Studies in application of Augmented Reality in E-Learning Courses
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Studies in application of Augmented Reality in E-Learning Courses

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Final year design project: Mid sem ppt (7th Semester)

Final year design project: Mid sem ppt (7th Semester)

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    Studies in application of Augmented Reality in E-Learning Courses Studies in application of Augmented Reality in E-Learning Courses Presentation Transcript

    • Studies in Application of Augmented Reality in E-Learning Courses A case study in Solid States, Chemistry Mid Semenster Presentation Design Project-III | 20.9.13 Guided By: Prof. (Dr.) Pradeep Yammiyavar FDRS Himanshu Bansal | 516 & Mannu Amrit | 523
    • [Ref. Page 17, Chemistry NCERT book, 12th Standard] 4/41
    • [Ref. Page 15, Chemistry NCERT book, 12th Standard] 1/41 5/41
    • 3D is diffcult to in 2 Dimension Represent Visualize UnderstandTeach 7/41
    • Augmented Reality is a technology which • Combines real and virtual imagery • Is interactive in real time • Registers the virtual imagery with the real world [Azuma, 1997] 10/41
    • Augmented Reality is a technology which is of relevance in education because it • Draws attention - critical in instruction • Conveys spatial cues directly instead of just visual images • Is used with hands, and provides sensorimotor feedback • Provides constructivist environment to enhance learning • Direct manipulation in comparison with mouse-based computer- generated visualization [Gagne et al., 1992; Dede, 1995; Shelton, 2004; Schank, P., 2002] 11/41
    • E Learning refers to training initiatives which provide learning material, course communications, and the delivery of course content electronically through technology mediation. [Eddy and Tannenbaum, 2003] 14/41
    • E Learning draws our attention because.. • Increased flexibility and convenience in taking courses • Time and place constraints are removed • Greater grasp over the learning process • Greater control in the hands of the learner over paceflow and interactions [Wydra, F.T.,1980] 15/41
    • If you dont believe us.. • Organizations are currently spending over $16billion on technology-based training [Industry training report, 2006] • Millions of students are enrolling in web-based courses [Wirt et al.,2004] • E-learning market has a growth rate of 35.6% [Wu et al., 2006] 16/41
    • 17/41
    • Chemistry Augmented Reality E Learning + + 18/41
    • Introducing Project 19/41
    • Project Objectives • Identify scope of Augmented Reality in E Learning and in our subject of interest - Solid State Chemistry • Develop an AR based E Learning solution for a specific section in Solid State Chemistry • Conduct a comparative study of the developed solution with conventional e learning solutions available as of today 20/41
    • Chemistry Augmented Reality E Learning Videos Print / Face to Face Web – mouse based Our Solution DP 3 DP 4 User Satisfaction User perceived engagement Course understanding Experimental Study
    • Videos Print / Face to Face Web – mouse based Our Solution Independent Variable 4 levels [Urhahne et al. 2009] Experimental Study
    • User Satisfaction User perceived engagement Course understanding Experimental Study Dependent Variable [Johnson, 2008]
    • Chemistry Augmented Reality E Learning Videos Print / Face to Face Web – mouse based Our Solution DP 3 DP 4 User Satisfaction User perceived engagement Course understanding Experimental Study
    • Keypoints Case-study Topic Solid States, Chemistrt, Standard XII – NCERT Target participant sample Chemistry students of class 11th and 12th Augmented Reality SDK Total Immersion D’Fusion Studio vs. Qualcomm Vuforia 25/41
    • Why Chemistry? macro sub - micro symbolic The Johnstone triangle [Johnstone. A] 26/41
    • Why Chemistry? • Spatial ability is a prerequisite to the understanding of three-dimensional arrangements of molecules [Hyde et al. 1995] • Spatial ability leads to a deeper understanding of many chemical concepts [Pribyl and Bodner 1987; Yang et al. 2003] • Students often have problems in generating a spatial model from a two- dimensional illustration [Garnett et al.1995; Wu and Shah 2004] 27/41
    • Existing Works The application shown in Figure 1 used AR markers to represent ball and stick models of amino acids.[Chen.Y] Augmented Chemistry (Figure 2) is a workbench consisting of a table and a rear-projection screen. Users interact with models in this virtual environment using a booklet and a cube. Each page in the booklet is used to identify an element of the periodic table. [Morten. F, Benedikt M] Fig 1 Fig 2 28/41
