gPhysics—Using Smart Glasses for Head-Centered, Context-Aware Learning in Physics Experiments
gPhysics—Using Smart Glasses for Head-Centered, Context-Aware Learning in Physics Experiments
复制标题
gPhysics——在物理实验中使用智能眼镜进行以头部为中心的情境感知学习
DOI：
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发表时间：
2016
影响因子：
3.7
通讯作者：
Junaid Younas
中科院分区：
文献类型：
--
作者：
J. Kuhn;P. Lukowicz;M. Hirth;Andreas Poxrucker;Jens Weppner;Junaid Younas
智能眼镜，如谷歌眼镜是移动的计算机结合经典的头戴式显示器（HMD）与几个传感器。因此，无接触的、基于传感器的实验可以与相关的、近眼呈现的多种表示相关联。我们将介绍第一种方法，说明如何将智能眼镜用作物理教育中以头部为中心，上下文感知，可穿戴技术增强和基于探究的学习的实验工具。因此，我们开发了一款基于Google Glass平台的应用程序，旨在进行声学主题的教育物理实验。它的最初应用是为高中学生设计的，他们的任务是研究敲击一杯水所产生的声音的频率与杯子中的水量之间的关系。其核心思想是让谷歌眼镜通过摄像头自动测量水位，通过麦克风自动测量声音频率，并在HMD中逐步生成水位/频率图。我们设计了一个教育环境，并研究了其对认知和情感变量的干预控制组设计。虽然干预组分析了与Google Glass平台的填充水平/频率关系，但控制组1使用在平板电脑上实现的相同平台来处理该现象。对照组2使用平板电脑和典型的基于移动的教育平台分析了这一现象。本研究以46名高中八年级学生为被试，以学习成效、好奇心、好奇心、认知负荷、实验时间为因变量，以小组成员身份、性别影响为自变量，采用协方差分析方法进行研究。虽然使用谷歌眼镜作为移动的实验室对好奇心和好奇心的积极影响以及实验时间的积极趋势被检测到，但学习成绩没有差异。虽然与其他设备相比，学生在使用谷歌眼镜时的认知负荷更高，但总体而言认知负荷水平非常低。
Smart Glasses such as Google Glass are mobile computers combining classical Head-Mounted Displays (HMD) with several sensors. Therefore, contact-free, sensor-based experiments can be linked with relating, near-eye presented multiple representations. We will present a first approach on how Smart Glasses can be used as an experimental tool for head-centered, context-aware, wearable-technology-enhanced, and inquiry-based learning in physics education. Therefore, we developed an app that is based on the Google Glass platform and designed to perform educational physical experiments on the topic of acoustics. Its initial application is intended for high-school students whose task is to study the relationship between the frequency of the sound generated by hitting a glass of water and the amount of water in the glass. The core idea is to have Google Glass automatically measure both the water fill level with the camera and the sound frequency with the microphone, and incrementally generate a fill level/frequency graph in the HMD. We designed an educational setting and studied its effect on cognitive and affective variables with an intervention-control-group design. While the intervention group analyzed the fill level/frequency relationship with the Google Glass platform, control group 1 worked on the phenomenon using the same platform implemented on a tablet PC. Control group 2 analyzed the phenomenon using a tablet PC with a typical mobile-based education platform. We used a two-way ANCOVA to study learning outcome, wondering, curiosity, cognitive load, and experimentation time as dependent variables of 46 high-school eighth-graders together with group membership and gender influence as independent variables. While the positive effects of using Google Glass as a mobile lab on wondering and curiosity as well as a positive trend for experimentation time were detected, no differences were analyzed for learning achievement. Although students have a higher cognitive load when working with Google Glass compared to other devices, the cognitive load level is very low in general.
DOI：
10.1057/9781137467744_14
发表时间：
2015
期刊：
影响因子：
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作者：
通讯作者：
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DOI：
10.1007/978-3-319-03068-5_10
发表时间：
2013
期刊：
--
影响因子：
--
作者：
Roast C
通讯作者：
Roast C