to the learning phase; (4) The integration between experiments and various subjects in middle and high school still needs to be improved; (5) A variety of measurement tools are used for almost every type of research design; (6) TBEL has been integrated with a variety of embodied learning theories in various disciplines, especially mathematics and language; and (7) Comparing with other interaction modes, tangible interaction is more conducive to achieve a higher degree of embodied learning, et al. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, achieve high levels of engagement and attention, increase positive learning attitude, and decrease cognitive load. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some future research directions from reviewed papers.
... The studies demonstrated various research approaches (see more details in Table 3). The quantitative studies (n = 12) employed experimental or quasi-experimental approaches to investigate learning experiences (e.g., Bressler et al., 2019), collaborative modes (e.g., Chen et al., 2020;López-Faican & Jaen, 2020), the impact of immersiveness (e.g., Conley et al., 2020;deBack et al., 2020), and learning performance such as knowledge acquisition or spatial skills (e.g., Kumar et al., 2022;. The qualitative studies (n = 9) utilized various data types (e.g., video recordings, field notes, interviews) to examine collaborative learning in immersive learning environments. ...
... Notably, seven studies examined learners' spatial skills, including spatial reasoning (e.g., Hod & Twersky, 2020;Soltis et al., 2020), spatial visualization (e.g., Conesa et al., 2023), and map skills (e.g., Šašinka et al., 2018). Learners' perception and process measures often included attitudes towards collaborative learning (Conley et al., 2020), attractiveness of technology (Jochecová et al., 2022), motivation (Badilla-Quintana et al., 2020;Southgate et al., 2019;Vassigh et al., 2020), commitment (Strada et al., 2023), and science interest . Some studies evaluated the impact of design elements on learning, such as a multi-fingered haptic interface in cell biology learning (Webb et al., 2022), showing significant knowledge gains but no benefit from haptic feedback. ...
Computer-supported collaborative learning (CSCL) environments have been developed to connect learners, whether geographically apart or together, to accomplish shared tasks collaboratively and interactively. Despite the extensive adoption of immersive technologies such as virtual or augmented reality in various educational contexts, the current understanding of the intersection between immersive technologies and collaborative learning remains limited. We argue that identifying affordances of immersive technologies in collaborative learning through synthesizing empirical evidence is crucial for the comprehension of collaboration dynamics and effective integration of immersive technologies in diverse collaborative learning scenarios. In response, this systematic review examines recent literature on immersive technologies in collaborative learning in K-16 settings. Guided by the previously established CSCL affordances, we analyze 40 articles to provide empirical insights into state-of-the-art immersive technologies and design strategies aimed at promoting collaborative learning. Our findings demonstrate the immersive technology applications of a range of CSCL affordances and design strategies aimed at supporting the affordances. We further identify co-presence and embodied immersion as additional affordances, which are unique to immersive technologies. Consequently, we propose the Immersive Technology-Supported Collaborative Learning (ITCL) framework, outlining three key dimensions: context, human, and technology, for harnessing the core affordances of immersive technologies in collaborative learning. Drawing on CSCL literature and principles of immersive learning, our systematic review highlights the importance of the technology affordance perspective and offers empirical insights to advance our understanding of collaborative learning with immersive technologies while offering actionable insights for researchers, educators, and designers.
... Thus, researchers suggest that AR technology can seamlessly integrate vivid virtual information with the real-world environment (Azuma, 1997), effectively conveying complex scientific information, explaining abstract concepts or demonstrating invisible phenomena in a more understandable manner (Cai et al., 2022;Liu et al., 2021;Sahin & Yilmaz, 2020;Yoon et al., 2017). Additionally, the real-time interactive feature of AR provides students with opportunities for hands-on inquiry (Yu et al., 2022), fostering a more immersive and embodied learning experience (Conley et al., 2020). ...
... Numerous studies have demonstrated that students with high prior knowledge are better equipped to apply new knowledge in problem solving compared to peers with lower prior knowledge (Chen et al., 2014). Interestingly, students with low prior knowledge can benefit from certain educational interventions, as found by Cai et al. (2014), Conley et al. (2020) and Lin et al. (2015) in the AR learning environment. Similar conclusion was observed in studies examining the effectiveness of the concept map strategy (Haugwitz et al., 2010), where students with low prior knowledge relied more on concept maps for cognitive support. ...
This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined.
Practitioner notes
What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning.
The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures.
Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning.
What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level.
This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning.
Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes.
There are multiple pathways to achieving good learning outcomes rather than a single optimal solution.
The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes.
... For example, immersive environments and bodily engagement positively impact vocabulary and grammar learning (Ferreira & Ribeiro, 2021;Suner & Roche, 2021;Thorne et al., 2021). Moreover, AR experiences have been proven advantageous to the learning of statistical reasoning, and students who participated in AR experiences reported a higher perception of engagement than those who did not participate (Conley et al., 2020). A systematic review of mixed reality environments in K-12 education by Pellas et al. (2020) implicated mixed reality's potential to influence students' engagement, participation and embodied learning experiences for knowledge transfer. ...
... An example is technology-enhanced embodied learning, in this case, adding AR application content to make learning more interesting and motivating for the pupils (Martli & Dincer, 2021;Papanastasiou et al., 2019). Additionally, the findings revealed that the pupils appreciated the break and the variations in the lessons leading to engagement in the learning activity, underscoring Conley et al. (2020), who reported higher engagement among students who engaged in AR. ...
There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.
... In this sense, in the last ten years the integration of AR systems in mobile devices has been facilitated, allowing the increase in the number of AR applications (Soltani & Morice, 2020). In the case of its application in the educational field, numerous studies have revealed that this technology has immense potential to improve learning and teaching (Billinghurst & Duenser, 2012;Cai et al., 2021;Conley et al., 2020;Dunleavy et al., 2009;Garzón and Acevedo, 2019;Jesionkowska et al., 2020;Johnson et al., 2011;Wang, 2017). Furthermore, studies reveal how it has been used in the hope of increasing knowledge retention by students (Huang et al., 2019); as a strategy to encourage participants to be active and interact with other participants (Finco et al., 2017); powerful and effective means to visualize the microscopic world so that students can observe the composition of different subjects live (Cai et al., 2014); visualize abstract concepts in general (Cai et al., 2016;Dunleavy et al., 2009); as a learning material in the education of people with special needs (Köse & Güner-Yildiz 2021); and it can even help students memorize factual historical information more effectively (Lim & Lim, 2020). ...
... In the scientific literature, AR is positioned as an educational technology of great projection in learning spaces (López-Belmonte et al., 2019). Its potential lies in the benefits it provides in training actions and that science has been demonstrating in its trajectory as a technology applied to the field of education (Cai et al., 2021;Conley et al., 2020;Jesionkowska et al., 2020). In this sense, research has mostly focused on verifying its effectiveness as a technological resource for the improvement of various psychosocial and educational indicators in student populations (Garzón & Acevedo, 2019). ...
The attitude of the teaching staff is positioned as a fundamental aspect for the development of good training practices. These good practices are essential when applied within an innovative techno-pedagogical methodology: augmented reality in education. The objectives of this study are to analyze the development of good teaching practices with augmented reality and to discover the factors that influence their quality. A descriptive and correlational design has been carried out. A total of 1490 Spanish Secondary Education teachers have participated. The instrument used was the adaptation to the Spanish context of the questionnaire of the Attitude Scale of Augmented Reality Applications. The results reveal that teachers show a positive attitude towards the use of augmented reality. As for the aspects that influence the good attitude of teachers are age, the number of devices teachers use, the time they dedicate to technological resources and teaching experience. However, ICT training is what determines a direct influence on the attitude of teachers, as well as satisfaction with reliability.
... Many studies have been published on the influence of AR on teaching from the aspects of AR creation and improvement in students' ability (Baabdullah et al., 2022;Conley et al., 2020). On the one hand, the AR situation can improve students' basic abilities. ...
... The application of AR helps students become immersed in the ethical dilemma environment. This finding shares similarities with those of Salar et al. (2020) and Conley et al. (2020), who suggested using the AR immersion experience to influence students' attention focus. Furthermore, students can fully experience the dilemma of conflicts faced by the protagonists of the case and achieve a deep understanding of conflicts for further in-depth discussion. ...
