1) The document explores how augmented reality (AR) influences affective states and learning through an experiment with teachers experiencing an AR lesson on animals. 2) A survey found that AR induced positive emotions in teachers like interest, attention, excitement and enthusiasm and helped them understand and remember concepts. 3) Most teachers felt AR was a suitable tool for visualizing concepts and engaging students, and wanted to use it in their own classes to enrich learning. However, more research is needed to fully analyze AR's effectiveness on student commitment and motivation.

1. EXPLORATION ON THE
AFFECTIVE STATES AND
LEARNING DURING AN
AUGMENTED REALITY SESSION
Pavlina Panteva
Malinka Ivanova
The 9th International Scientific Conference
eLearning and Software for Education
Bucharest, Romania, April 25th - 26th 2013

2. Aim
To explore
whether and how
augmented reality technology
influences on affective states and learning
An experiment with teachers in the role of learners

3. Introduction
• AR is adopted in
– classroom sessions
– in outdoor activities using desktop, web-based or
mobile applications
• It is a suitable supplementary tool extending
educational scenarios in
– blended learning
– online learning
– formal learning
– informal learning
– self-paced learning

4. Introduction
AR technology contributes to:
• achieving of high level of engagement and motivation
• knowledge construction and transfer
• learning in a unique explorative environment
• promotion of creativity, curiosity and discovering

5. Introduction
• In the context of primary education AR technology
could be an effective tool for teaching and learning if
these processes are well designed
– creation of suitable content
– guided explorations
– teachers have to possess abilities to transfer proper
knowledge to students through utilization of technology

6. Introduction
• What is explored?
– cognitive process, learning and emotional
conditions are strongly connected
– the appropriate affective learner’s states can lead
to the effective learning
– the importance of positive emotions on
stimulation of creative thinking, efficacy in
decision making and in support of problem solving

7. Introduction
• According to the teacher’s pedagogical strategy and
presented content different emotions could be induced
to pupils like: joy, pride, satisfaction, enthusiasm,
pleasure, fear, worry, nervousness, etc . (Zembylas M.,
2005)
• The way of presentation of teaching content, including
the utilized technology and digital media could further
influence on formation of pupils affective states
(Bardzell, J., Bardzell, S., Pace, T., 2008)
The relationship among AR technology usage and
resulting emotions are not explored and it is a challenge

8. Methodology
The hypothesis:
• AR technology can induce positive emotions
to learners and it could be used for better
knowledge perceiving, concepts remembering
and learning

9. Methodology
• To prove or not this hypothesis the following procedures
are performed:
(1) a lesson is designed for 3rd class pupils with topic “Animals
in the nature” with duration 40 minutes;
(2) five 3D objects of animals are selected for presentation
through marker AR technology and video is created;
(3) a survey tool is developed to gather the teachers opinion
about the role of AR technology in primary school;
(4) the video files with AR objects and survey are distributed
online to teachers;
(5) the results are summarized and analyzed

10. A lesson design
• A lesson for new knowledge giving about the animals
in the nature to pupils in 3rd class is designed
• The aim of the lesson is to extend the concept about
the diversity of animals living in water and dry land
• The main educational tasks are:
(1) the knowledge about the connection between live
and still nature to be extended
(2) the knowledge about the animal diversity according
to their lifestyle to be acquired
(3) the knowledge about the animal diversity in different
environments to be extended

11. A lesson design
• The instructive task is focused on creating feelings of
love and care for keeping animal diversity in the
nature
• This lesson has to stimulate development of pupils’
abilities for differentiation the terms of live and still
nature

12. A lesson design
The structure of the lesson includes four sections:
(1) old knowledge actualization (about 10 minutes),
(2) new knowledge introduction using the 5th AR
objects (10 minutes);
(3) game playing to stimulate thinking and analytical
skills of pupils (15 minutes);
(4) knowledge summarization (5 minutes)

