A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Salar, Riza; Arici, Faruk; Caliklar, Seyma; Yılmaz, Rabia

doi:10.1007/s10956-019-09810-x

Cited by 64 publications

(38 citation statements)

References 72 publications

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“…Again, in some of the methods, i.e. case study of AR in primary School [28], differentiate between learning theories [8] are only theoretical hypothesis with no experiment done. In review based on methods, i.e.…”

Section: Observation and Discussionmentioning

confidence: 99%

“…Similarly, there are a lot of augmented reality applications which are being used to taught different subjects to students in different countries. Augmented Reality are used in medical education [6,7], science [8,9], engineering [10,11], object detection [12,13,14], motion modelling [15,16,17], face modelling [18,19], analysis of aerial images [20,21,22] etc. and a few mentionable Augmented reality applications are Elements 4D, Experience Chemistry teach chemistry, Anatomy 4D, Human Heart 3D and Corinth Micro Anatomy teach human anatomy, CARE an Augmented Reality application built to teach Science, Technology, Engineering and Math parts.…”

Section: Core Background Studymentioning

confidence: 99%

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Augmented Reality based Adaptive and Collaborative Learning Methods for Improved Primary Education Towards Fourth Industrial Revolution (IR 4.0)

Saif¹,

Mahayuddin²,

Shapi’i³

2021

IJACSA

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Existing primary education is not organized properly to fulfil the demand of fourth industrial revolution (IR 4.0) which causes lack of engagement in learning materials, lack of spatial ability and motivation towards learning by young age students. Students especially from initial education level tend to learn from seeing rather than reading or memorizing. In this context, technology like augmented reality and virtual reality bears such visual power in lieu with interactivity and engaging characteristics by bringing virtual and real world together. In addition, flexible presentation mechanisms in lieu with tagging and tracking technology with various degree of freedom provide the effective ground of augmented reality and virtual reality to integrate with current primary education or initial level of education. In this context, this research presents comprehensive and critical reviews in the previous research in terms with several aspects such as methods, research design and experimental validation. Each of the aspects is demonstrated with adequate advantages and disadvantages to design the integration of augmented reality and virtual reality with primary education methodology. In addition, this research illustrates extensive critical explanation for various challenges to integrate augmented reality and virtual reality with primary education to make students motivated towards education, effective activity and memorization with visualization. The overall investigation proposed in this research is expected to fulfil the future demand for Fourth Industrial Revolution (IR 4.0).

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Section: Observation and Discussionmentioning

confidence: 99%

Section: Core Background Studymentioning

confidence: 99%

Augmented Reality based Adaptive and Collaborative Learning Methods for Improved Primary Education Towards Fourth Industrial Revolution (IR 4.0)

Saif¹,

Mahayuddin²,

Shapi’i³

2021

IJACSA

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“…The enhanced realism and immersion provided by VR (Parsons, 2015;Slater, 2009), aligned to the motivational (Allcoat & Mühlenen, 2018;Salar, Arici, Caliklar, & Yilmaz, 2020) and practical benefits, means that VR is set to play a major role in human skills training.…”

Section: Discussionmentioning

confidence: 99%

The development of visual search behaviours in immersive virtual reality

Harris¹,

Hardcastle²,

Wilson³

et al. 2020

Preprint

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Virtual reality (VR) has clear potential for improving simulation training in many industries. Yet, methods for testing the fidelity, validity and training efficacy of VR environments is, in general, lagging behind their adoption. In this study we examined the effectiveness of VR for training Police room searching procedures, and assessed the corresponding development of perceptual-cognitive expertise through eye-tracking indices of search efficiency. Participants (n=54) were assigned to a VR rule-learning and search training game, a search only training game or a no-practice control group. The VR search training group developed more efficient search behaviours (indexed by saccade size, search rate and gaze entropy) and performed better than controls on a novel transfer test. Efficient gaze behaviours learned during training were not, however, evident during the transfer test. These findings demonstrate how VR can be used to develop perceptual-cognitive skills, but also highlight the challenges of achieving transfer of training.

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“…The ARI questionnaire, based on the immersion theory of Brown and Cairns [ 30 ], was developed particularly for the purpose of measuring immersion in location-aware AR settings, which, as explained earlier, is similar to MAR games. It has also been used for measuring immersion in other types of AR apps used for training [ 31 ]. Georgiou and Kyza [ 20 ] emphasize that immersion in AR apps is not about getting disengaged from the real world but shifting attention toward AR games, which in turn results in a decreased focus on any potential distractors.…”

Section: Methodsmentioning

confidence: 99%

“…Immersion in the field of digital games has been widely discussed in recent years [ 20 , 27 , 29 - 31 ]. The definition of immersion was first proposed in the field of virtual environments.…”

Section: Introductionmentioning

confidence: 99%

Immersion Experiences in a Tablet-Based Markerless Augmented Reality Working Memory Game: Randomized Controlled Trial and User Experience Study

Zhang

Robb

2021

JMIR Serious Games

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Background In recent years, augmented reality (AR), especially markerless augmented reality (MAR), has been used more prevalently to create training games in an attempt to improve humans' cognitive functions. This has been driven by studies claiming that MAR provides users with more immersive experiences that are situated in the real world. Currently, no studies have scientifically investigated the immersion experience of users in a MAR cognitive training game. Moreover, there is an observed lack of instruments on measuring immersion in MAR cognitive training games. Objective This study, using two existing immersion questionnaires, investigates students’ immersion experiences in a novel MAR n-back game. Methods The n-back task is a continuous performance task that taps working memory (WM) capacity. We compared two versions of n-back training. One was presented in a traditional 2D format, while the second version used MAR. There were 2 experiments conducted in this study that coordinated with 2 types of immersion questionnaires: the modified Immersive Experiences Questionnaire (IEQ) and the Augmented Reality Immersion (ARI) questionnaire. Two groups of students from two universities in China joined the study, with 60 participants for the first experiment (a randomized controlled experiment) and 51 participants for the second. Results Both groups of students experienced immersion in the MAR n-back game. However, the MAR n-back training group did not experience stronger immersion than the traditional (2D) n-back control group in the first experiment. The results of the second experiment showed that males felt deeply involved with the AR environment, which resulted in obtaining higher levels of immersion than females in the MAR n-back game. Conclusions Both groups of students experienced immersion in the MAR n-back game. Moreover, both the modified IEQ and ARI have the potential to be used as instruments to measure immersion in MAR game settings. Trial Registration UMIN Clinical Trials Registry UMIN000045314; https://upload.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000051725

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A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Cited by 64 publications

References 72 publications

Augmented Reality based Adaptive and Collaborative Learning Methods for Improved Primary Education Towards Fourth Industrial Revolution (IR 4.0)

Augmented Reality based Adaptive and Collaborative Learning Methods for Improved Primary Education Towards Fourth Industrial Revolution (IR 4.0)

The development of visual search behaviours in immersive virtual reality

Immersion Experiences in a Tablet-Based Markerless Augmented Reality Working Memory Game: Randomized Controlled Trial and User Experience Study

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