A psychological perspective on augmented reality in the mathematics classroom
TL;DR: A framework for understanding AR learning from three perspectives: physical, cognitive, and contextual is presented, arguing that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts.
Abstract: Physical objects and virtual information are used as teaching aids in classrooms everywhere, and until recently, merging these two worlds has been difficult at best. Augmented reality offers the combination of physical and virtual, drawing on the strengths of each. We consider this technology in the realm of the mathematics classroom, and offer theoretical underpinnings for understanding the benefits and limitations of AR learning experiences. The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences. In the process of discussing these dimensions, we discuss examples from existing AR applications and provide guidelines for future AR learning experiences, while considering the pragmatic and technological concerns facing the widespread implementation of augmented reality inside and outside the classroom.
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01 Aug 2014
TL;DR: Analysis of publications that have previously compared student learning in AR versus non-AR applications identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects.
Abstract: Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.
679 citations
Cites background from "A psychological perspective on augm..."
...Previous work in [12] has analyzed a variety of factors impacting the educational effectiveness of augmented reality experiences in mathematics classrooms; however, the previous research was specifically focused on comparing AR to non-AR mathematics manipulatives in a classroom context....
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...Although previous research has theoretically argued for the benefits of using augmented reality in education [4, 12], the current paper offers a meta-review of existing empirical studies comparing AR to non-AR systems for learning and discusses learning affordances of AR in comparison with different media....
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Journal Article•
TL;DR: A systematic review of literature on augmented reality in educational settings considering the factors mentioned before is presented in this article, where 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed.
Abstract: In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
596 citations
TL;DR: 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.
Abstract: 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 independent 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, distorted 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.
422 citations
Cites background or result from "A psychological perspective on augm..."
...Our findings seem to support the outcomes of prior studies (Bujak et al., 2013; Dunleavy et al., 2009; Kye & Kim, 2008) which showed that AR-based applications contributed to increased academic achievement and promoted positive emotional experiences compared to traditional teaching in STEM fields…...
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...These technologies enable learners to interact with real objects in ways still to be discovered (Bujak et al., 2013; Cuendet, Bonnard, Do-Lenh, & Dillenbourg, 2013)....
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...Our findings seem to support the outcomes of prior studies (Bujak et al., 2013; Dunleavy et al., 2009; Kye & Kim, 2008) which showed that AR-based applications contributed to increased academic achievement and promoted positive emotional experiences compared to traditional teaching in STEM fields (science, technology, engineering, and mathematics)....
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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 newways of tactile and visual interactions which could be useful to improve learning outcomes (Cheng & Tsai, 2012; Gilbert, 2005; Rapp, 2005)....
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...A psychological perspective is presented by Bujak et al. (2013) exploring physical, cognitive and contextual dimensions of these technologies....
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TL;DR: In this paper, a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning is presented, where a qualitative content analysis is used to investigate the general characteristics of AR applications in STEM education, instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions.
Abstract: This study presents a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning. It synthesizes a set of 28 publications from 2010 to 2017. A qualitative content analysis is used to investigate the general characteristics of augmented reality applications in STEM education, the instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions. This review found that most augmented reality applications for STEM learning offered exploration or simulation activities. The applications reviewed offered a number of similar design features based on digital knowledge discovery mechanisms to consume information through the interaction with digital elements. However, few studies provided students with assistance in carrying out learning activities. Most of the studies reviewed evaluated the effects of augmented reality technology in fostering students' conceptual understanding, followed by those that investigated affective learning outcomes. A number of suggestions for future research arose from this review. Researchers need to design features that allow students to acquire basic competences related with STEM disciplines, and future applications need to include metacognitive scaffolding and experimental support for inquiry-based learning activities. Finally, it would be useful to explore how augmented reality learning activities can be part of blended instructional strategies such as the flipped classroom.
395 citations
TL;DR: Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science.
Abstract: Computer simulations have been shown to be effective instruments for teaching students about difficult concepts, particularly in the STEM disciplines. Emerging interface technologies are expanding the modalities with which learners can interact with these simulations, but the effects of these new interactions on conceptual understanding and student engagement have not been examined in great depth. We present here a study where middle school students learned about gravity and planetary motion in an immersive, whole-body interactive simulation, and we compared their learning and attitudes about science with students who used a desktop version of the same simulation. Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science. Mixed reality technologies allow for embodied interaction with science content.Whole-body interaction enhances learning of physics concepts.Compared to traditional simulations, embodied interaction leads to higher engagement.Whole-body interaction with simulations increases positive attitudes toward science.
306 citations
References
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TL;DR: Lakoff and Johnson as mentioned in this paper suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning, and they offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind.
Abstract: People use metaphors every time they speak. Some of those metaphors are literary - devices for making thoughts more vivid or entertaining. But most are much more basic than that - they're "metaphors we live by", metaphors we use without even realizing we're using them. In this book, George Lakoff and Mark Johnson suggest that these basic metaphors not only affect the way we communicate ideas, but actually structure our perceptions and understandings from the beginning. Bringing together the perspectives of linguistics and philosophy, Lakoff and Johnson offer an intriguing and surprising guide to some of the most common metaphors and what they can tell us about the human mind. And for this new edition, they supply an afterword both extending their arguments and offering a fascinating overview of the current state of thinking on the subject of the metaphor.
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TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Abstract: Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
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TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
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TL;DR: The characteristics of augmented reality systems are described, including a detailed discussion of the tradeoffs between optical and video blending approaches, and current efforts to overcome these problems are summarized.
Abstract: This paper surveys the field of augmented reality AR, in which 3D virtual objects are integrated into a 3D real environment in real time. It describes the medical, manufacturing, visualization, path planning, entertainment, and military applications that have been explored. This paper describes the characteristics of augmented reality systems, including a detailed discussion of the tradeoffs between optical and video blending approaches. Registration and sensing errors are two of the biggest problems in building effective augmented reality systems, so this paper summarizes current efforts to overcome these problems. Future directions and areas requiring further research are discussed. This survey provides a starting point for anyone interested in researching or using augmented reality.
8,053 citations
"A psychological perspective on augm..." refers background in this paper
...Most AR systems leverage spatiotemporal contiguity by overlaying virtual information relevant to physical objects and spaces (Azuma, 1997; Azuma et al., 2001)....
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TL;DR: Lakoff and Johnson as discussed by the authors present a very attractive book for linguists to read, which is written in a direct and accessible style; while it introduces and uses a number of new terms, for the most part it is free of jargon.
Abstract: Every linguist dreams of the day when the intricate variety of human language will be a commonplace, widely understood in our own and other cultures; when we can unlock the secrets of human thought and communication; when people will stop asking us how many languages we speak. This day has not yet arrived; but the present book brings it somewhat closer. It is, to begin with, a very attractive book. The publishers deserve a vote of thanks for the care that is apparent in the physical layout, typography, binding, and especially the price. Such dedication to scholarly publication at prices which scholars can afford is meritorious indeed. We may hope that the commercial success of the book will stimulate them and others to similar efforts. It is also a very enjoyable and intellectually stimulating book which raises, and occasionally answers, a number of important linguistic questions. It is written in a direct and accessible style; while it introduces and uses a number of new terms, for the most part it is free of jargon. This is no doubt part of its appeal to nonlinguists, though linguists should also find it useful and provocative. It even has possibilities as a textbook. Lakoff and Johnson state their aims and claims forthrightly at the outset (p. 3):
7,812 citations
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...Embodied cognition research demonstrates that people form metaphorical associations between physical activities and conceptual abstractions (Lakoff & Johnson, 1980, p. 256)....
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