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Hybrid Augmented Reality for Participatory Learning: The Hidden Efficacy of Multi-User Game-Based Simulation

Title
Hybrid Augmented Reality for Participatory Learning: The Hidden Efficacy of Multi-User Game-Based Simulation
Authors
Oh S.So H.-J.Gaydos M.
Ewha Authors
소효정
SCOPUS Author ID
소효정scopus
Issue Date
2018
Journal Title
IEEE Transactions on Learning Technologies
ISSN
1939-1382JCR Link
Citation
IEEE Transactions on Learning Technologies vol. 11, no. 1, pp. 115 - 127
Keywords
Augmented Realityembodied interactioninformal learningrefraction of lightwearable technology
Publisher
Institute of Electrical and Electronics Engineers
Indexed
SCIE; SSCI; SCOPUS WOS scopus
Document Type
Conference Paper
Abstract
The goal for this research is to articulate and test a new hybrid Augmented Reality (AR) environment for conceptual understanding. From the theoretical lens of embodied interaction, we have designed a multi-user participatory simulation called ARfract where visitors in a science museum can learn about complex scientific concepts on the refraction of light through full-body immersion using optical see-through AR glasses, projection-based AR, and gesture technology. In particular, we developed two different types of simulations for ARfract , namely a game-based simulation and a non-game simulation to explore how the order of different AR simulations influences the perceived usability, user behaviors, learning experiences, and learning outcomes. For the experiment, 10 dyads were randomly assigned to one of the two experimental conditions: 1) the game-to-non-game condition and 2) the non-game-to-game condition. The results indicate that the learners who experienced the game-based simulation before the non-game simulation performed better than did the other group with the reversed experience order. This paper also reports the usability, user behaviors, and learning experience issues regarding the affordances of hybrid AR technologies. The major contribution of this proof-of concept research is that it articulates our understanding of how particular configurations (i.e., order) of the emerging technologies (i.e., hybrid Augmented Reality systems) and its use can lead to different learning outcomes. © 2017 IEEE.
DOI
10.1109/TLT.2017.2750673
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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