Augmented Reality for Learning and Teaching

Augmented reality for learning and teaching: A literature review of the state-of-the-art Yu-Chang Hsu Anthony Saba

Azuma's (1997) definitions of AR
Combines real and virtual
Interactive in real time [Jurassic Park virtual objects-- not interactive]
Registered in 3D [football information on TV--2D]

Virtuality Continuum
Milgram & Kishino (1994)

AR Technologies : Data Reading
Sensors : Receive information to help programs decide what to do next
Camera (tracking AR users and physical objects)
GPS (location-based activities)
Accelerometer (e.g., Wii remote)
Gyroscope (sensing orientation, such as tilt, of objects)
Labels and Codes (used with Camera or other sensors)
RFID ( Radio-frequency identification)
QR (Quick Response) codes
Hand Manipulated
Individual cards allowing interaction among learners
Embedded (in printed books)
Wearable

AR Technologies: Interfaces
User Interfaces (information display and/or data entry )
Head Mounted Displays
Monitor Viewing
Mobile handheld
Computer monitor
Projection
Group Interaction
Individual Interaction (with the system)

Supplemental Interface
Mannequins in the medical field
Connected to Monitors and/or other peripherals
Input on/through the mannequins
Haptic feedback

Potential Benefit of AR in Education
Reduce cognitive load
Simulation situated in physical environment—learning in context
Diversity in applications for various implementations
Physical exercise through psychomotor activities
Multi-sensory feedback

Research Question
What are the state-of-the-art AR applications for teaching and learning reported in peer-reviewed journals from 2000-2011?
Subject domains
Education levels
Types of systems

Research Methods
Keywords search
augmented reality AND (teaching or learning or education or training).
EBSCO
Inclusion
2000-2010 peer-reviewed journal articles
Types of research:
Empirical studies on learning and teaching;
Design and Development for learning and teaching
Coding
Open coding
research questions, participant characteristics, subject domains
Constant comparison and revising coding
Learning interaction
with system
among learners (individual or collaborative learning)
Types of AR system and technologies used

General Findings from AR Research (20 articles)
Regions :
US: 10 ( 50% ),
Europe: 6 (30%),
Asia-Pacific: 4 (20%)

School level :
K-12: 11 ( 55% )
Medical and BioMed: 5 (25%)
University: 2 (10%)
K-12 + University: 2 (10%)

Usage :
Individual learning: 9 (45%)
Group: 9 (45%)
Combined Modes: 2 (10%)

General Findings (continued)
Disciplines :
Majority: 70%
Science: 6 (30%)
Medicine: 6 (30%)
Engineering 2 (10%)

Other : 30%
Math: 1 (5%)
Interdisciplinary (math/scientific literacy): 1 (5%)
Special education and rehabilitation training: 1 (5%)
Urban planning education: 1 (5%)
Industrial training: 1 (5%)
Art education: 1 (5%)

General Findings (continued)
Types of Display Systems :
Computer Monitor Displays (plus mannequins or marker cards): 8 ( 40% )
Mobile Handheld Displays: 6 ( 30% )
Projection Systems: 4 (20%)
Head Mounted Displays: 2 (10%)

Diverse Applications

Mobile Handheld Display
Dunleavy, Dede, & Mitchell (2008) [Collaborative/GPS location-based] (USA)
Middle school and high school students
Math & Scientific literacy
Scenario: Alien Contact!
investigate alien's encounter with Earth with inter-dependent pieces of information
Four-student team
Results
High engagement due to
Handheld and GPS
Collecting Data Outside
Concern
GPS Issue
Complexity and high management need (difficult to scale up)
Much requirement on students (technology/content knowledge/collaboration task)

Mobile handheld through Camera Scanning/Sensor (RFID)
Liu, Tan, & Chu (2009) EULER [Ubiquitous Learning with Educational Resources] (EULER)] (Taiwan)
5th graders and their teachers
Wetland ecology
AR
contextual content
virtual objects overlay
Learning
collaborative learning
context-aware learning
Outcomes
AR group better than control group (textbook only) on post-test
no control of time on learning
Perceptions: Easy to use; believe to help their learning.

Computer Monitor + Mannequin
Botden et al. (2007) (Netherlands)
AR vs. VR
Surgery: Translocation and suturing tasks
All participants used both system; randomly decided which go first.
Experts and Intermediate Professionals consider AR better for training resident surgeons than VR, regarding
realism, didactic value, haptic feedback, and usefulness

Projection- Group-based
Birchfield et al. (2009)
Situated Multimedia Arts Learning Lab [SMALLab] (USA)
Group & Collaborative learning
Urban high school
Earth Science
Building “layer cake” (rock formations and sediments)
Reinforced concepts taught previously
AR Components and interaction
Control virtual element to build the layered structure of rock formations together
Shake Wii remote to generate fault events
Sig. gains in concept learning
Engagement and modeling
Collaboration and negotiation

Projection- Individual-based in Groups
Hsiao (2010) CARLS (Chemistry AR Learning System) (Taiwan)
Group (non-collaborative learning)
High school student (7&8th grade) in Taiwan
Practice with chemistry concepts
Jumping (to reach the answers)
Stretching (to catch answer)
Boxing (to hit certain times for the correct answer)
KMCAI (regular keyboard-mouse group)
Learning outcomes:
physical activities group did better on science knowledge test

Head Mounted Displays
Kaufmann & Schmalstieg (2003) [Construct3D] (Austria)
Math/geometry
Develop Spatial ability
Experience dynamic geometry
Potential for collaborative learning through negotiating modifications
Engagement in and motivation due to
Co-interacting with virtual objects
Making modifications
“ walk around and under” to appreciate their creation”

Computer Monitor + Marker Cards
Liarokapis et al. (2004) (UK)
Mechanical engineering education
machines, vehicles, and tools
help students explore the multidimensional
augmentation of materials in various levels of detail
Space-saving; mobile
Design and development—
needs research on learning

Computer Monitor + Wearable Marker Cards
Commercial Example (K-12)
LarnGear chemistry experiments (2008)
http://goo.gl/HsJPn
Commercial Example: Medical Field
http://goo.gl/M8y55

Conclusions
AR is more than presentation
Interaction and collaboration
Engagement and learning improvement
Contextual relevance and immediacy
Some Challenge
Scalability issues due to learning design
AR system literacy
Good diversity
AR systems
Learning domains
International research
Many examples available, but research on learning lacking in
Embedded and manipulated marker cards (e.g., chemistry experiments, human organs)

Disciplines other than STEM education and Medicine, such as
Humanities and social sciences (e.g., history, language learning, etc.)

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Augmented Reality for Learning and Teaching

by Yu-Chang Hsu

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