Influence of Specific AR Capabilities on the Learning Effectiveness and Efficiency

Iordache, Dragoş Daniel; Pribeanu, Costin; Balog, Alexandru

doi:10.24846/v21i3y201201

Cited by 48 publications

(36 citation statements)

References 5 publications

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“…Namely, learning from systems that present relevant materials (e.g., images, texts, videos) in a well integrated and organized form can avoid incidental cognitive load and benefit students by improving their learning performance (Chiang et al, 2014). Findings in the literature have also reported that when AR applications are well designed, better learning can be achieved with less cognitive effort (Di Serio et al, 2012;Iordache et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Küçük

Kapakin

Göktaş

2016

Anatomical Sciences Ed

314

287

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Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Küçük

Kapakin

Göktaş

2016

Anatomical Sciences Ed

314

287

View full text Add to dashboard Cite

show abstract

“…Küçük et al (2016) also stated that students who worked with AR applications reported to experience less cognitive load than students who studied anatomy using a textbook (Küçük et al, 2016). Other studies also found that, when AR applications are well designed, less cognitive effort can be achieved when using these applications for the study of anatomy (Iordache et al, 2012;Di Serio et al, 2013).…”

Section: Secondary Outcomes In Light Of the Literaturementioning

confidence: 99%

“…However, working with AR has also been suggested to possibly reduce cognitive load (Küçük et al, 2016). This can possibly be explained by findings in literature which report that when AR applications are well-designed, better learning can be achieved with less cognitive load (Iordache et al, 2012;Di Serio et al, 2013). Such well-designed AR application adheres to the spatial and the temporal continuity principles of the cognitive theory of multimedia learning (Mayer, 2009;Wilson, 2015).…”

Section: Introductionmentioning

confidence: 99%

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Henssen

Heuvel

Jong

et al. 2019

Anatomical Sciences Ed

135

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Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants' perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. Anat Sci Educ 13: 350-362.

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“…The growth of Internet and use of digital multimedia objects offered practically limitless possibilities for implementing steganographic applications. In [6] the authors present the importance of using various techniques (steganography included) for improving the specific capabilities of an Augmented Reality Teaching Platform. Former analogical steganographic techniques dedicated to security applications found their equivalent in digital steganography [3].In networking, steganography can be used in order to implement QoS like mechanisms or to increase the security and privacy of the network data package [8], [9], [14].…”

Section: Related Workmentioning

confidence: 99%

Improved Security Based on Combined Encryption and Steganography Techniques

Mocanu¹,

Duluta²,

Merezeanu³

et al. 2017

SIC

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For some people a science, for other people just an art, steganography is in fact an ancient method of embedding a message into an apparently uninteresting carrier. Aiming to protect information, steganography is considered to be a close relative of encryption although they have different approaches. While encryption scrambles the message based on a certain algorithm so it can't be understood by anyone that does not hold the unscrambling key, steganography works on hiding the message without the need to deteriorate it. Minor alteration of the carrier file is accepted since steganography does not affect its useful content. Actually, steganography exploits file redundancy, file headers or, in case of multimedia content, replaces information that can't be used or perceived by the human eyes or ears. In this paper, a combination of image based steganography with encryption is presented. The encryption and decryption are based on two different files in which, by steganographic means, important information is hidden. The original message (the secret message) can be restored only if both files arrive safe at destination. There are no constraints regarding the image file types. The most important contribution resides in how the original information is encrypted and embedded into different graphic files, sent to the destination through different channels and then restored. Comparative performance tests were performed.

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Influence of Specific AR Capabilities on the Learning Effectiveness and Efficiency

Cited by 48 publications

References 5 publications

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Improved Security Based on Combined Encryption and Steganography Techniques

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