More Like this

1. Using Augmented Reality Technology to Support Young Students’ Embodied Learning Experience in Computational Tasks

   Zhou, C.; Kwon, K.; Brush, T.; Kim, K.; Muralidharan, A.; Kim, Y. (January 2022, SITE Interactive Online 2022 Conference)

   Langran, L.; Henriksen, D. (Ed.)

   This study introduces an Augmented-Reality-based learning system that aims to support young students’ embodied learning in block-based programming activities where they learn computational concepts and create meaningful chunks of codes. Students are going to perform episode-embedded path-finding tasks, which are designed to practice their capacities of applying computational thinking in a reasonable manner to solve problems within different scenarios. Grounded on an embodied cognition approach, the AR integration creates a concrete and tangible environment for young students to understand abstract conceptual knowledge in an engaging and interactive way, with a close connection built between the real and virtual worlds. 

   more » « less
2. Approaching “Filter Bubble” in Recommendation Systems: A Transformative AI Literacy Learning Experience

   https://doi.org/10.22318/icls2024.921873  

   Gong, Yunfan; Zhou, Xiaofei; Zhou, Yushan; Luehmann, April; Han, Yujung; Bai, Zhen (June 2024, International Society of the Learning Sciences)

   Young learners today are constantly influenced by AI recommendations, from media choices to social connections. The resulting "filter bubble" can limit their exposure to diverse perspectives, which is especially problematic when they are not aware this manipulation is happening or why. To address the need to support youth AI literacy, we developed "BeeTrap", a mobile Augmented Reality (AR) learning game designed to enlighten young learners about the mechanisms and the ethical issue of recommendation systems. Transformative Experience model was integrated into learning activities design, focusing on making AI concepts relevant to students’ daily experiences, facilitating a new understanding of their digital world, and modeling real-life applications. Our pilot study with middle schoolers in a community-based program primarily investigated how transformative structured AI learning activities affected students’ understanding of recommendation systems and their overall conceptual, emotional, and behavioral changes toward AI. 

   more » « less
3. How Augmented Reality Affects Collaborative Learning of Physics: a Qualitative Analysis

   Unahalekhaka, A.; Radu, I.; Schneider, B. (July 2019, Computer-supported collaborative learning)

   Augmented reality (AR) is a powerful visualization tool to support learning of scientific concepts across learners of various ages. AR can make information otherwise invisible visible in the physical world in real-time. In this study, we are looking at a subset of data from a larger study (N=120), in which participant pairs interacted with an augmented sound producing speaker. We explored the learning behaviors in eight pairs of learners (N=16) who participated in an unstructured physics activity under two conditions: with or without AR. Comparing behaviors between the two experimental conditions, we found that AR affected learning in four different ways: participants in the AR condition (1) learned more about visual concepts (ex: magnetic field structures) but learned less about nonvisual content (ex: relationship between electricity and physical movement); (2) stopped exploring the system faster than NonAR participants; (3) used less aids in exploration and teaching; and (4) spent less time in teaching their collaborators. We discuss implications of those results for designing collaborative learning activities with augmented reality. 

   more » « less
4. Unequal Impacts of Augmented Reality on Learning and Collaboration During Robot Programming with Peers

   https://doi.org/10.1145/3432944  

   Radu, Iulian; Hv, Vivek; Schneider, Bertrand (January 2021, Proceedings of the ACM on Human-Computer Interaction)

   null (Ed.)

   Augmented reality (AR) applications are growing in popularity in educational settings. While the effects of AR experiences on learning have been widely studied, there is relatively less research on understanding the impact of AR on the dynamics of co-located collaborative learning, specifically in the context of novices programming robots. Educational robotics are a powerful learning context because they engage students with problem solving, critical thinking, STEM (Science, Technology, Engineering, Mathematics) concepts, and collaboration skills. However, such collaborations can suffer due to students having unequal access to resources or dominant peers. In this research we investigate how augmented reality impacts learning and collaboration while peers engage in robot programming activities. We use a mixed methods approach to measure how participants are learning, manipulating resources, and engaging in problem solving activities with peers. We investigate how these behaviors are impacted by the presence of augmented reality visualizations, and by participants? proximity to resources. We find that augmented reality improved overall group learning and collaboration. Detailed analysis shows that AR strongly helps one participant more than the other, by improving their ability to learn and contribute while remaining engaged with the robot. Furthermore, augmented reality helps both participants maintain a common ground and balance contributions during problem solving activities. We discuss the implications of these results for designing AR and non-AR collaborative interfaces. 

   more » « less
5. What Can We Learn from Augmented Reality (AR)?

   https://doi.org/10.1145/3290605.3300774  

   Radu, Iulian; Schneider, Bertrand (April 2019, What Can We Learn from Augmented Reality (AR)?)

   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