Research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning. After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously. The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads. The multivariate analysis of variance findings revealed different levels of the six AR science learning self-efficacy dimensions across profiles. Low Engagement students displayed the lowest self-efficacy among all dimensions. Organized students recorded better conceptual understanding and higher-order cognitive skills than Dabbling ones. Students with the Immersive profile had the highest science learning self-efficacy. The lag sequential analysis results showed significant differences in behavior patterns among profiles. Among them, profiles with social interaction, test, and reviewing feedback behavior had a significantly higher score for self-efficacy than those patterns mainly based on test learning and resource visits. This finding provides a unified consideration of students’ diverse profiles and can inform interventions for effective design of AR-assisted science learning to match appropriate strategies to facilitate the science learning effect.
... Although the number of downloads of AR applications in educational settings exceeds millions, many academic studies on the use of AR in learning settings are carried out as experiments with large effect sizes (Kljun et al., 2020) with a focus on specific effects. Hence, whereas studies have found several benefits of using AR in learning settings (Chu et al. 2019;Conley et al. 2020;Fonseca et al. 2014;Nadeem et al. 2020), there is no comprehensive and coherent classification of the benefits of using AR in learning settings. An overview of the benefits of using AR in learning settings contributes to a better understanding of the role of the AR artefact in general. ...
... A plethora of studies in computer science and learning utilize AR to support beneficial aspects such as learning gain (Chu et al. 2019;Conley et al. 2020;Fonseca et al. 2014;Nadeem et al. 2020) and motivation (Chu et al. 2019;Fonseca et al. 2014;Koo et al. 2019;Moorhouse et al. 2019;Nadeem et al. 2020;Tobar -Muñoz et al. 2017). AR offers the possibility of learner participation (Cai et al. 2020;Lu and Liu 2015;Sáez-López et al. 2020) through collaborative learning areas using interactive 3D content in learning environments (Chen et al. 2020;Küçük et al. 2016;Sáez-López et al. 2020;Tobar-Muñoz et al. 2017). ...
Over the last years, Augmented Reality (AR) technology has been increasingly used in various settings. Yet, AR is still often considered as experimental, which is partly due to the unclear picture of the benefits of using AR. This study systematically reviews research on using AR in learning settings. By examining 93 relevant articles, we identified 21 benefits related to AR learning gains and outcomes. To obtain a comprehensive and coherent overview of the benefits, we classified them based on Fink's taxonomy of significant learning. Our analysis shows that the positive effects of using AR on learners' motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Our study provides directions for future studies on using AR in learning settings and can also help to improve learning designs.
... Those literature review studies show that different learning outcomes and pedagogical conclusions have been studied with both the augmented reality activities (Akçayır and Akçayır, 2017;Altinpulluk, 2019;Bacca et al., 2014;Chen et al., 2017;Erbas and Atherton, 2020;Özdemir, 2017) and the flipped learning method (Akçayır and Akçayır, 2018;Altemueller and Lindquist, 2017;Aydın and Demirer, 2017;Correa, 2018;Koh, 2019;Yıldız et al., 2017). However, some studies suggest designing empirical studies for augmented reality research (Erbas and Demirer, 2019;Conley, Atkinson, Nguyen and Nelson, 2020;Steele, Burleigh, Bailey and Kroposki, 2020;Uluyol and Eryilmaz, 2014), and there were studies to use augmented reality in the flipped learning method (Akçayır and Akçayır, 2018;Chang and Hwang, 2018;Hwang, Lai and Wang, 2015;Ibáñez and Delgado-Kloos, 2018). ...
... Like many other technological steps, integrating augmented reality into the learning process is important. The researchers have suggested conducting experimental studies on the effects of augmented reality(Erbas and Demirer, 2019;Conley, Atkinson, Nguyen and Nelson, 2020;Steele, Burleigh, Bailey and Kroposki, 2020; Uluyol and Eryılmaz, 2014) and have also suggested using augmented reality materials in the flipped learning method(Akçayır and Akçayır, 2018;Chang and Hwang, 2018;Hwang et al., 2015;Ibáñez and Delgado- Kloos, 2018). In conclusion, while the need to examine the effects of the augmented reality materials and activities in educational environments has not been fulfilled, there is also a need to examine the augmented reality materials in the flipped learning method learning environments. ...
This study aims to investigate the effects of augmented reality activities in both traditional and flipped learning method classroom environments and compare the efficacy of these activities in the context of English phrasal verbs. For this purpose, the study was carried out within the scope of a college of foreign language English language preparation course, and the students' academic achievements, motivation and use of learning strategies were examined. In addition, the opinions of the course lecturer and students on augmented reality, augmented reality activity experiences, and expectations of the future of augmented reality were all examined within the scope of the research. A mixed-method approach was used with a quasi-experimental research design in the
study, which includes a pre-test, a post-test, and a control group. The research study group consists of 61 students from the College of Foreign Languages’ English preparatory course. The research was carried out within the English language preparatory course scope in the context of phrasal verbs in the fall semester of the 2019–2020 academic year. There were two experimental research groups, one of which followed the traditional classroom instruction plan, and the other followed the flipped learning method instruction plan. The control group followed the standard curriculum, using existing classroom
technology. Both experimental research groups performed the same augmented reality activities throughout the research process. Descriptive statistics, one-way Analysis of Variance (ANOVA), repeated measure variance analysis, and the Kruskal–Wallis test were all used to analyse the study's quantitative data. In addition, descriptive analysis was performed on the qualitative data. As shown by the study results, the students' academic achievement scores in the experimental groups increased more than the control group students, who only followed the curriculum. However, at the end of the experimental process, it was concluded that there were no significant differences between the students’ pre-test and post-test motivational belief and learning strategy scores. Furthermore, when the findings obtained from the semi-structured interviews were examined, the course lecturer and students from the experimental research groups generally stated that augmented reality activities could increase lesson success and motivation. Lastly, several suggestions were made based on the results of the study.
... Collaborative learning with AR has emerged as a new research and development trend in both academia and industry [4,13,15,26,27]. Collaborative learning can not only improve students' learning motivation and performance but also improve their teamwork ability and social skills. ...
... In addition, the "pull-request" feature was designed in the application to add an iterative process in the projects. Mantara-yAR [4] is a marker-based AR application to teach statistics. It studies students' learning performance and engagement with different setups, including AR vs. non-AR and individual vs. collaborative learning. ...
... Conley (2018) investigated the effect of the AR learning environment on the learning gains and perception of collaboration and engagement [14]. Two hundred and fifty-two participants, consisting of undergraduate and graduate students, were divided into six groups with different AR learning environments given the levels of AR experience and collaboration. ...
... First, the results indicate that AR-based AI education proposed in this study can sufficiently recognize the interest in AI and the importance of AI to non-engineering majors who have never learned about AI. In other words, this study indicated that AR-based hands-on activities provide enough immersion and audiovisual stimulation so that even non-engineering majors can perform meaningful learning activities [8], [14]. Second, by analyzing the acceptance of AR technology used in AI education for non-engineering majors, the scores of ATU and IU were high, which implies that the attitude and intention to actively use AR-based AI education apps are high. ...
The purpose of this study is to develop an AR-based app to teach non-engineering majors AI and analyze the educational effect. AIEduAR has developed a visual solution that displays the methods of teaching non-engineering majors how the machine learning on their own. Eighty-eight undergraduates who had not received any AI education were given lessons on AI learning principles and required to solve 10 problems using AIEduAR. Through AIEduAR, the students inputted data into augmented reality, set data attributes and learning rates, and entered new data to check out the accuracy of trained AI. Analysis of the technology acceptance model and Instructional Materials Motivation Survey questionnaire concluded that they are highly likely to accept and learn AR technology in AI education. Moreover, AIEduAR turned out to be effective in boosting their confidence in learning and instantaneous feedback. This study has successfully incorporated AR into AI education and developed learning steps required for AI education using AR.
... Bukti empiris dari berbagai penelitian telah secara konsisten menunjukkan bahwa penerapan teknologi Augmented-Reality (AR) dalam konteks pendidikan tidak hanya berdampak pada peningkatan prestasi belajar peserta didik, tetapi juga secara signifikan merangsang motivasi, minat, partisipasi, dan tingkat kepuasan mereka terhadap proses pembelajaran, sebagaimana yang didokumentasikan oleh [6]; [3]. Penggunaan AR juga terbukti mampu memperkaya pengalaman belajar peserta didik dengan menyediakan pengalaman interaktif dan imersif, yang pada akhirnya mendorong kemampuan memahami yang lebih mendalam pada materi pelajaran dan menumbuhkan sikap yang positif terhadap pembelajaran [20]; [21]; [22]; [23] [24]; [2]. Lebih dari itu, AR juga membawa proses pembelajaran yang lebih menarik dan efisien, yang mengakibatkan peningkatan keterlibatan peserta didik serta hasil belajar yang lebih optimal (seperti yang dicatat dalam [23]; [6]. ...
