Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences students in Florence

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Presentation at the InSuEdu 2012 workshop, SEFM 2012, 1 October 2012, Thessaloniki. In this presentation the use of augmented reality with a smartphone for fieldwork of Cultural Sciences students is discussed based on two pilots in Florence. A tool named ARLearn developed to support different learning in different contexts using the multimedia capabilities and location based service on smartphones. In the pilots assignments were given in spoken messages and students collected notes by recording their own voice and taking pictures of artifacts in Florence. The use of the tool for fieldwork helped students with systematical collection of data for their essay. The educational design and ARLearn toolkit is developed further to enable individual fieldwork students and other educational scenarios.

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  • Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences students in Florence

    1. 1. Mobile augmented reality with audio Supporting fieldwork of Fred de Vries Cultural Sciences students in FlorenceInSuEdu 2012 workshop at SEFM 2012, Thessaloniki, 1 October 2012Authors: Stefaan Ternier, Fred de Vries, Dirk Börner, Marcus Specht 1
    2. 2. Milgram, P. and Kishino, A. F. (1994) Taxonomy of Mixed Reality Visual Displays IEICE Transactions on Information and Systems, E77-D(12), pp. 1321-1329.•Real environment •Virtual environment•enriched with virtual objects •enriched with virtual objects 2
    3. 3. Augmented Reality 3
    4. 4. Augmented Reality: Locatory(preliminary experiment) 4
    5. 5. Augmented Reality: Locatory(preliminary experiment) 4
    6. 6. Augmented Reality: Locatory(preliminary experiment) 4
    7. 7. Augmented Reality: Locatory(preliminary experiment) 4
    8. 8. Augmented Reality: Locatory(preliminary experiment) 4
    9. 9. Augmented Reality: Locatory(preliminary experiment) 4
    10. 10. Augmented Reality: Locatory(preliminary experiment) 4
    11. 11. Augmented Reality: Locatory(preliminary experiment) 4
    12. 12. Augmented Reality: Locatory(preliminary experiment) 4
    13. 13. Augmented Reality: Locatory• The App absorbed all attention of users• ‘tunnel vision’ discovering environment looking through the camera of the smartphone• AR usability pattern: explore effects of alternative pattern: audio augmentation layer. 5
    14. 14. ARLearn: listening 6
    15. 15. ARLearn: listening 6
    16. 16. ARLearn Architecture– Serious game engine • Score • Progress • Team play– Android and streetview clients– excursions possible– notification framework– Rich media: video, audio, multiple-choice questions, ...– location based assignments and triggers Media 7
    17. 17. ARLearn Case studies Florence case Amsterdam case Hostage case OUNL OUNL UNHCRGame Scavenger game Adventure game Decision gamedesignDelivery augmented reality augmented virtuality augmented realityChannelPedagogic situated learning expository learning learning throughapproach decision taking 8
    18. 18. Study visit Cultural Sciences, Florence• Pilot A in 2010 + Pilot B in 2011• Pilot October 2012 ... also BYOD• Individual studytasks, not overlapping• Each student has 2-5 assignments of tutor in audio, triggered by location 9
    19. 19. 10: students using ARLearn in Florence
    20. 20. 3 tasks for student (one with visual) 11
    21. 21. Tutor gives assignment or information• for everyone• for a specific student
    22. 22. Tutor gives assignment or information• for everyone• for a specific student
    23. 23. Students make notes• replay / editing during fieldwork• collect data for their essay
    24. 24. Students make notes• replay / editing during fieldwork• collect data for their essay
    25. 25. Questionnaire (5 point Likertscale)Questions asked in Pilot A and B A B (n=6) (n=8)“Smartphone support for fieldwork is usefull” 4.56 4.24“Creating notes by typing text is usefull” 2.00 n.a.“Creating notes by taking pictures is usefull” 4.83 4.75“Creating notes by recording my voice is 3.50 3.11usefull” 16
    26. 26. Notes collected in portfolio of studentsaverage number of notes A (n=6) B (n=8)with....typed text 2.17 n.a.pictures 4.83 4.86voice recordings 3.50 3.50 17
    27. 27. Results - taking notes • virtual keyboard complicated for text notes (pilot A) • picture notes most popular - easy and suiting the purpose in their fieldwork • voice notes effective and fast, initially students are uncomfortable to speak to themselves • notes in portfolio helped students in “ more systematically descriptions of their observations” according to tutor 18
    28. 28. Results - students • Navigate vs. Exploration • Application designed for explotaration • Navigation can be used to find your way besides paper map • accuracy of GPS-signal! • fade in - out of audio too subtle to notice (pilot A) • signal for new assignment, no auto-play (pilot B) 19
    29. 29. Results - tutor • Multitasking • tutor can monitor different students real-time • checking continuously the online portfolio to check the progress and answer of students • Intervene sometimes with instruction or extra assignments • Assignments were sometimes too complex, tasks need to be split in smaller ones. (pilot A, B) 20
    30. 30. Lessons Learned• Choose a location for fieldwork with proper GPS reception • High buildings, narrow streets :(• Reserve time for users to make themselves acquainted with the smartphone• Battery life ~ GPS/network operations offline use? 21
    31. 31. Conclusions• Broadening our vision on Augmented Reality; developing Open Source toolkit + more learning designs for use in different contexts.• Augmented reality aspects appreciated, but KISS• Note taking by recording voice + pictures is powerfull.• Explore more social aspect: private notes or shared notes linking to essays of the Cultural Science students. 22
    32. 32. Conclusions - sustainability • visit Florence allone with the App and not depend on an organized study-trip • Access can be limited to vulnerable artefacts in Florence; portfolio’s with annotated data of other students can make studying the artefacts in real more efficient, protecting the treasures. • Cloud application without need to run your own server. • Created designs can be re-used (if you allow) 23
    33. 33. Try ARlearn yourself • Overview http://portal.ou.nl/web/topic-mobile-learning/home/-/wiki/Main/ARLearn • Authoring environment in the cloud Text http://streetlearn.appspot.com/Authoring.html • Android client for smartphone https://play.google.com/store/apps/details?id=org.celstec.arlearn2.android 24
    34. 34. Thank you!• fred.devries@ou.nl• +31455762860• Skype: fjdevries• Twitter: freddevries• LinkedIn: freddevries www.openu.nl Lear ning Mo bile Top ic on 25

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