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Augmented Reality (AR) technology offers the possibility of experiencing virtual images with physical objects and provides high quality hands-on experiences in an engineering lab environment. However, students still need help navigating the educational content in AR environments due to a mismatch problem between computer-generated 3D images and actual physical objects. This limitation could significantly influence their learning processes and workload in AR learning. In addition, a lack of student awareness of their learning process in AR environments could negatively impact their performance improvement. To overcome those challenges, we introduced a virtual instructor in each AR module and asked a metacognitive question to improve students’ metacognitive skills. The results showed that student workload was significantly reduced when a virtual instructor guided students during AR learning. Also, there is a significant correlation between student learning performance and workload when they are overconfident. The outcome of this study will provide knowledge to improve the AR learning environment in higher education settings.
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Work-in-Progress–—Specific Heat of Water Experiment: Augmented Reality Chemistry Lab
Augmented Reality (AR) is becoming readily more available as the number of AR capable smartphones and tablets increase in popularity. With its exponential development, augmented reality offers an oppurtunity to facilitate education in online chemistry. In hopes of furthering the advancement of augmented reality in online chemistry education, we developed a boiling water experiment to show the effects of heat capacity and to create an interactive lab experiment for online learning. Our work-in-progress paper explores how the utilization of augmented reality can improve the learning process and better exhibit chemistry lab concepts.
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- Award ID(s):
- 1917912
- PAR ID:
- 10282441
- Date Published:
- Journal Name:
- 2021 7th International Conference of the Immersive Learning Research Network (iLRN)
- Page Range / eLocation ID:
- 1 to 3
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This study aims to develop an interactive learning solution for engineering education by combining augmented reality (AR), Near-Field Electromagnetic Ranging (NFER), and motion capture technologies. We built an instructional system that integrates AR devices and real-time positioning sensors to improve the interactive experience of learners in an immersive learning environment, while the motion, eye-tracking, and location-tracking data collected by the devices applied to learners enable instructors to understand their learning patterns. To test the usability of the system, two AR-based lectures were developed with different difficulty levels (Lecture 1 - Easy vs. Lecture 2 - Hard), and the System Usability Scale (SUS) was collected from thirty participants. We did not observe a significant usability difference between Lecture 1 and Lecture 2. Through the experiment, we demonstrated the robustness of this AR learning system and its unique promise in integrating AR teaching with other technologies.more » « less
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Emerging technologies such as Augmented Reality (AR), have the potential to radically transform education by making challenging concepts visible and accessible to novices. In this project, we have designed a Hololens-based system in which collaborators are exposed to an unstructured learning activity in which they learned about the invisible physics involved in audio speakers. They learned topics ranging from spatial knowledge, such as shape of magnetic fields, to abstract conceptual knowledge, such as relationships between electricity and magnetism. We compared participants' learning, attitudes and collaboration with a tangible interface through multiple experimental conditions containing varying layers of AR information. We found that educational AR representations were beneficial for learning specific knowledge and increasing participants' self-efficacy (i.e., their ability to learn concepts in physics). However, we also found that participants in conditions that did not contain AR educational content, learned some concepts better than other groups and became more curious about physics. We discuss learning and collaboration differences, as well as benefits and detriments of implementing augmented reality for unstructured learning activities.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.23919/iLRN52045.2021.9459386