Transformasi pendidikan saat ini menuntut pendekatan inovatif dalam proses pembelajaran. Artikel ini membahas penggunaan Augmented Reality (AR) yang dipergunakan dalam pembelajaran sebagai media yang interaktif untuk pengajaran ekonomi di SMA Kota Singkawang. Meskipun banyak fasilitas teknologi tersedia, pemanfaatan smartphone dalam pembelajaran masih terbatas. AR, teknologi yang menggabungkan informasi virtual dengan dunia fisik, menawarkan pendekatan baru untuk memahami konsep-konsep ekonomi yang kompleks. Maksud penelitian adalah untuk mengevaluasi efektivitas penggunaan Augmented Reality (AR) untuk memfasilitasi peserta didik memahami berbagai konsep ekonomi yang sulit. Penelitian ini menemukan terjadinya peningkatan yang signifikan hasil pretest dibandingkan dengan posttest setelah penggunaan media Augmented Reality (AR). Temuan ini mendukung bahwa AR berdampak secara positif terhadap hasil belajar ekonomi peserta didik. Augmented Reality (AR) membawa konsep-konsep ekonomi yang kompleks menjadi lebih mudah dimengerti dan menarik bagi peserta didik. Selain menambah pemahaman tentang manfaat Augmented Reality (AR) dalam pembelajaran ekonomi, penelitian ini juga menyumbangkan ide-ide untuk pengembangan strategi pembelajaran yang adaptif di era digital.
... AR also enables rich contextual learning, where learners can construct their individual discovery paths (Bujak et al., 2013). The rapid advancement of mobile devices has spurred research on the impact of using these tools for AR in various disciplines, including STEM (Ibáñez & Delgado-Kloos, 2018) and mathematics (Conley et al., 2020). However, research also highlights the limitations and challenges associated with using AR in education. ...
Augmented reality (AR) has the potential to enhance visual cognition through virtual object experimentation and practice, while also fostering spatial skills relevant to mathematics. This experimental study was conducted with 86 sixth graders in Eastern China, involving a 3-month AR integrated Mathematics Curriculum (ARiMC), with pre- and post-tests administered. The analysis of spatial skills encompassed four dimensions: graphics recognition, movement, orientation, and measurement. The results revealed that there was no significant improvement in spatial skills with the experience of ARiMC. However, it’s noteworthy that ARiMC had a significant impact on the graphics movement dimension, particularly among female students. This finding suggests that AR-enabled learning is a convenient and effective teaching strategy compared to traditional methods, although it didn’t yield a broad enhancement in overall spatial skills. It demonstrates the capacity to improve certain abilities, particularly benefiting female students. This underscores the value of AR-enabled learning in mathematics education.
... Most studies had weak or unclear control groups and small sample sizes, some were only distantly related to mathematics, or used inappropriate analysis techniques. One study with a strong experimental design (Conley et al., 2020) of 252 college students finds evidence of higher statistics learning for low prior knowledge learners who used AR. ...
Augmented Reality (AR) allows for the physical and virtual worlds to become merged, giving learners new ways to understand spatial relationships and mathematical abstractions. In the present study, we conducted an experiment where n=120 high school students were assigned to solve interactive geometry simulations collaboratively using either iPad-or AR-based dynamic geometry software. We found that the iPad condition had stronger post-test performance on mathematical justifications. We also found that students given a 3D conjecture on the AR goggles had stronger post-test performance on mathematical intuitions. From this, we conclude that AR might be especially effective in getting an initial sense of a 3D shape, and how it is comprised and how it looks and works.
... Furthermore, collaboration quality (COL) refers to the degree of coordination and activation of mutual interaction among collaboration partners [65]. Collaboration has been stated as a significant feature of the learning environment in existing literature studies [66]. AR technology is able to provide a collaborative tool that allows users to produce and share knowledge in a shared environment and is proven to increase user engagement and train user's critical thinking [53,67]. ...
A collaborative augmented reality (CAR) system allows multiple users to communicate with each other in a shared 3D environment. Technology Acceptance Model (TAM) is a well-known method for predicting user acceptance of new technology, it also has the two strongest dimensions of acceptance: perceived usefulness and perceived ease of use. However, it can be further developed with external dimensions to investigate acceptance more comprehensively for the CAR system, with its 3D characteristics and collaborative ability, requires additional dimensions for measurement. This study aims to analyze and identify a suitable external dimension to be incorporated in TAM for CAR. We acquired the previous using the Web of Science database, which included keywords such as 'augmented reality,' 'virtual reality,' and 'technology acceptance model.' We analyzed eighteen high quality papers from a pool of ninety-seven papers, including journals and conferences. Resultantly, thirty-two external dimensions have been identified from previous TAM studies. After thorough analysis, a foundation TAM for the CAR system is proposed, along with suggestions for external dimensions for different CAR domain applications. The developed TAM includes perceived enjoyment, aesthetic quality, system quality, social presence, satisfaction, information quality, interactivity, collaboration quality and embodiment quality in the CAR context. Other factors, such as social norms, mobility, and others, are applicable to different CAR domain applications. The identified acceptance factors will assist researchers in enhancing their collaborative experience and conducting further analysis in the field of CAR.
... In terms of prior knowledge, Chang et al. (2020) found that higher prior knowledge led to better post-performance when learning about socioscientific reasoning with AR. Compared to non-AR learning environments, Conley et al. (2020) reported that the AR experience was particularly advantageous for students without prior knowledge of statistical reasoning. In the case of spatial abilities, no relationship was found between spatial abilities and knowledge acquisition in a recent meta-analysis conducted by Bölek et al., (2021). ...
Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies.
... A plethora of studies in computer science and learning utilize AR to support beneficial aspects such as learning gain (Chu et al., 2019;Conley et al., 2020;Fonseca et al., 2014;Nadeem et al., 2020) and motivation (Chu et al., 2019;Fonseca et al., 2014;Koo et al., al., 2020;Tobar-Muñoz et al., 2017). AR offers the possibility of learner participation (Cai et al., 2020;Lu & Liu, 2015;Sáez-López et al., 2020) through collaborative learning areas using interactive 3D content in learning environments Küçük et al., 2016;Tobar-Muñoz et al., 2017). ...
Despite its increasing use in various settings, Augmented Reality (AR) technology is still often considered experimental, partly due to a lack of clear understanding of the benefits of using AR. This study systematically reviews research on the use of AR in learning settings. Our analysis of 93 relevant articles offers 21 benefits related to the learning gains and outcomes of using AR. Our study shows that the positive effects of using AR on learners’ motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Beyond classifying and discussing the benefits of using AR in learning settings, we elaborate avenues for future studies. We specifically point to the importance of conducting long-term studies to determine the value of using AR in learning beyond the initial novelty and exploring the integration of AR with other technologies.
... The System Usability Scale (SUS) was used seven times, the Intrinsic Motivation Measurement Scale (IMMS) four times, the Questionnaire for User Interaction Satisfaction (QUIS) three times, and all other scales (Unified Theory of Acceptance and Use of Technology -UTAUT, Extension Scale-UES, Technology Acceptance Model-TAM, Socially Adaptive Systems Evaluation Scale-SoASSES, Quality of Life Impact Scale-QLIS, Perceived Usability, and User Experience of Augmented Reality Environments-PEURA-E, National Aeronautics and Space Administration Task Load Index-NASA-TLX, Mixed Reality Simulator Sickness Assessment Questionnaire-MSAR, Intrinsic Motivation Inventory-IMI, Holistic Acceptance Readiness for Use Scale-HARUS, and Collaborative Learning Scale-CLS) were used only once each. In two studies (Conley et al., 2020;Saundarajan et al., 2020), even though the researchers tested the reliability of the questionnaires used, they did not assess their validity or use any established methodology to evaluate those questionnaires. Based on the presented results, the subjective satisfaction and assessment of AR solutions appear to be a daunting and challenging task. ...
