1 advanced educational interfaces: teaching and learning with augmented reality brett e. shelton...
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Advanced Educational Interfaces:Teaching and Learning with Augmented Reality
Brett E. Shelton
Ph.C. Educational TechnologyCollege of EducationUniversity of [email protected]
PETTT – Program for Educational Transformation Through Technology
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Presentation Overview
The Problem Research
Overview Focus Methods
Results Learning Assessment Interaction Analysis
Discussion of Trends Future Directions Doctoral Consortium
Issue – Video Ex.
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The Problem
Traditional instruction uses many different representations, always involving a significant level of abstraction
Interface constraints Students have difficulty accommodating
spatially related knowledge Instructors are challenged to represent spatial
phenomena
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The Augmented Reality (AR) Interface
Interaction with the real environment Augmented with virtual 3D objects Exist in 3D space
Consists of: Display Mode of manipulation for 3D objects Accompanying HW and SW
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Research Overview
Building on recent work in AR, cognition, vision science, educational technology
Examine AR for viewing and manipulating 3D objects for classroom-based curriculum
What is happening? In what ways do students’ understandings
change? Resources?
Interface design Cognitive advantages
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Research Focus
Introductory physical science (Geography, Astronomy, etc.) Working knowledge of physical landscape
and environmental processes Exist at different spatial scales Essential for more sophisticated concepts
Ex. A Private Universe film Earth closest to sun –> summer
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Phase 1 Methods
Introductory Geography at a 4-year university 34 students, summer 2002 3 to 6 animated models of earth, sun,
supporting models and annotations Replaced traditional instruction
covering this material
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Model #2
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Model #2
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Model #5
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Phase 1 Methods: Procedure and Sample
Students participated one at a time over a 2 day period
Pre-assessment and post-assessment worksheets 3 questions, 1 per topic Written and sketch explanation Assessed on a 0-5, novice-expert scale
Students received participation grades, examination the following week
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Phase 1 Methods: Data Gathering
Pre-assessment, intervention, post-assessment
Intervention: Subjects given a brief introduction of the
interface and how to manipulate virtual objects View each model, ask questions, answer
questions Sessions were audio/videotaped from 2
perspectives
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3rd Person Perspective
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1st Person Perspective
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Assessment of Learning with AR
How did students’ performance change from pre-assessment to post-assessment?
Which students improved and which did not?
Which topics was student performance affected?
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Phase 1 Results:Assessment Sheets
General improvement of conceptual and factual understanding
Misrepresentation of factual information was greatly reduced
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Phase 1 Results:Interaction analysis
Short adjustment time to interface familiarity
“Explorers” were more comfortable with content, “Watchers” less, regardless of interface familiarity
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Results – Interaction analysis
Physical inspection of the content was a key to understanding how multiple elements worked together Able to switch their attention to
different things happening in the same model
Either moving the model, or depending on the chosen angle, switching their area of focus
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Results – Interaction analysis
Control over content Students had difficulty in articulating
this as a factor Use a “diagram” in a way they could
control what they were looking at
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Discussion of Trends
Getting beyond abstraction No need for orange-earth
AR may provide more powerful learning opportunities We can represent 3D objects as they exist in
relative 3D space for learning Augmented reality allowed students to view and
interact with sophisticated phenomena in real-world setting Time, position, movements and angles In the classroom may benefit quality in curriculum
involving complex 3D spatial phenomena and concepts
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Future Directions(Phase 2: Oct-Nov 2002)
Interview data gathering for pre- and post-assessment
Videotape analysis of experts for assessment comparison
Methodologically tie student learning through their activity with AR
Help inform new studies of AR Help inform AR design for use with
specific learning applications
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Issue Focus
Video analysis of augmented reality activity
Link visual behaviors with information acquisition 1st and 3rd perspectives together Tracing specific student action
After specific instruction As an “overall” activity
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Interaction Analysis(Jordan & Henderson, 1995)
Considers: Physical activity with interface Cognitive activity with content Verbal exchanges
Within (in addition to) IA How might I identify those resources within the
interface the student is using? In what ways do these resources impact the
cognitive processes involved in learning? How can I further trace student activity to
derive meaningful insights about what and how students are learning?
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Video Samples…
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Issue Revisited
Further ideas in how I might… Link students’ visual behaviors with
information acquisition
Identify useful interface resources Link these resources to cognitive
learning processes