13. A lesson design
Section two
• addresses
introduction of
new knowledge
supported by AR
technology
• In parallel with the
AR presentation of
each animal the
teacher gives:
– short explanation,
– introducing
several terms like
live and still
nature, diversity,
environment for
living to pupils

14. A lesson design
• An example - the aim of the
presentation of the first
object - humming bird is to
demonstrate an animal
inhabiting in air environment
• The pupils alone have to
conclude that this animal live
in air environment, after
receiving the visual
information through the AR
object
• Then, the teacher gives
additional explanation about
the name of the bird and the
characteristics of its living
environment

15. Survey and Results
First group of questions - gather the statistical information
about the responders
• 63% - young teachers with ages between 24 and 30 and with
1-4 years of teaching practice
• 53% - teachers in primary schools, a big part of the rest are
after school teachers working with pupils

16. Survey and Results
Second group of questions - to identify the main emotions induced in
teachers when they perceive five different AR objects arranged in a
lesson
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 AR object 2 AR object 3 AR object 4 AR object 5 AR object
concerned 95% 79% 79% 74% 68%
excited 11% 26% 21% 26% 21%
enthusiasted 16% 26% 16% 21% 37%
activated 5% 16% 5% 0% 5%
with new idea 16% 0% 11% 0% 0%
attentive 42% 5% 32% 32% 26%
joyful 0% 5% 5% 11% 21%
How are you feeling when you perceive the AR object?

17. Survey and Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
concerned attentive enthusiasted excited activated with new idea joyful
Emotions - average
• Second group of questions - to identify the main emotions induced in
teachers when they perceive five different AR objects arranged in a
lesson

18. Survey and Results
• Third group of questions - whether the AR
technology can influence on the processes of
understanding and remembering
• 95% of the surveyed teachers for the first and the
second AR objects and 100% for the third, fourth and
fifth AR objects - understand the main idea behind
every one AR object and comprehend the presented
concepts
• Nearly 100 % of responders remember the teaching
thesis for all five AR objects and they do not need
repetition of these objects

19. Survey and Results
• Fourth group of questions – whether the AR technology could displace
the attention from the main teaching thesis

20. Survey and Results
• The teachers are asked about their intention to use AR
technology in their classes
• 84% of them is categorical that AR technology is
suitable for concepts visualization during classes in
primary school
• 95% of teachers think that AR technology is a good tool
for students’ attention concentration
• 95% consider that AR technology could assist the
better learning of new concepts
• 79% of the teachers say that the AR technology could
provoke the students’ interest and curiosity about the
teaching topic

21. Survey and Results
• 95% of the teachers wish to use AR technology as
supportive tool in their classes
• Why they will use AR technology?
I will use it, because the
students receive a real picture
about a object that could not be
shown directly in the class
room.
Yes, because the information is
presented in an interesting and
impressive way.
I will utilize the technology. It
will be a very strong
motivational tool for students
and for explanation of new
terms and topics.
Yes, the technology can support
teachers and can provoke the
learning interest of students.

22. Survey and Results
Yes, because the
technology can assist
teaching through
concentration of
students attention on
the important lesson’
parts.
Yes, because it gives
more realistic concept
about the learning
topic and objects
Yes, because it is
something new and
different than usual
stuff. The Bulgarian
school needs
integration of similar
technological
solutions.
Yes, it is an
innovation that can
attract the students’
attention and can
enrich their
knowledge.
Yes, because it is a
very good
presentation tool of
the teaching material
and can hold back the
students’ attention.

23. Conclusions
• AR induces the following emotions: concerned and
interested in, attentive, excited and enthusiastic
• AR supports understanding and remembering
• The idea behind the AR technology as well as the
technology itself impress teachers – they remember both
• The effectiveness of the technology is still under analysis to
improve teaching and learning in primary school
• It needs further research and evaluation of the level of
commitment and motivation of students
• Integration of added reality with traditional learning and
pedagogy of teaching should be carefully designed and
evaluated