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To these ends, we demonstrate our development and evaluation framework for prototyping AR learning experiences.
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The goal of this study is threefold: We would like to (1) develop an AR application, (2) test its usability, and (3) test its effects on learning. Finally, we evaluated student learning outcomes and student motivation with our application. In our investigation, we reiterated some design guidelines for applying AR to education and added our own design goals. After implementing the system, we conducted system usability evaluations using general usability scales and a usability scale designed for handheld AR. As such, multimedia learning theory (Mayer 2009 Mayer 2005) can be applied for designing and evaluating AR’s benefits to learning.
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AR is a kind of multimedia that is situated in an authentic environment (Santos et al. In our approach, we based the requirements of our system on multimedia learning theory, previous vocabulary learning systems, and teacher’s feedback on AR. In this research, we limit language learning to vocabulary learning as the target of AR. Given that AR is useful for presenting information relevant to places, AR is a good match for teaching culture and languages (Liu 2009 Liu and Tsai 2013). However, even with the current state of AR, researchers already report that AR has positive effects on motivational factors of attention and confidence ( Di Serio et al. There are many factors attributed to this variation, such as the comparison being made and the appropriate matching of the technology to pedagogical needs. In this review, the researchers observed that AR’s impact on learning outcomes vary from a small negative effect to a large positive effect. ( 2014a) found only seven research articles reporting evidence of AR’s effectiveness in improving learning outcomes. In a review conducted in 2013, Santos et al. ( 2013) used AR as a feature of their smartphone-based system to support a field trip in a local pond.Īs of the time of this writing, though, there has been little empirical evidence collected to substantiate or refute AR’s potential as a usable carrier of educational content. Currently, handheld devices like smartphones are already equipped with cameras and other sensors, enough processing power, and large screens for delivering AR learning experiences (Billinghurst and Duenser 2012). The role of AR in ubiquitous learning is to present the information onto the real environment thereby creating a stronger connection between the digital content and the real environment. Based on the location or other context data of the user, the system can provide some learning content. Ubiquitous learning usually involves the use of mobile devices, such as smartphones (Joseph and Uther 2009). They argue that AR has the potential to ease cognitive load and that using AR allows users to form memory retrieval cues based on the real environment.ĭede ( 2011) explains that AR is useful for supporting ubiquitous learning in authentic environments. Aside from embodied interactions with digital information, researchers have shown some evidence that presenting digital information together with the context of a real environment helps memorization (Fujimoto et al. Another example is the system of Tarng and Ou ( 2012) for animating the life cycle of a virtual butterfly on a real plant. ( 2012) use AR for displaying virtual magnetic fields on physical magnets. AR is useful for presenting the explicit relationship of virtual contents to objects found in the real world. Another more fundamental advantage of AR that is not explored as much is the manner of displaying visual information. ( 2011) explained, AR affords new ways of intuitively interacting with information. 2000 Kaufmann 2002) and interactivity (Ibanez et al. Research works argue that AR’s strengths and therefore its applicability to education are embodied cognition (Yang and Liao 2014 Kaufmann et al. Moreover, few research works have been conducted to substantiate AR’s benefits to learning (Ibanez et al. However, AR’s practical uses are relatively not well understood compared to those of virtual reality and other technologies (Joseph and Uther 2009). It is an emerging technology that is finding applications in education because of its possible benefits to teaching and learning (Wu et al. In other words, in AR, computer-generated information is placed in the world as if they co-exist with real objects. Augmented reality (AR) is the seamless integration of virtual objects and real environments (Azuma 1997).