Social and Tactile Mixed Reality Increases Student Engagement in Undergraduate Lab Activities

Barrett, Rainier; Gandhi, Heta A.; Naganathan, Anusha; Daniels, Danielle Marie; Zhang, Yang; Onwunaka, Chibueze; Luehmann, April Lynn; White, Andrew D.

doi:10.1021/acs.jchemed.8b00212

Cited by 33 publications

(30 citation statements)

References 29 publications

(34 reference statements)

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“…These models can aid in creating experiences that are learner-centered, interactive and support the mastery of content knowledge. Augmented reality (AR) is among those emerging technologies that show significant potential for education (Barrett et al 2018;Birt and Cowling 2017;Cheng and Tsai 2013;Godwin-Jones 2016;Liu and Tsai 2013;Quint, Sebastian, and Gorecky 2015;Wang 2017). AR can be defined as 'a means with which to supplement the real world with digital information through a visual interface' (Richey 2018, p. 11).…”

Section: Introductionmentioning

confidence: 99%

Learning experience design for augmented reality

Czerkawski

Berti

2021

Research in Learning Technology

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Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research. This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

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Section: Introductionmentioning

confidence: 99%

Learning experience design for augmented reality

Czerkawski

Berti

2021

Research in Learning Technology

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“…Studies have also shown that AR technology may enhance educational outcomes [18] and students' practical laboratory skills in higher education [17,22]. AR has been used successfully to engage students in scientific thinking, including argumentation, by pushing students to develop and argue scientific explanations in gamified learning environments [8].…”

Section: Ar Assisted Learning Of Laboratory Skills In Higher Educationmentioning

confidence: 99%

Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses

et al. 2021

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The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investigate students’ learning processes and learning outcomes and (3) to examine the usability of the system. Pharmacy students (n = 16) were assigned to experimental (n = 10) and control (n = 6) groups and performed the same laboratory work together with pre- and post-tests. The experimental group worked with AR glasses that provided additional support and timely guidance during the work with additional info-screens, questions related to choosing correct reagents and laboratory tools and think-aloud questions, whereas the control group worked in a traditional laboratory context. The results showed that AR was more effective in fostering performance in the science laboratory compared to traditional laboratory instruction and prevented most of the mistakes. The AR group considered the guidance and feedback provided by AR to be beneficial for their learning. However, no apparent differences were found in tasks measuring students’ understanding of the content knowledge. Thus, an AR environment embedded with supportive tools could partly replace the teacher in science teaching laboratories by providing individual and timely guidance for the students.

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“…These simplifications are reasonable for the scope of this study and imply the generated equations. Here we rely on the models published in the literature [2]. A brief description of the model-equations are as follows:…”

Section: The Process Modelmentioning

confidence: 99%

“…In addition to these efforts, improved distillation operation [29] as well as new configurations and systems have also been invented for specific applications [14] with improved performance in terms of separation and/or energy consumption [8,10]. The ethanol-water mixture is trivial, but still an excellent candidate for the analysis of binary distillation for multiple reasons: (a) it is a good example of a nonideal, azeotrope-forming mixture; (b) has minimal human toxicity and environmental impact; (c) not corrosive nor chemically aggressive; (d) relatively economical and available in large quantity [2]. In addition, the ethanol-water mixture is separated by distillation in numerous industries, from biorefineries [12] to ethanol [9] and alcoholic beverage production.…”

Section: Introductionmentioning

confidence: 99%

From modeling to virtual laboratory development of a continuous binary distillation column for engineering education using MATLAB and LabVIEW

Szávuly

Tóos

Barabáş

et al. 2019

Comp Applic In Engineering

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The utilization of computers in all aspects and scales of chemical engineering, from fundamental understanding to solution of large-scale optimizations, is spreading quickly, hand-in-hand with access to data science and information technology. It is straightforward to involve computers and virtual laboratory tools into engineering education. This study presents the development of an interactive virtual laboratory method for a continuous binary distillation process. The three main steps, namely, mathematical modeling, model calibration, and graphical user interface (GUI) development are described and discussed in this paper. The model takes into account the specific needs of the simulator (fast run time) and limitations from the measurement system (calibration considerations). Then, it is validated based on temperature and concentration data from a lab/pilot scale continuous rectification column. The separation of an ethanol-water mixture is considered, the classroom example of distillation, which is, on the other hand, an azeotrope-forming nonideal mixture. The objective of this paper, beyond the virtual laboratory coding description, is to provide useful guidelines for a user-friendly and yet realistic simulator development for commonly available experimental devices in chemical engineering education. To fulfill this aim, MATLAB and LabVIEW, two routinely used programming languages by chemical and process engineers, are used. K E Y W O R D S continuous distillation, model calibration, simulation, virtual laboratory

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Social and Tactile Mixed Reality Increases Student Engagement in Undergraduate Lab Activities

Cited by 33 publications

References 29 publications

Learning experience design for augmented reality

Learning experience design for augmented reality

Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses

From modeling to virtual laboratory development of a continuous binary distillation column for engineering education using MATLAB and LabVIEW

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