Augmented Reality (AR) technology is one of the latest developments and is receiving ever-increasing attention. Many researches are conducted on an international scale in order to study the effectiveness of its use in education. The purpose of this work was to record the characteristics of AR applications, in order to determine the extent to which they can be used effectively for educational purposes and reveal valuable insights. A Systematic Bibliographic Review was carried out on 73 articles. The structure of the paper followed the PRISMA review protocol. Eight questions were formulated and examined in order to gather information about the characteristics of the applications. From 2016 to 2020 the publications studying AR applications were doubled. The majority of them targeted university students, while a very limited number included special education. Physics class and foreign language learning were the ones most often chosen as the field to develop an app. Most of the applications (68.49%) were designed using marker detection technology for the Android operating system (45.21%) and were created with Unity (47.95%) and Vuforia (42.47%) tools. The majority of researches evaluated the effectiveness of the application in a subjective way, using custom-made not valid and reliable tools making the results not comparable. The limited number of participants and the short duration of pilot testing inhibit the generalization of their results. Technical problems and limitations of the equipment used are mentioned as the most frequent obstacles. Not all key-actors were involved in the design and development process of the applications. This suggests that further research is needed to fully understand the potential of AR applications in education and to develop effective evaluation methods. Key aspects for future research studies are proposed.
... The post-test consists of 10 design-based questions of trigonometry and perfect score was 40 marks. Both the pre-test and post-test were designed using the Bloom's taxonomy [28,29]. The questions are based on the six levels of Bloom's taxonomy: Remember (R), Understand (U), Apply (P), Analyze (N), Evaluate (E), and Create (C). ...
The mathematics curriculum has become more dynamic, rigorous, and interdisciplinary in recent years. Therefore, complementing the academic concepts with practical and experiential learning is essential to optimize the learning outcomes. When daunting scientific principles and topics are implemented by traditional diagrams and equations, most students have trouble visualizing; restricting their ability to grasp the idea in detail. Augmented reality has recently become an engineering education method to teach abstract concepts as it enhances the visualization and understanding of technical concepts. In this paper, an augmented reality-based application, ‘Hyperspace’, was developed to enhance undergraduate students’ spatial skills and conceptual knowledge in trigonometry. Hyperspace provides students with features such as augmenting three-dimensional trigonometric functions. These trigonometric functions are dynamically generated using procedural content generation algorithms and computer graphics in augmented reality. An experimental study was conducted to evaluate the effectiveness of Hyperspace on the spatial skills and conceptual knowledge of the students. In total, 127 first-year engineering students took part in the study, and they were randomly assigned to two groups. The students of one group were taught using an AR-based application, and students of the other group were taught using a traditional approach. The experimental outcomes indicate that the augmented reality-based application ‘Hyperspace’ has significantly enhanced the spatial skills and conceptual knowledge of students when learning about trigonometry.
... The purpose of training is not to make the operator rely on the training system, but rather to facilitate greater retention of knowledge and help participants to master a task via interactive cooperation with computational systems. Conley et al. (2020) also found that there were statistically significant higher learning gains by using AR in teaching probability and sampling, especially for those who has no prior knowledge of statistical reasoning. Although the AR system did not show a completion time and workload reduction in the assembly task examined in this study, the participants nonetheless reported significantly higher effectiveness in terms of training as compared with the ordinary training condition. ...
... Additionally, learning using memorization coupled with low conceptual knowledge on STEM disciplines hinders the development of students' thinking skills (Ali & Bakar, 2019). Therefore, AR technology as an effective instrument for STEM education indicated by the characteristics and features of as education and training in STEM pedagogy over an interdisciplinary method and leveraging modern technologies can support in the processes of learning (Conley et al., 2020;Sahin & Yilmaz, 2020). Moreover, STEM lessons enriched with technologies which involve visuals for the teaching of phenomena which cannot be well examined in the class are more effective than conventional lessons (Arici et al., 2019). ...
Augmented Reality has found extensive use as an interactive technology in various learning and educational environments. However, a previous systematic review (SR) lacked a framework to identify the various types of augmented reality utilized, the types of technology employed, and the types of augmented parameters involved. The primary objective of this study was to review current studies in which Augmented Reality learning was used to assist Science, Technology, Engineering and Mathematics education. This study was guided by the processes of identification, screening, eligibility, included and data analysis on three search engines which were ERIC, ScienceDirect and Scopus. In reporting this research, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis protocol was followed which identified 42 related articles. Our findings revealed that three popular types of Augmented Reality design were being utilized in Science, Technology, Engineering and Mathematics learning including marker-less Augmented Reality, marker-based Augmented Reality and projection-based Augmented Reality. The SR outputs also indicated that most scholars employed cameras and object markers as technological modalities to support Science, Technology, Engineering and Mathematics education. Finally, 3D and animated elements were widely used augmented components in Science, Technology, Engineering and Mathematics education. One of the significant implications was that comprehending these distinctions could help in the choice of the appropriate Augmented Reality variant for a specific use circumstance and enable the creation of successful Augmented Reality experiences that fulfil predetermined goals.
... In fact, in the 21 st -century, the education system must apply the skills needed in the world of education today. One of the demands of the 21st century focuses on communication skills (Conley et al., 2020;López-Faican & Jaen, 2020). According to the US-based Partnership for 21 st Century Skills in identifying skills needed in the 21st century, namely "The 4Cs" -collaboration, communication, creativity, and critical thinking Sajid et al., 2021). ...
Students' creative thinking skills need to be developed, one of which is through learning. This research was aimed to produce Augmented Reality (AR) media based on Group Investigation (GI) practice models on various living things to improve students' creative thinking skills. This research and development using the 4-D model. However, it only reached the Develop stage. The population of this study was students of SMA Muhammadiyah 10 Surabaya in the Science class, with 37 students in each class. This study collected data through validation tests, pre-tests, post-tests, observation sheets for creative thinking skills, questionnaires, and student responses. The data analysis technique used is qualitative and quantitative descriptive. The results of development research carried out by researchers related to Mobile AR media with display aspects with 17 indicators obtaining good category. Whereas in the programming aspect, seven indicators are good category. So, the Mobile AR media validation results are good category. Biological material in the application with AR with content aspects with eight indicators are very good category. Whereas in the learning aspect, which consists of 16 indicators, in the good/valid category. The material in this category is worthy of being tested in the field. Based on descriptive statistics, the pre-test and post-test proved to be higher. We discuss these results and its implications.
... The result of this activity was the development of more safety-conscious explorations, in addition to improved content knowledge acquisition . Integration of AR into hi-flexible/hybrid learning experiences affords learners opportunities to engage with science content remotely (online) (Nidhom et al., 2022) and in-person (face-to-face) (Conley et al., 2020;Turan & Atila, 2021). The creation of immersive interactive learning experiences are foundational practices in every learning experience, be they core physical and social science courses or the liberal arts (i.e., music, language, art, communication, etc.) Another example of applied AR technology is assisting learners in developing general science knowledge. ...
Extended reality (XR) represents the future of education. Before XR can be effectively integrated into schools and XR teaching standards can be imagined, practitioners and researchers must first lead the way to educate stakeholders on the power of XR as a tool for teaching and learning by establishing data-backed pedagogical strategies. Traditional uses of technology in the classroom are becoming outdated. XR is gradually being assimilated into education to replace them. This second volume shares research on XR within the contexts of schools and universities analyzed through the lens of teacher education. This volume features a wealth of international perspectives of XR researchers from across the globe.
... The result of this activity was the development of more safety-conscious explorations, in addition to improved content knowledge acquisition (Akçayır et al., 2016). Integration of AR into hi-flexible/hybrid learning experiences affords learners opportunities to engage with science content remotely (online) (Nidhom et al., 2022) and in-person (face-to-face) (Conley et al., 2020;Turan & Atila, 2021). The creation of immersive interactive learning experiences are foundational practices in every learning experience, be they core physical and social science courses or the liberal arts (i.e., music, language, art, communication, etc.) (Dunleavy et al., 2009) Another example of applied AR technology is assisting learners in developing general science knowledge. ...
