The Exploration on Interacting Teaching Mode of Augmented Reality Based on HoloLens

Liu, Cong; Chen, Xinyi; Liu, Shuangjian; Zhang, Xin; Ding, Shuanglin; Long, Yindi; Zhou, Dongbo

doi:10.1007/978-981-13-9895-7_9

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…Moreover, to the best of our knowledge, the acceptance of using AR for safety training in a material science laboratory use case has not yet been explored. Per Zhu et al (2018) and Liu et al (2019), further investigation on adopting AR-HMD-based safety training tools, which mitigate the risks associated with real-world hazards, and on their benefits compared to traditional learning methods is required. Therefore, this work suggests an AR acceptance Model adapted from the UTAUT2 model's ability to predict the acceptance of an AR application.…”

Section: Acceptability Of Augmented Reality As a Training Toolmentioning

confidence: 99%

Acceptance of augmented reality for laboratory safety training: methodology and an evaluation study

Ismael,

McCall,

McGee

et al. 2024

Front. Virtual Real.

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This paper presents a proof-of-concept Augmented Reality (AR) system known as “SMARTLab” for safety training in hazardous material science laboratories. The paper contains an overview of the design rationale, development, methodology, and user study. Participants of the user study were domain experts (i.e., actual lab users in a material science research department, n = 13), and the evaluation used a questionnaire and free-form interview responses. The participants undertook a virtual lab experiment, designed in collaboration with a domain expert. While using the AR environment, they were accompanied by a virtual assistant. The user study provides preliminary findings about the impact of multiple dimensions, such as Performance Expectancy, Emotional Reactivity, and Spatial Presence, on SMARTLab acceptance by analyzing their influence on the Behavioral Intention dimension. The findings indicate that users find the approach useful and that they would consider using such a system. Quantitative and qualitative analysis of the SMARTLab assessment data suggests that a) AR-based training is a potential solution for laboratory safety training without the risk of real-world hazards, b) realism remains an important property for some aspects such as fluid dynamics and experimental procedure, and c) use of a virtual assistant is welcome and provides no sense of discomfort or unease. Furthermore, the study recommends the use of AR assistance tools (a virtual assistant, an attention funnel, and an in-situ arrow) to improve usability and make the training experience more user-friendly.

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Section: Acceptability Of Augmented Reality As a Training Toolmentioning

confidence: 99%

Acceptance of augmented reality for laboratory safety training: methodology and an evaluation study

Ismael,

McCall,

McGee

et al. 2024

Front. Virtual Real.

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“…Besides, with the development of augmented reality, some related applications with frequent interactions have been used in education and engineering fields such as geographical teaching or nuclear power work training [21,40]. It would be proper to deploy the component scene and the assembly scene in our program on an AR device like Hololens 2.…”

Section: Future Workmentioning

confidence: 99%

A virtual reality experiment system for an introductory computer hardware course

Chen

Guo

et al. 2021

Comp Applic In Engineering

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The University Computer Foundation (UCF) course, which is a compulsory theoretical course for freshmen, especially science and engineering department students, lays the foundation for more advanced courses. However, the UCF course covers a wide variety of concepts, including the computer hardware, which are difficult for freshmen to comprehend. In recent years, virtual reality (VR) has become prevalent in many educational settings. To improve the teaching of the UCF course, we developed a VR program about introductory computer hardware and invited freshmen from two universities in China to take part in the experiment as participants. Four aspects of computer contents, namely the evolutionary history of computers, the computer components, the computer assembly, and the workflow of computer hardware, are displayed in the program. During the experiment, students' behavioral data were recorded. Then, the data were analyzed and the reasons were speculated for the differences among groups of various categories. From the experiment, the relationships between the students' behavior and their groups were found, and we demonstrated that our VR program is effective at attracting the students' curiosity and increasing their understanding of computer hardware in the UCF course. The study concludes with suggestions for practitioners and researchers in the field of VR for university education.

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“…The mixing of real and virtual worlds should reduce the levels of cybersickness or blurred-vision reported in many virtual reality applications (Moro et al, 2017b), while also allowing the learner to visualise components of the human body in complete 3D ( Figure 2). While this technology is still relatively new, it shows a great promise in increasing the student's initiative to pursue learning, ability to understand abstract concepts and promotes academic performance (Liu et al, 2019). Holograms provide a new student-centred teaching model which can incorporate gestures, voice commands, interactions with models and viewpoint tracking technology (Moro and Gregory, 2019).…”

Section: Holograms and Mixed Realitymentioning

confidence: 99%

Technology Considerations in Health Professions and Clinical Education

Moro

Štromberga

Birt

2020

Clinical Education for the Health Professions

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Learning methods and pedagogy is shifting in clinical education. Incorporating technology in education is especially important for training health professionals, where the necessary knowledge acquisition is typically much more experiential, self-directed, and hands-on than in many other disciplines. Virtual or mixed reality interventions are becoming more accessible, and can be delivered through various modes in a way that integrates directly into learning environments. However, there are often limits to the capacity of the technology, leaving educators unclear of which technologies are useful, and how they can be integrated into the learning environment. This chapter provides an overview of virtual and augmented reality; holograms and mixed reality; virtual dissection tables; social media; mobile applications and devices; 3D printing; online hosted video; simulation with technology enhanced learning; serious games; e-learning and audience response software. We provide insight into the use of technology in health professions and clinical education by defining the types of technologies and exploring published use-cases for these technologies across disciplines.

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The Exploration on Interacting Teaching Mode of Augmented Reality Based on HoloLens

Cited by 6 publications

References 6 publications

Acceptance of augmented reality for laboratory safety training: methodology and an evaluation study

Acceptance of augmented reality for laboratory safety training: methodology and an evaluation study

A virtual reality experiment system for an introductory computer hardware course

Technology Considerations in Health Professions and Clinical Education

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