Remote Hands-On Experience: Distributed Collaboration with Augmented Reality

Abstract

Abstract. One claim of Technology-Enhanced Learning (TEL) is to support and exploit benefits from distance learning and remote collaboration. On the other hand, several approaches to learning emphasize the importance of handson experience. Unfortunately, these two goals don't go well together with traditional learning techniques. Even though TEL technologies can alleviate this problem, it is not sufficiently solved yet -remote collaboration usually comes at the cost of losing direct hands-on access. The ARiSE project aimed at bringing Augmented Reality (AR) to School Environments, a technology that can potentially bridge the gap between the two goals mentioned. The project has designed, implemented and evaluated a pedagogical reference scenario where students worked hands-on together over large distances. This paper describes the AR learning approach we followed and discusses its implementation and its future potential. It shows a simple and successful distributed AR learning approach and suggests features for improvement.

The Role of Perceived Enjoyment in the Students’ Acceptance of an Augmented Reality Teaching Platform: a Structural Equation Modelling Approach

“…Other researchers have also distinguished the effects of extrinsic and intrinsic motivation on the individual's acceptance of various information technologies (Agarwal & Karahanna, 2000;Heijden, 2004;Shang et al, 2005;Teo et al, 1999;Venkatesh, 1999Venkatesh, , 2000. Although there are many studies targeting learning in virtual environments (Krauss et al, 2009;Thorsteinsson et al, 2010) as well as several studies targeting motivational aspects in elearning (Keller, 2006;Lee et al, 2005) as far as we know, there is no acceptance model reported for AR-based educational systems.…”

Specification and Validation of a Formative Index to Evaluate the Ergonomic Quality of an AR-based Educational Platform

“…The questionnaire has 28 closed items and 2 open questions, asking users to describe the most 3 positive and most 3 negative aspects. The first 24 closed items are targeting various dimensions of the ARTP such as ergonomics and usability (items 1-14), perceived utility (items 15-17), perceived enjoyment (items 18-21) and intention to use (items [22][23][24]. The last four items were to assess how the students overall perceived the platform as being easy to use, useful for learning, enjoyable to learn with, and exciting.…”

“…Touching and holding real objects is increasing the students' motivation to learn and could better support active and collaborative learning [18], [22]. As AR technologies become more wide-spread, there is an increasing interest in their ergonomic quality.…”

تطوير بيئة تعلم إلكترونية قائمة على تطبيقات الذكاء الإصطناعي وأثرها في تنمية المسئولية البيئية والإتجاه نحو التعلم الأخضر لدى الطالبات المعلمات

“…Finally, there is a statistically significant difference at the level of Significance (0.05) between the mean scores of the female students of the research group in the pre& post-measurement of the scale of attitude towards green education and its dimensions in favor of the post-measurement. (Krauß, et al, 2009;Qiao, et al, (Barsom, et al, 2016;Dhar, et al,…”