White, S., & Lowell, V. L. (2023). Instructional design practice considerations for augmented reality (AR) content creation and implementation in undergraduate science. In A. Fegely & T. Cherner (Eds), Bridging the XR Technology-to-Practice Gap: Methods and strategies for blending extended realities into classroom instruction, volume II (pp. 197-209). Association for the Advancement of Computing in Education and Society for Information Technology and Teacher Education. https://www.learntechlib.org/p/222293/
... In this study, the authors investigated if learning about geography with an AR tool is effective for both female and male students. In Conley et al. (2020), prior knowledge was used to examine the effectiveness of an AR game. Further learner characteristics that might influence learning with AR are, for instance: self-efficacy, age, curiosity, and experience with AR technology. ...
Research on the use of augmented reality (AR) in education has received a lot of attention in recent years. Based on many systematic reviews and meta-analyses, it has been concluded that AR is effective. Recently, however, researchers have criticized the fact that the empirical basis for this conclusion is based on results from methodologically problematic media comparison studies. However, an analysis of the literature and quantitative evidence for this claim are lacking. In this research project, this research gap was addressed using the Systematic Review method. A total of 92 primary studies from the top 12 Educational Technology journals were coded and analyzed. The results show that research on AR in education is based on media comparison studies: 80% of the studies compare AR to another medium or technology. Few studies examine how and when learning with AR is effective. In addition, results show that over the years, since 2009, more media comparison studies have been published than other research types. We summarize why media comparison studies are problematic and discuss directions for future research on AR in education. This research shifts from the question if AR can be used in instruction to the more important questions of how and when learning and teaching with AR works.
... In this study, the authors investigated if learning about geography with an AR tool is effective for both female and male students. In Conley et al. (2020), prior knowledge was used to examine the effectiveness of an AR game. Further learner characteristics that might influence learning with AR are, for instance: self-efficacy, age, curiosity, and experience with AR technology. ...
To investigate how learning in immersive Virtual Reality was designed in contemporary educational studies, this systematic literature review identified nine design features and analysed 219 empirical studies on the designs of learning activities with immersive Virtual Reality. Overall, the technological features for physical presence were more readily implemented and investigated than pedagogical features for learning engagement. Further analysis with k-means clustering revealed five approaches with varying levels of interactivity and openness in learning tasks, from watching virtual worlds passively to responding to personalised prompts. Such differences in the design appeared to stem from different practical and educational priorities, such as accessibility, interactivity, and engagement. This review highlights the diversity in the learning task designs in immersive Virtual Reality and illustrates how researchers are navigating practical and educational concerns. We recommend future empirical studies recognise the different approaches and priorities when designing and evaluating learning with immersive Virtual Reality. We also recommend that future systematic reviews investigate immersive Virtual Reality-based learning not only by learning topics or learner demographics, but also by task designs and learning experiences.
... Similar to VR, AR is reported to be more effective at small-to-medium scales with students who have low-to-average academic achievements [20,21]. For students with high academic achievements, it proves to be less effective. ...
Higher educational institutions in Western Balkan countries strive for continuous development of their teaching and learning processes. One of the priorities is employing state-of-the-art technology to facilitate experience-based learning, and virtual and augmented reality are two of the most effective solutions to providing the opportunity to practice the acquired theoretical knowledge. This report presents (apart from the theoretical introduction to the issue) an overall picture of the knowledge of AR and VR technology in education in Western Balkan universities. It is based on a semi-structured online questionnaire whose recipients were academic staff and students from universities in Albania, Kosovo, and North Macedonia. The questionnaire differed for each target group; the version for academics comprised 11 questions for 710 respondents, and the version for students comprised 10 questions for 2217 respondents. This paper presents and discusses the results for each question with the aim to illustrate Western Balkan countries’ current state of VR and AR application in education.
... AR is an effort to combine digital elements with physical objects, by presenting information media on an object [7]- [9]. with AR applications, images of an object in 3D are displayed according to their original environment [10]- [12]. Therefore, this study aims to design an application that can provide AR-based information in providing detailed information on historical monuments in Gorontalo. ...
Several historical monument buildings in the city of Gorontalo with important colonial historical features have been designated as cultural reserves. The unavailability of information media that can be accessed by visitors so that visitors do not know in detail about the historical place visited, by implementing augmented reality (AR) technology as access to information media using multimedia development life cycle (MDLC) methods, visitors can access information freely and in real time, by presenting information and also displaying three-dimensional (3D) monument buildings with android devices. Based on research conducted, the design of AR applications is used to create an information media, and also one of the methods of introducing gorontalo historical monuments that can be used for prospective visitors outside the area and within the area. Implementing AR on historical monuments in Gorontalo Provides a new alternative, in utilizing technology by providing an information medium for historical monuments in Gorontalo.
... Neben der Motivation wurden in vielen Studien auch andere affektive Faktoren beim Lernen mit AR exploriert. Hierzu lässt sich festhalten, dass Lernende den Einsatz von AR als äußerst zufriedenstellend wahrnehmen und das AR-basierte Lernen gegenüber anderen Lernangeboten bevorzugen (Altmeyer et al., 2020;Conley et al., 2020;Demitriadou et al., 2020;Yip et al., 2019). Zudem wurde demonstriert, dass AR-Lernumgebungen die Einstellung gegenüber naturwissenschaftlichen Fächern (Baran et al., 2019;Beyoglu et al., 2020;Sahin & Yilmaz, 2020) verbessern kann sowie zu einer grundsätzlich positiveren Haltung gegenüber dem eigenen Lernen beitragen kann (Harley et al., 2016;López-Faican & Jaen, 2020;Poitras et al., 2019;Yilmaz et al., 2017). ...
In this thesis, the author presents three studies that deal with the effects of an augmented reality escape room game on learning outcomes and immersion experience. Augmented reality, AR, is a relatively new visualization technology that extends the real environment with virtual elements. AR allows completely new possibilities for the design of educational escape room games. For example, AR simulates authentic situations, enables interactions between players and virtual avatars as well as real and digital objects, and engages learners into physical activities. The combination of AR and the game-like narrative environment creates a learning space that involves learners cognitively and emotionally in the simulated situation leading to the experience of immersion. However, the influence of immersion experience on learning outcomes is contradictory.
For example, the lower levels of immersion (engagement, engrossment), described in the immersion continuum, turned out to promote learning, while the highest level of immersion, total immersion, tends to inhibit learning. Research that has addressed this challenge to learning with AR escape room games has been lacking. In this thesis, the author addresses this research gap by first exploring in Study 1 whether learning can occur with an AR escape room game. To be able to explain possible successes or failures, the Cognitive Affective Theory of Learning with Media (CATLM) serves as a theoretical framework. As the results show, the used AR escape room game Escape Fake can enhance learning: The learners in the study were able to significantly increase their knowledge on fake news, were better able to assess simulated postings from social networks as true or false news and increased their willingness to check online information on the Internet for accuracy.
Study 2 addresses the challenge of immersion as a possible distracting variable in the learning process. In study 2, the author developed scaled-down marker images to ensure playing Escape Fake in a seated position. The author hypothesized that a lower experience of total immersion would occur in the seated condition, which should then have a positive impact on learning outcomes. As the results from Study 2 show, the lower physical involvement had no effect on the experience of total immersion. As a result, the learners neither differ in their performance on a knowledge test and an application task, nor their willingness to check online information on the internet for accuracy. Significant differences were found for the immersion level of engrossment, which learners in the seated condition perceived as more intense.
To reduce the immersion experience, Study 3 combined the generative learning strategy of summarizing with playing Escape Fake in the experimental condition. Learners in this group summarized the content of the game in their own words after playing. The results show that adding the learning strategy can significantly reduce the experience of total immersion. As a result, learners in the experimental group were significantly better at applying their knowledge to the evaluation of simulated postings from the social networks. No effect was found for knowledge acquisition and the affective learning outcome. The second goal of Study 3 was also met: adding the generative learning strategy of summarizing had no negative effect on the experience of the two immersion levels that are productive for learning (engagement and engrossment).
In summary, the Escape Fake AR escape room game proved to be an effective and meaningful educational resource. The use of the game in the context of fake news education is recommended. Further empirical, theoretical, and practical implications and the development of future AR escape games are discussed in the course of this work.
... With the availability of Google Cardboard and powerful mobile computing hardware like Qualcomm Snapdragon 3 , developers can now integrate interactive technologies like AR/VR in affordable smartphones. These emerging interactive technologies help in visualizing the complex structures (Argüello & Dempski, 2020), increases students' self-efficacy (Petersen et al., 2020), supports industrial training (Grajewski & Hamrol, 2020), and improve students' learning performance (Conley et al., 2020). Educational apps have been in the market for quite a long while, and with new emerging technologies such as AR/VR, they are also incorporated in educational apps (Yuen et al., 2011). ...