    • Augmented Reality SDK Total Immersion – D’Fusion Studio Vuforia by Qualcomm 29/41
    • 29/41
    • Project Timeline (7th Semester) Week Dates Work 1, 2 Aug 19th - Sep 1st Literature Study + Analysis 3 Sep 2nd - Sep 8th Need Finding, How our project is unique 4 Sept 9th - Sept 15th Testing with D Fusion Studio 5 Sept 16th - Sept 22nd Report, PPT 6 Sept 23rd - Sept 29th Mid Sem Week + User Research 7 Sept 30th - Oct 6th Getting started with building AR interfaces 8-10 Oct 7th - Oct 27th Development 11 Oct 28th - Nov 3rd Debugging, Testing 12 Nov 4th - Nov 10th Finishing Touches 13 Nov 11th - Nov 17th Preparation of PPT, Report 14 Nov 18th - Nov 24th End Sem Presentation, Report Submission 30/41
    • Deliverables (7th semester) Augmented Reality based solution (Prototype) An interactive Augmented Reality based Android application which aims to teach students who are taking online course of chemistry - ‘Solid States’ in particular. Final Project Report Final Project Presentation 31/41
    • Conclusion • The project is not a conventional problem solving process oriented project – it is more of an experimental study. • The motive behind pursuing such a project is to explore development of A.R based interfaces and do comparative study between different learning paradigms. • The final goal is to establish if Augmented Reality could possibly revolutionize E Learning in Chemistry. 32/41
    • References Wydra, F.T.,1980. Learner Controlled Instruction.Educational Technology Publications, Englewood Cliffs, NJ. Gagne, R. M., Briggs, L. J. and Wager, W. W. 1992. Principles of instructional design. Harcourt Brace Jovanovich College Publishers. Dede, C. 1995. The evolution of constructivist learning environments: Immersion in distributed, virtual worlds. Educational Technology, 35, 5, 46-52. Shelton, B. E., and Hedley, N. R. 2004. Exploring a cognitive basis for learning spatial relationships with augmented reality. Tech., Inst., Cognition and learning, 1, 323-357. Schank, P., and Kozma, R. 2002. Learning chemistry through the use of a representation- based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21, 3, 253-27 Urhahne, D., Nick, S., & Schanze, S. (2009). The effect of three-dimensional simulations on the understanding of chemical structures and their properties.Research in science education, 39(4), 495-513. 37/41
    • References Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments.International Journal of Human-Computer Studies, 66(5), 356-369. Hyde, R.T., Shaw, P.N., Jackson, D.E., & Woods, K. (1995). Integration of molecular modelling algorithms with tutorial instruction. Design of an interactive three-dimensional computer-assisted learning environment for exploring molecular structure. Journal of Chemical Education, 72, 699–702 Pribyl,J.R.,&Bodner,G.M.J.(1987).Spatialabilityanditsroleinorganicchemistry:Astudyoffour organiccourses. JournalofResearchinScienceTeaching, 24,229–240 Wu,H.-K.,&Shah,P.(2004).Exploringvisuospatialthinkinginchemistrylearning. ScienceEducation, 88, 465–492. Yang,E.-M.,Andre,T.,&Greenbowe,T.J.(2003).Spatialabilityandtheimpactofvisualization/animation onlearningelectrochemistry. InternationalJournalofScienceEducation, 25,329–349. 38/41
    • References Garnett,P.J.,Garnett,P.J.,&Hackling,M.W.(1995).Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. StudiesinScienceEducation, 25, 69–95. Anonymous,2006. 2006 industry report.Training 43, 20–32 R.T. Azuma. A survey of augmented reality. Presence: Teleoperators and Virtual Environments 6:4, 355-385, 1997 Eddy, E.R., Tannenbaum, S.I.,2003. Transfer in an e-learning context. In: Holton, E.F., Baldwin,T.T.(Eds.), Improving Learning Transfer in Organizations. Jossey-Bass, San Francisco Kolbasuk McGee, M., 2004.The relearning of e-learning. Information Week Wirt,J., Choy,S., Rooney,P., Provasnik, S.,Sen, A.,Tobin,R.,2004. The Condition of Education 2004. US Department of Education, Washington, DC Wu, J.P. , Tsai, R.J., Chen, C.C., & Wu, Y.C. (2006). An integrative model to predict the continuance use of electronic learning systems: hints for teaching. International Journal on E-Learning, 5(2), 287–302
    • References Fjeld, M., & Voegtli, B. M. (2002). Augmented chemistry: An interactive educational workbench. In Mixed and Augmented Reality, 2002. ISMAR 2002. Proceedings. International Symposium on (pp. 259-321). IEEE. Chen, Y. C. (2006, June). A study of comparing the use of augmented reality and physical models in chemistry education. In Proceedings of the 2006 ACM international conference on Virtual reality continuum and its applications (pp. 369-372). ACM. Johnstone, A. H. J. of Chem. Educ., 2010, 87, 7, 22-29. Standard 12 Chemistry Part 1 NCERT 40/41