Does Augmented Reality Effectively Foster Visual Learning Process in Construction? An Eye-Tracking Study in Steel Installation

Abstract

Augmented reality (AR) has been proposed to be an efficient tool for learning in construction. However, few researchers have quantitatively assessed the efficiency of AR from the cognitive perspective in the context of construction education. Based on the cognitive theory of multimedia learning (CTML), we evaluated the predesigned AR-based learning tool using eye-tracking data. In this study, we tracked, compared, and summarized learners' visual behaviors in text-graph-(TG-) based, AR-based, and physical model-(PM-) based learning environments. Compared to the TG-based material, we find that both AR-based and PM-based materials foster extraneous processing and thus further promote generative processing, resulting in better learning performance.e results show that there are no significant differences between AR-based and PM-based learning environments, elucidating the advantages of AR. is study lays a foundation for problem-based learning, which is worthy of further investigation.

What can gaze behaviors, neuroimaging data, and test scores tell us about test method effects and cognitive load in listening assessments?

“…Therefore, we first elaborate on how these metrics are interpreted in our study. First, in line with the eye-tracking literature on cognitive load (Wang et al, 2018;Zagermann et al, 2016), it is anticipated that test takers (i) fixate within the test items more frequently (i.e., a higher fixation rate), and (ii) therefore spend a lower proportion of their time fixating on the test items on average and in total (i.e., lower normalized average/total fixation durations) during WLP tests than in the PLP-Question phase. In other words, since test taskers fixate on the written test items rapidly during the WLP tests (higher fixation rate), each fixation will be shorter (lower fixation duration).…”

“…Aryadoust (2020) suggested that gaze behaviors such as fixations (i.e., the temporal pauses in eye-movements (on the test items)), and visits (i.e., visits to regions of interest (on the test items) from entry to exit) ) may be measured to interpret cognitive load indirectly. Relatedly, studies in the field of human-computer interaction have reported that cognitive load is (i) inversely related to fixation rate, and (ii) positively related to fixation duration (Wang et al, 2018;Zagermann et al, 2016).…”

Evaluating the Effectiveness of Virtual Reality Construction Safety Training and Lessons Learned

“…This difference is not conclusive and could be explored in more detail with future iterations of this study. The Preferred Style of Learning is not surprising since students in construction management disciplines tend to be "visual" learners [21] therefore the students' perceptions are supported by this finding. Limited Physical Movement was an expected advantage with presentation slides.…”

Application of Eye Tracking Technology in Aviation, Maritime, and Construction Industries: A Systematic Review

“…Not only are users able to see and touch their natural surroundings, but they can also add virtual features such as images, videos, and sound [ 220 ]. Augmented reality has been applied in the construction industry to facilitate the comprehension of complex dynamic and spatial–temporal constraints, bring remote job sites indoors, and improve learning processes [ 90 ]. Augmented reality technologies have also been used in combination with eye tracking devices to improve HMIs by providing users with a more information-rich environment [ 37 ].…”