The aim of this study is to investigate the public opinion (i.e., the learners themselves) of apps incorporating emerging technologies Augmented Reality (AR) and Virtual Reality (VR) and find out how satisfied mobile platform users are with these technologies for educational purposes. We performed sentiment analysis of more than one million reviews from 800 different Android apps collected by systematic scrapping of the Google Play Store. Identified apps were separated into five categories: AR, AR+Educational, VR, VR+Educational, and Educational. We identify reviews from each app as positive, negative, or neutral, and apply aspect labels depending on the content of the review. We adopted Bidirectional Encoder Representations from Transformers (BERT) and classify the labels into seven categories: technical issues, usability, content, user interaction, feature request, learning qualities, and advert-related. The results indicate that the positive sentiments are 54.6% for AR, 49.6% for AR+Educational, 47.7% for VR, 71.4% for VR+Educational, and 75.2% for Educational. The results suggest that education apps that do not incorporate AR or VR are receiving higher user satisfaction than apps that incorporate these emerging
technologies. Analyzing and understanding user reviews will help instructional designers, software developers, and hardware designers to resolve the key inhibitors of these apps.
Augmented reality (AR) has the potential to enhance the learning experience of students by providing collaborative, interactive, and immersive environments. This paper reports a systematic literature review focused on examining the research studies on the use of AR in higher education from January 2018 to October 2022, specifically in the context of collaborative learning. The initial search resulted in a total of 2537 studies, of which 20 were analyzed for final review. The main findings suggest that learning using AR-enabled collaborative learning benefits students’ overall knowledge gain, improves task performance, reduces task errors, and provides a positive collaboration experience in higher education settings. This article concludes by discussing the implications of these findings and their use as guidelines by educators, designers, and researchers for developing effective collaborative AR learning content.
In the present investigation, the qualitative results of an educational intervention are presented, which consisted in the implementation of augmented reality resources A.R in the teaching process, the objective of the investigation was to identify the different categories that arose in the speeches of the participants in relation to their experience in the application of augmented reality elements in the learning process, for which the open coding technique was used. The study, which lasted 8 weeks, was conducted with a population of 81 students, 45 women and 36 men, whose ages ranged between 13 and 16 years.Once the intervention was over, an in-depth interview was applied to identify the experiences of the participants, subsequently the information obtained was analyzed, identifying the following categories of description: a) learning experience with elements of augmented reality, b) adaptation to a new methodology of learning, c) motivation, d) benefits and disadvantages of the application of elements of A.R.The results show that many students interviewed gave answers in favor of the use of augmented reality technology, the participants pointed out that the learning experience with elements of augmented reality was innovative and interesting, in relation to the adaptation to a new methodology. of learning indicate that they did not have major difficulties once they became familiar with the operation of the different applications, the vast majority indicated that they felt motivated during the intervention, this being the greatest benefit as well as being able to access study topics in an effortless way. Interactive, which significantly improves their willingness to conduct learning activities, finally as disadvantages of the application of AR elements, they pointed out that the applications used require a lot of memory on mobile devices.KeywordsAugmented realityeducationinnovationtechnology
Extended reality (XR) is a general term for virtual reality (VR), augmented reality (AR), and mixed reality (MR). By converting abstract digital expressions into intelligent feedback through figures, one can effectively compensate for the poor performance of traditional learning in deep cognitive processing and operational skills training. However, the extant results are uncertain, and only a limited number of studies have investigated the influence mechanism of heterogeneity among VR, AR, and MR on procedural knowledge learning, higher-level presence and generative cognitive processing, higher-quality operational behavior, and knowledge transfer. This study explored and analyzed the influence of XR heterogeneity on procedural knowledge gain and operation training. Participants (
n
= 127) were recruited from junior undergraduate students majoring in rail traffic signal and control. Based on the procedural disassembly and assembly of the ZD6 electric switch machine, an XR pretraining system and a 3-D-printed combined virtual-real procedural training system were developed to collect three types of data regarding knowledge gain, procedural training, and a set of questionnaires. Subsequently, a one-way analysis of variance was conducted with XR as the moderator variable. The results indicate that fully immersive VR is more conducive to procedural operation training; however, space and real factors must be considered. AR is consistent with the learner's operating habits, but the corresponding lack of immersion and interactivity restricts the improvement of procedural learning effects. MR multimodal perception leads to an increase in cognitive load, but moderate cognitive pressure is conducive to the cultivation of procedural cognition skills. Furthermore, this study proposes suggestions for using XR to intensify the perception and understanding of procedural cognitive actions.
Augmented reality (AR) has shown positive effects in education. In the present investigation, the results of an educational intervention, which consisted in the implementation of AR resources in the teaching process, are presented. The research had as objectives A) to analyze students’ perspectives on the implementation of AR in the educational field; B) to design resources with AR with the participants, as products of their projects; and C) to compare the performance of students doing projects with AR with their performance in a project done previously. The study was carried out with a population of 39 students between 12 and 16 years old who developed research projects on various topics in which they had to develop a product as the result of their research. The duration of the project was 6 weeks, for which the students worked in groups with the PBL methodology. To collect information about the learning experience, a survey was applied to the participants at the end of the intervention. Products, because of the project, were developed and presented by the students, and the grades obtained in the development of the project and qualifications obtained in previous projects were compared. Once the results were analyzed, it was evident that A) the vast majority of students surveyed gave answers in favor of the use of the technology to improve their motivation to learn, which significantly improved their willingness to carry out learning activities; B) the products developed were brochures and posters assembled with AR resources; and C) an increase of 2.24 points in the course average occurred in relation to the previous project.KeywordsAugmented realityEducationInnovation
Este estudio tiene como objetivo describir la adaptación de las ideas de la cognición 4E en el estudio del aprendizaje de las matemáticas en la investigación contemporánea, de manera que pueda propor-cionar estrategias para cualificar los procesos pedagógicos y didácti-cos en las aulas en tiempos de pospandemia. Se realizó la búsqueda de artículos a texto completo en las bases de datos Science Direct y Ebsco Academic Search Ultimate, de los últimos cuatro años. Se se-leccionaron 56 artículos, que se analizaron mediante análisis de con-glomerados, nubes de palabras y mapas jerárquicos en Nvivo 11. Se obtuvieron cuatro núcleos temáticos (andamiaje, trayectoria socio-cultural, numerosidad y adquisición de conceptos básicos en mate-máticas y exploración de nichos matemáticos) que permiten avanzar en la implementación de mejoras en la enseñanza y el aprendizaje en pospandemia
It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with meta-analysis method. 16 studies included into this research were accessed from ERIC, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis, Web of Science databases in line with certain criteria. In order to reach these studies from databases, the following key words were used; “‘augmented reality’ & ‘achievement’” and “‘augmented reality’ & ‘achievement & science’”. Funnel plot, Orwin’s Fail-Safe N and Egger tests were used for detecting the publication bias and it was determined that there is no publication bias. At the end of the meta-analysis, it was determined that the effect of the use of the augmented reality applications on the student achievement in the science course is moderate (d = 0,643) in favor of the experimental group. Thus, it was presented that the use of the augmented reality applications affects the student achievement positively in the science course.
This work presents a revision of possible applications of the augmented reality in the scholar context, such as the utilization of augmented reality to improve reading comprehension or its application in geometry learning and many others. At the same time, as a contribution to the research field, there is a proposal about the design and development of didactical resources that count with augmented reality objects, images, or illustrative graphs, as well as multimedia videos to improve the teaching-learning process of various academic topics.
This study uses persuasive game design to improve the safety education of left-behind children in rural China. Persuasive game is a design method that is used to change or shape the user's behavior or attitude in recent years. It has been practiced and applied in many fields such as medical health [1, 2, 3, 4], social interaction [5], advertising [6]. By exploring how the Persuasive Technology and Behavior Change Model affect user behavior change, this paper optimizes the design model of persuasive games in the existing research and clarifies the four stages of the persuasive game on user behavior change. Finally, we verify the feasibility of persuasive games in the field of children's safety education through a design practice case named “Class is Over”.
