Virtual and augmented reality as spatial ability training tools

Dünser, Andreas; Steinbügl, Karin; Kaufmann, Hannes; Glück, Judith

doi:10.1145/1152760.1152776

Cited by 152 publications

(89 citation statements)

References 37 publications

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“…Furthermore, there are studies (Dünser et al, 2006;Gutiérrez et al, Dalgarno & Lee, 2010) that explore the learning affordances offered by using AR.…”

Section: Case Studies On Armentioning

confidence: 99%

Virtual realities and education

Curcio

Dipace

Norlund

2016

Research on Education and Media

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“…Furthermore, there are studies (Dünser et al, 2006;Gutiérrez et al, Dalgarno & Lee, 2010) that explore the learning affordances offered by using AR.…”

Section: Case Studies On Armentioning

confidence: 99%

Virtual realities and education

Curcio

Dipace

Norlund

2016

Research on Education and Media

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“…In this regard, augmented reality has been recognized as a technology with great potential for science learning (Bujak et al, 2013;Cheng & Tsai, 2012;Wu et al, 2013) as it provides new ways of tactile and visual interactions which could be useful to improve learning outcomes (Cheng & Tsai, 2012;Gilbert, 2005;Rapp, 2005). Visualization features of AR have been successfully used to improve spatial abilities in science and engineering (Dünser, Steinbügl, Kaufmann, & Glück, 2006;Martín-Gutiérrez et al, 2010). However, few studies have explored the visualization benefits of AR in science in general and physics in particular (Cuendet et al, 2013;Wu et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

449

184

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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as inde-pendent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre-and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, dis-torted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

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“…Using these tools and presentation methods can lead to a better understanding of complex dynamic processes or 3D structures and overcome limitations of conventional educational media. Besides the realization of a more adequate representation of specific types of content, interactive 3D-visualizations may motivate learners and enhance engagement, supporting immersive learning [4,8].…”

Section: Introductionmentioning

confidence: 99%

An Observational Study of Children Interacting with an Augmented Story Book

Dünser

Hornecker

Technologies for E-Learning and Digital Entertainment

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Abstract. We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books.

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Virtual and augmented reality as spatial ability training tools

Cited by 152 publications

References 37 publications

Virtual realities and education

Virtual realities and education

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

An Observational Study of Children Interacting with an Augmented Story Book

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