Natural User Interfaces and advanced displays can be combined to provide rich learning experiences. In this paper, we present the development and validation of a serious game that combines autostereoscopy and Natural User Interfaces for dental learning in higher education. The game includes two modes: neutral and real-world background. A comparative study to check different aspects was carried out. A total of 33 dentistry students participated in the study. From the results, the students increased significantly their knowledge about teeth morphology. Most of the students preferred the neutral background for dental learning. The real-world background was identified as being more suitable for leisure activities.
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D-method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge.After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D-method obtained higher satisfaction scores and was more preferred by students. The 3D-method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D-method because of its usability and experience with technologies.These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.
The assessment of human spatial short-term memory has mainly been performed using visual stimuli and less frequently using auditory stimuli. This paper presents a framework for the development of SLAM-based Augmented Reality applications for the assessment of spatial memory. An AR mobile application was developed for this type of assessment involving visual and tactile stimuli by using our framework. The task to be carried out with the AR application is divided into two phases: 1) a learning phase, in which participants physically walk around a room and have to remember the location of simple geometrical shapes; and 2) an evaluation phase, in which the participants are asked to recall the location of the shapes. A study for comparing the performance outcomes using visual and tactile stimuli was carried out. Fifty-three participants performed the task using the two conditions (Tactile vs Visual), but with more than two months of difference (within-subject design). The number of shapes placed correctly was similar for both conditions. However, the group that used the tactile stimulus spent significantly more time completing the task and required significantly more attempts. The performance outcomes were independent of gender. Some significant correlations among variables related to the performance outcomes and other tests were found. The following significant correlations among variables related to the performance outcomes using visual stimuli and the participants’ subjective variables were also found: 1) the greater the number of correctly placed shapes, the greater the perceived competence; 2) the more attempts required, the less the perceived competence. We also found that perceived enjoyment was higher when a higher sense of presence was induced. Our results suggest that tactile stimuli are valid stimuli to exploit for the assessment of the ability to memorize spatial-tactile associations, but that the ability to memorize spatial-visual associations is dominant. Our results also show that gender does not affect these types of memory tasks.
Advances in display devices are facilitating the integration of stereoscopic visualization in our daily lives. However, autostereoscopic visualization has not been extensively exploited. In this paper, we present a system that combines Augmented Reality (AR) and autostereoscopic visualization. We also present the first study that compares different aspects using an autostereoscopic display with AR and VR, in which 39 children from 8 to 10 years old participated. In our study, no statistically significant differences were found between AR and VR. However, the scores were very high in nearly all of the questions, and the children also scored the AR version higher in all cases. Moreover, the children explicitly preferred the AR version (81%). For the AR version, a strong and significant correlation was found between the use of the autostereoscopic screen in games and seeing the virtual object on the marker. For the VR version, two strong and significant correlations were found. The first correlation was between the ease of play and the use of the rotatory controller. The second correlation was between depth perception and the game global score. Therefore, the combinations of AR and VR with autostereoscopic visualization are possibilities for developing edutainment systems for children.
Currently, it is possible to combine Mobile-Rendered Head-Mounted Displays (MR HMDs) with smartphones to have Augmented Reality platforms. The differences between these types of platforms can affect the user's experiences and satisfaction. This paper presents a study that analyses the user's perception when using the same Augmented Reality app with two MR HMD (low-end and high-end). Our study evaluates the user's experience taking into account several factors (control, sensory, distraction, ergonomics and realism). An Augmalpha-lowerented Reality app was developed to carry out the comparison for two MR HMDs. The application had exactly the same visual appearance and functionality for both devices. Forty adults participated in our study. From the results, there were no statistically significant differences for the users' experience for the different factors when using the two MR HMDs, except for the ergonomic factors in favour of the high-end MR HMD. Even though the scores for the high-end MR HMD were higher in nearly all of the questions, both MR HMDs provided a very satisfying viewing experience with very high scores. The results were independent of gender and age. The participants rated the high-end MR HMD as the best one. Nevertheless, when they were asked which MR HMD they would buy, the participants chose the low-end MR HMD taking into account its price.
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