Conventional reviews of research on the efficacy of psychological, educational, and behavioral treatments often find considerable variation in outcome among studies and, as a consequence, fail to reach firm conclusions about the overall effectiveness of the interventions in question. In contrast meta-analytic reviews show a strong, dramatic pattern of positive overall effects that cannot readily be explained as artifacts of meta-analytic technique or generalized placebo effects. Moreover, the effects are not so small that they can be dismissed as lacking practical or clinical significance. Although meta-analysis has limitations, there are good reasons to believe that its results are more credible than those of conventional reviews and to conclude that well-developed psychological, educational, and behavioral treatment is generally efficacious.
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self‐efficacy. A total of 101 students were divided into two groups based on their mathematics learning self‐efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self‐efficacy to pay closer attention to higher level conceptions. It can also help higher self‐efficacy students to apply more advanced strategies when learning mathematics.
Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.
This paper explores the recent development and innovative uses of augmented reality (AR) in formal and informal education. Our research categorizes current AR technologies, introduces a review of relevant literature, and presents case studies illustrating AR implementation utilizing different pedagogical approaches. Based on current trends, the educational potential of AR tools and systems is discussed and factors impacting large-scale use in teaching and training are presented.
Background:
Computer-based applications are increasingly used to support the training of medical professionals. Augmented reality applications (ARAs) render an interactive virtual layer on top of reality. The use of ARAs is of real interest to medical education because they blend digital elements with the physical learning environment. This will result in new educational opportunities. The aim of this systematic review is to investigate to which extent augmented reality applications are currently used to validly support medical professionals training.
Methods:
PubMed, Embase, INSPEC and PsychInfo were searched using predefined inclusion criteria for relevant articles up to August 2015. All study types were considered eligible. Articles concerning AR applications used to train or educate medical professionals were evaluated.
Results:
Twenty-seven studies were found relevant, describing a total of seven augmented reality applications. Applications were assigned to three different categories. The first category is directed toward laparoscopic surgical training, the second category toward mixed reality training of neurosurgical procedures and the third category toward training echocardiography. Statistical pooling of data could not be performed due to heterogeneity of study designs. Face-, construct- and concurrent validity was proven for two applications directed at laparoscopic training, face- and construct validity for neurosurgical procedures and face-, content- and construct validity in echocardiography training. In the literature, none of the ARAs completed a full validation process for the purpose of use.
Conclusion:
Augmented reality applications that support blended learning in medical training have gained public and scientific interest. In order to be of value, applications must be able to transfer information to the user. Although promising, the literature to date is lacking to support such evidence.
Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I'm doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA.
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and instructor. The Survey of Attitudes Toward Statistics-36 (SATS-36) instrument and eight questions from the Statistical Reasoning Assessment (SRA) were given both at the beginning and end of the semester to measure change. The students selected their own sections, but the students in the sections were similar demographically, with similar pre-course college grade point averages. The SATS-36 showed increases in affect, cognitive competence, and perceived easiness and decreases in value, interest, and effort from beginning to end of the semester for all sections. Only affect and perceived easiness showed any differences for section, with traditional higher than online on average for both. Results from the SRA questions showed an increase in correct statistical reasoning skills and decrease in misconceptions for all sections over the semester. Traditional students scored higher on average on all three exams, but there were no significant differences between sections on homework, the project, or on university evaluations of the course or instructor. Results are contextualized with prior educational research on course modalities, and proposals for future research are provided. © 2015 by Ellen Gundlach, K. Andrew R. Richards, David Nelson, and Chantal Levesque-Bristol.
The goal of this article is to introduce the topic of learning to reason from samples, which is the focus of this special issue of Educational Studies in Mathematics on statistical reasoning. Samples are data sets, taken from some wider universe (e.g., a population or a process) using a particular procedure (e.g., random sampling) in order to be able to make generalizations about this wider universe with a particular level of confidence. Sampling is hence a key factor in making reliable statistical inferences. We first introduce the theme and the key questions this special issue addresses. Then, we provide a brief literature review on reasoning about samples and sampling. This review sets the grounds for the introduction of the five articles and the concluding reflective discussion. We close by commenting on the ways to support the development of students’ statistical reasoning on samples and sampling.
This paper provides practical examples of how statistics educators may apply a cooperative framework
to classroom teaching and teacher collaboration. Building on the premise that statistics instruction ought
to resemble statistical practice, an inherently cooperative enterprise, our purpose is to highlight specific
ways in which cooperative methods may translate to statistics education. So doing, we hope to address
the concerns of those statistics educators who are reluctant to adopt more student-centered teaching
strategies, as well as those educators who have tried these methods but ultimately returned to more
traditional, teacher-centered instruction.
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies compare an immersive, highly interactive learning platform that uses a motion-capture system to track students’ gestures and locomotion as they kinesthetically learn with a quality classroom experience (teacher and content were held constant). Two science studies are presented: chemistry titration and disease transmission. In the counterbalanced design 1 group received the EMRELE intervention, while the other group received regular instruction; after 3 days and a midtest, the interventions switched. Each study lasted for 6 days total, with 3 test points: pretest, midtest, and posttest. Analyses revealed that placement in the embodied EMRELE condition consistently led to greater learning gains (effect sizes ranged from 0.53 to 1.93), compared to regular instruction (effect sizes ranged from 0.09 to 0.37). Order of intervention did not affect the final outcomes at posttest. These results are discussed in relation to a new taxonomy of embodiment in educational settings. We hypothesize that the positive results are due to the embodiment designed into the lessons and the high degree of collaboration engendered by the co-located EMRELE. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Augmented Reality is poised to profoundly transform Education as we know it. The capacity to overlay rich media onto the real world for viewing through web-enabled devices such as phones and tablet devices means that information can be made available to students at the exact time and place of need. This has the potential to reduce cognitive overload by providing students with “perfectly situated scaffolding”, as well as enable learning in a range of other ways. This paper will review uses of Augmented Reality both in mainstream society and in education, and discuss the pedagogical potentials afforded by the technology. Based on the prevalence of information delivery uses of Augmented Reality in Education, we argue the merit of having students design Augmented Reality experiences in order to develop their higher order thinking capabilities. A case study of “learning by design” using Augmented Reality in high school Visual Art is presented, with samples of student work and their feedback indicating that the approach resulted in high levels of independent thinking, creativity and critical analysis. The paper concludes by establishing a future outlook for Augmented Reality and setting a research agenda going forward.
Physical objects and virtual information are used as teaching aids in classrooms everywhere, and until recently, merging these two worlds has been difficult at best. Augmented reality offers the combination of physical and virtual, drawing on the strengths of each. We consider this technology in the realm of the mathematics classroom, and offer theoretical underpinnings for understanding the benefits and limitations of AR learning experiences. The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences. In the process of discussing these dimensions, we discuss examples from existing AR applications and provide guidelines for future AR learning experiences, while considering the pragmatic and technological concerns facing the widespread implementation of augmented reality inside and outside the classroom.
In recent years, an increasing number of Mixed Reality (MR) applications have been developed using agent technology — both for the underlying software and as an interface metaphor. However, no unifying field or theory currently exists that can act as a common frame of reference for these varied works. As a result, much duplication of research is evidenced in the literature. This paper seeks to fill this important gap by outlining “for the first time” a formal field of research that has hitherto gone unacknowledged, namely the field of Mixed Reality Agents (MiRAs), which are defined as agents embodied in a Mixed Reality environment.Based on this definition, a taxonomy is offered that classifies MiRAs along three axes: agency, based on the weak and strong notions outlined by Wooldridge and Jennings (1995); corporeal presence, which describes the degree of virtual or physical representation (body) of a MiRA; and interactive capacity, which characterises its ability to sense and act on the virtual and physical environment.Furthermore, this paper offers the first comprehensive survey of the state-of-the-art of MiRA research and places each project within the proposed taxonomy. Finally, common trends and future directions for MiRA research are discussed.By defining Mixed Reality Agents as a formal field, establishing a common taxonomy, and retrospectively placing existing MiRA projects within it, future researchers can effectively position their research within this landscape, thereby avoiding duplication and fostering reuse and interoperability.
In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.
