What Can We Learn from Augmented Reality (AR)?
What Can We Learn from Augmented Reality (AR)?
复制标题
我们可以从增强现实 (AR) 中学到什么？
DOI：
10.1145/3290605.3300774
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Schneider, Bertrand
中科院分区：
文献类型：
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作者：
Radu, Iulian;Schneider, Bertrand
增强现实（AR）等新兴技术有可能通过使具有挑战性的概念对新手可见和可访问来彻底改变教育。在这个项目中，我们设计了一个基于Hololens的系统，在这个系统中，合作者接触到一个非结构化的学习活动，在这个活动中，他们了解了音频扬声器中涉及的无形物理学。他们学习的主题从空间知识，如磁场的形状，到抽象的概念知识，如电和磁之间的关系。我们通过包含不同层次AR信息的多个实验条件，比较了参与者的学习，态度和与有形界面的合作。我们发现，教育AR表示有利于学习特定知识和提高参与者的自我效能（即，他们学习物理概念的能力）。然而，我们还发现，在不包含AR教育内容的条件下，参与者比其他群体更好地学习了一些概念，并且对物理学更加好奇。我们讨论了学习和协作的差异，以及实施增强现实的非结构化学习活动的好处和缺点。
Emerging technologies such as Augmented Reality (AR), have the potential to radically transform education by making challenging concepts visible and accessible to novices. In this project, we have designed a Hololens-based system in which collaborators are exposed to an unstructured learning activity in which they learned about the invisible physics involved in audio speakers. They learned topics ranging from spatial knowledge, such as shape of magnetic fields, to abstract conceptual knowledge, such as relationships between electricity and magnetism. We compared participants' learning, attitudes and collaboration with a tangible interface through multiple experimental conditions containing varying layers of AR information. We found that educational AR representations were beneficial for learning specific knowledge and increasing participants' self-efficacy (i.e., their ability to learn concepts in physics). However, we also found that participants in conditions that did not contain AR educational content, learned some concepts better than other groups and became more curious about physics. We discuss learning and collaboration differences, as well as benefits and detriments of implementing augmented reality for unstructured learning activities.