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Augmented Reality for Learning English Words

Jayasree, Jenny, Paul, Raj, Sunil

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Agenda

Introduction of AR Literature review of AR Learning Methodology Hypothesis Reliability and Validity Expectations of Research

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What is Augmented Reality

“Augmented reality (AR) is a term for a live direct or indirect view of a physical real-world environment whose elements are augmented by virtual computer –generated imagery”

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Usages of AR

“The system generates a composite view for the user that is the combination of the real scene viewed by the user and a virtual scene generated by the computer that augments the scene with additional information”

AR is quite real in the worlds of education, marketing, gaming and other areas of entertainment.

The real potential for augmented reality is to enhance teaching and learning.

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Research Objectives

Access the impact of augmented reality in a classroom setting and how it can improve the educational learning experience for kindergarten children in learning English Words.

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Literature Review of AR Learning

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What is Known vs. Unknown for Our Study What is known

AR can be used for learning Japanese Kanji

AR can be used in a classroom environment

AR learning was tested with students in high schools or universities.

AR system architecture

What is unknown Can small children use AR

for learning? Can AR be used for

language learning in a classroom?

Can we convert the Kanji learning system to learn English words

Can AR really enhance learning?

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Extension of the Japanese Kanji learning system into an English learning system

Run a proof of concept in a classroom setting.

Assess the adoption of using AR for small children and impact

Contribution of This Study

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Methodology Research methods to be employed

Qualitative analysis quantitative analysis Triangulation (to confirm convergence)

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Methodology Projected outcomes

For students: Attention span Immersive/Enthusiasm in participation Receptive and retaining ability Self motivation

For teachers: Ease of instructions Emotions expressed by students (engaged, participatory, calm,

fidgety etc) Sense of accomplishment

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Hypothesis 1

Learning facilitated by AR enhances grasping power.Theoretical concepts are demonstrated by

simulators giving conceptual insight to the learners.

Interactive mode enables learners to apply their learning immediately.

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Hypothesis 2

AR based learning expands attention span, and engages students. Its very method of adapting to the learner’s

mode of interest ensures that it catches and holds the learner’s attention.

Visual representation of theoretical concepts is known to have caught learner’s imagination.

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Hypothesis 3

Ease of teaching is increased by AR enabled devices.Students now apply the information they get

in the class.Theoretical concepts are reinforced using

simulation.Enhanced understanding of the concept.

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Reliability and Validity

Reliability Interrater or Inter-observer reliability Equivalent forms reliability Test_retest reliability

Validity Content Validity Criterion Validity Construct Validity

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Discussion of Expectations

Benefits Augmented Reality Language Learning aims to improve long

term memory by Situated Cognition and Non-Linear Learning. Both these learning experiences improve learning and retentions as it's interactive, learners will have fun, they will show more interests in learning. It's not like a teacher spoon feeding some material to them.

The benefit with AR learning is that there are no "real" errors or mistakes.

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Limitations of the Study

Accuracy of the devices are within 50-100 yards but future applications would require much more precise GPS data.

Technical issue arises when users have to download applications to their computer. technology should be one that does not require downloading or extra devices.

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Future Work

It can be extended to test AR in different age group of students to find out how effective is AR.

We can do a correlation between effectiveness of AR with the age of the students, or AR with any particular subjects

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[3] Gunnar Liestol, “Augmented Reality and Digital Genre Design – Situated Simulations on the iPhone”, proceeding of ISMAR-AMH 2009 IEEE International Symposium on Mixed and Augmented Reality – Arts, Media and Humanities, 2009. P29-34

[4] Tsung-Yu Liu, Tan-Hsu Tan, Yu-Lin Chu, “2D Barcode and Augmented Reality Supported English Learning System”, proceeding of 6th IEEE/ACIS International Conference on computer and Information Science (ICIS 2007)

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[6] Desi Dwistratanti Sumadio, Dayang Rohaya Awang Rambli, “Preliminary Evaluation on User Acceptance of the Augmented Reality Use for Eduaction”, proceeding of 2010 Second International Conference on Computer Engineering and Applications

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[8] Daniel Wagner, Istvan Barakonyi, “Augmented Reality Kanji Learning”, proceedings of the Second IEEE and ACM International Symposium of Mixed and Augmented Reality (ISMAR ’03) 2003.

[9] Suya You, Ulrich Neumann, “Mobile Augmented Reality for Enhancing E-Learning and E-Business”,

[10] Augmented Reality in language learning http://mobileesl.blogspot.com/2010/02/augmented-reality-in-language-learning.html

[11] “Augmented Reality in Education”, WikEd http://wik.ed.uiuc.edu/index.php/Augmented_Reality_in_Education

[12] Wikipedia http://en.wikipedia.org/wiki/E-learning

[13] Leedy, Paul D, Ormrod, Jeanne E, “Practical Research Planning and Design” Pearson.

[14] “Why is the Environment Important for Children’s Learning?”, education.com http://www.education.com/reference/article/environment-important-children-learning/

[15] “Augmented Reality’, Wikipedia http://en.wikipedia.org/wiki/Augmented_reality

[16] “Cognitive Learning in Children”, livestrong.com http://www.livestrong.com/article/151537-cognitive-learning-in-children/

[17] Augmented Reality Games, MIT http://education.mit.edu/drupal/ar