Kangdon Lee

Bio: Kangdon Lee is an academic researcher from University of Northern Colorado. The author has contributed to research in topics: Educational technology & Web 2.0. The author has an hindex of 2, co-authored 2 publications receiving 549 citations.

Augmented Reality in Education and Training

Abstract: There are many different ways for people to be educated and trained with regard to specific information and skills they need. These methods include classroom lectures with textbooks, computers, handheld devices, and other electronic appliances. The choice of learning innovation is dependent on an individual’s access to various technologies and the infrastructure environment of a person’s surrounding. In a rapidly changing society where there is a great deal of available information and knowledge, adopting and applying information at the right time and right place is needed to main efficiency in both school and business settings. Augmented Reality (AR) is one technology that dramatically shifts the location and timing of education and training. This literature review research describes Augmented Reality (AR), how it applies to education and training, and the potential impact on the future of education.

Augmented Reality in education – cases, places and potentials

Abstract: Augmented Reality is poised to profoundly transform Education as we know it. The capacity to overlay rich media onto the real world for viewing through web-enabled devices such as phones and tablet devices means that information can be made available to students at the exact time and place of need. This has the potential to reduce cognitive overload by providing students with “perfectly situated scaffolding”, as well as enable learning in a range of other ways. This paper will review uses of Augmented Reality both in mainstream society and in education, and discuss the pedagogical potentials afforded by the technology. Based on the prevalence of information delivery uses of Augmented Reality in Education, we argue the merit of having students design Augmented Reality experiences in order to develop their higher order thinking capabilities. A case study of “learning by design” using Augmented Reality in high school Visual Art is presented, with samples of student work and their feedback indicating that the...

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Abstract: Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.

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

Abstract: 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.

Systematic review and meta-analysis of augmented reality in educational settings

Abstract: Augmented reality (AR) is an important technology to enhance learning experiences. Many studies have been conducted to establish the tendencies, affordances and challenges of this technology in educational settings. However, these studies have little analyzed important issues such as the special needs of specific users or the impact of AR on education through the quantitative analysis of the data. This paper presents a literature review that covers 61 studies published between 2012 and 2018 in scientific journals and conference proceedings. As a result, it identifies the status and tendencies in the usage of AR in education, the impact of this technology on learning processes, open questions as well as opportunities and challenges for developers and practitioners. The results indicate that AR has a medium effect on learning effectiveness (d = .64, p < .001). The most reported advantages of AR systems in education are “learning gains” and “motivation.” Otherwise, it is also important to mention that only one of the AR systems of the studies includes accessibility features, which represents a setback in terms of social inclusion. Therefore, given the apparent multiple benefits of using AR systems in educational settings, stakeholders have great opportunities to develop new and better systems that benefit all learners. This technology covers a wide range of topics, target groups, academic levels and more. This could be an indicator that AR is achieving maturity and has successfully taken root in educational settings.