Researchers and educators have found that statistical ideas are often misunderstood by students and professionals. In order to develop better statistical reasoning, students need to first construct a deeper understanding of fundamental concepts. The Sampling Distributions program and ancillary instructional materials were developed to guide student exploration and discovery. The program allows students to specify and change the shape of a population, choose different sample sizes, and simulate sampling distributions by randomly drawing large numbers of samples. The program provides graphical, visual feedback that allows students to construct their own understanding of sampling distribution behavior. To capture changes in students' conceptual understanding we developed diagnostic, graphics-based test items that were administered before and after students used the program. An activity that asked students to test their predictions and confront their misconceptions was found to be more effective than one based on guided discovery. Our findings demonstrate that while software can provide the means for a rich classroom experience, computer simulations alone do not guarantee conceptual change.
This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a
theoretical foundation and its pragmatic application to designing learning activities with mobile technologies.
It sets out three learning spaces that are explicitly considered in the book: individual, collaborative,
and situated learning. On these differing learning spaces, we begin by proposing the essential
factors in effective mobile learning experience design that should be addressed by different features
or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide
systematic support for mobile learning expererience design. This chapter concludes by surveying the
mobile learning systems included in this book, reviewing their differing learning activities within context
of the framework. We hope that this analysis will help to expose the key qualities and features that can
support the future development of increasingly effective mobile learning applications.
There is a growing feeling in the statistical community that significant changes must be made in statistical education. Statistical education has traditionally focused on developing knowledge and skills and assumed that students would create value for the subject in the process. This approach hasn't worked. It is argued that we can help students better learn statistical thinking and methods and create value for its use by focusing both the content and delivery of statistical education on how people use statistical thinking and methods to learn, solve problems, and improve processes. Learning from your experiences, by using statistical thinking in real-life situations, is an effective way to create value for a subject and build knowledge and skills at both the graduate and undergraduate levels. The learnings from psychology and behavioral science are also shown to be helpful in improving the delivery of statistical education.
Although there has been much speculation about the potential of Augmented Reality (AR) in teaching for learning material, there is a significant lack of empirical proof about its effectiveness and implementation in higher education. We describe a software to integrate AR using the Microsoft Hololens into UML (Unified Modeling Language) teaching. Its user interface is laid out to overcome problems of existing software. We discuss the design of the tool and report a first evaluation study. The study is based upon effectiveness as a metric for students performance and components of motivation. The study was designed as control group experiment with two groups. The experimental group had to solve tasks with the help of the AR modeling tool and the control group used a classic PC software. We identified tendencies that participants of the experimental group showed more motivation than the control group. Both groups performed equally well.
Outdoor field trip experiences are a cornerstone of quality environmental science instruction, yet the excitement and distractions associated with field trips can overwhelm learning objectives. Augmented reality (AR) can focus students’ attention and help them connect the concept rich domain of the classroom with the context rich experiences in the field. In this study, students used an immersive virtual pond, and then participated in a field trip to a real pond augmented by mobile technologies. We are interested in understanding whether and how augmenting a field trip with information via handheld mobile devices can help students connect concepts learned in the classroom with observations during the field trip. Specifically, we are curious about how augmentation allows students to “see the unseen” in concepts such as photosynthesis and respiration as well as apply causal reasoning patterns they learned about in the classroom while using an inquiry-based immersive virtual environment, EcoMUVE. We designed an AR supported field trip with three different treatments: (1) a ‘visual’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using videos and animations (2) a ‘text’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using text and images, and (3) a ‘control’ treatment that did not specifically prompt students to think about content or perspectives from EcoMUVE. We used a mixed-methods research approach and collected data based on pre, mid, and post surveys; student responses to prompts captured in the notes and log files during the field trip; a post-field-trip survey; and performance on an in-class written assignment. On the field trip, we found that students in all three treatments more frequently referred to visible factors and direct effects than to invisible factors and indirect effects. There were few discernible differences between the text and visual prompted treatments based on responses in the notes and log files captured during the field trip. After the field trip, students exposed to the prompted treatments were more likely to describe invisible factors such as wind, weather, and human impacts, while students exposed to the control treatment continued to focus on visible features such as aquatic plants. These findings provide insights to designers who aim to support learning activities in outdoor and immersive learning environments.
How does statistical thinking differ from mathematical thinking? What is the role of mathematics in statistics? If you purge statistics of its mathematical content, what intellectual substance remains?
In what follows, we offer some answers to these questions and relate them to a sequence of examples that provide an overview of current statistical practice. Along the way, and especially toward the end, we point to some implications for the teaching of statistics.
Augmented reality (AR) technology is commonly used in education.
AR offers a combination of the virtual and real world; thus, it can help
students in learning abstract and complex subjects. The purpose
of the current study was to determine the impact of mobile AR
technology on achievement, cognitive load levels and views of 95
first-year university students (40 in the experimental group and 55
in the control group) enrolled in a geography course in the social
sciences education department of the education faculty of a university
in Turkey. A sequential explanatory design, a mixed method type of
research, was used. The data were collected using an achievement
test, a cognitive load scale, and a semi-structured interview form. The
results of the study showed that AR increases students’ achievement
and decreases their cognitive load levels, and the students’ views
about AR technology were positive. Consequently, it can be stated
that mobile AR technology is a useful tool for teaching geography,
especially geomorphology topics.
A new edition of a classic work that originated the “embodied cognition” movement and was one of the first to link science and Buddhist practices.
This classic book, first published in 1991, was one of the first to propose the “embodied cognition” approach in cognitive science. It pioneered the connections between phenomenology and science and between Buddhist practices and science—claims that have since become highly influential. Through this cross-fertilization of disparate fields of study, The Embodied Mind introduced a new form of cognitive science called “enaction,” in which both the environment and first person experience are aspects of embodiment. However, enactive embodiment is not the grasping of an independent, outside world by a brain, a mind, or a self; rather it is the bringing forth of an interdependent world in and through embodied action. Although enacted cognition lacks an absolute foundation, the book shows how that does not lead to either experiential or philosophical nihilism. Above all, the book's arguments were powered by the conviction that the sciences of mind must encompass lived human experience and the possibilities for transformation inherent in human experience.
This revised edition includes substantive introductions by Evan Thompson and Eleanor Rosch that clarify central arguments of the work and discuss and evaluate subsequent research that has expanded on the themes of the book, including the renewed theoretical and practical interest in Buddhism and mindfulness. A preface by Jon Kabat-Zinn, the originator of the mindfulness-based stress reduction program, contextualizes the book and describes its influence on his life and work.
The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them.
In this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language.
The purpose of this review was to (a) overview prior knowledge research and its role in student performance, and (b) examine the effects of prior knowledge in relation to the method of assessment. We selected 183 articles, books, papers, and research reports related to prior knowledge. While prior knowledge generally had positive effects on students' performance, the effects varied by assessment method. More specifically, prior knowledge was more likely to have negative or no effects on performance when flawed assessment measures were used. However, in some studies, flawed methods yielded informative results. Thus, in educational research the implications of assessment measures must be considered when examining the effects of prior knowledge.
Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students’ experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants’ cognitive overload and the ways to provide assistance in constructing the presented learning materials. In this study, a mindtool-based AR learning system was developed, based on the repertory grid method and the contiguity principle of multimedia learning, for assisting students in constructing their knowledge in a natural science course. Furthermore, an experiment was carried out on an elementary school natural science course to compare the influences of this method with those of the conventional AR learning system on students’ learning effectiveness. The experimental results show that the designated approach effectively promoted the students’ learning achievements, and no significant difference existed between the mindtool-based AR learning system and the conventional AR learning system in terms of students’ cognition load and satisfaction degree; moreover, both the experimental group and the control group perceived low cognition load during the learning activity and rated their own AR learning systems as being highly satisfactory.
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. This paper reports a review of literature on augmented reality in educational settings considering the factors include the uses, advantages, features, and effectiveness of augmented reality in educational settings. In total, 55 studies published between 2011 and 2016 in Social Sciences Citation Index database were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a “sightseeing”. Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students’ willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it.
For many years, students have been taught to visualise data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualisation tools. Free down-loadable teaching and simulation software designed specifically for schools, and more general data visualisation tools are increasingly being used in New Zealand classrooms. This paper discusses four examples: the use of GenStat for Teaching and Learning Schools and Undergraduate (GTL); Auckland University's iNZight and VIT (Visual Inference Tools) for teaching bootstrapping and randomisation; the CAST e-books, and the use of data visualisation tools to assist learning concepts in official statistics. All these tools are publically available and several are already being used internationally. © International Association for Statistical Education (IASE/ISI).