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Learning by Design:Bringing Poster Carousels to Life
Through Augmented Reality in a Blended English Course
Mehrasa AlizadehParisa MehranIchiro Koguchi
Haruo Takemura
EUROCALL 2017The University of Southampton
Photo: http://7-themes.com/7035473-toy-carousel-horses-bench.html
1962 1968 1975 1992 1996 1999 2004 2008 2014
Morton Heilig created a motorcycle simulator called “the Sensorama”
Today
Ivan Sutherland invented the first Virtual Reality (VR) device, “The Sword of Damocles”
“The Videoplace” was created by Myron Krueger
The term “Augmented Reality” (AR) was coined by Boeing researchers, Tom Caudell and David Mizell
Paul Milgram and Fumio Kishinodefined the continuum of AR and VR
1994 2002
Jun Rekimotodevelops an AR prototype called NaviCam and advances the idea of the 2D matrix marker
The company, Total Immersion, is founded as the first AR solutions provider
2006 2009 2011 2013
AR hardware and software make the leap toward consumer audiences
The first outdoor mobile-Augmented Reality (mAR) game (ARQuake) was built at the University of South Australia by Thomas et al.
2016
The first system for tracking 3D markers on mobile phones was presented by Mathias Möhring
Nokia initiates the Mobile Augmented Reality Applications (MARA) project
Wikitude started to introduce the first mobile-AR application for smartphones
SPRXmobilelaunches Layar
Autonomy demonstrated Aurasmapublicly
Car manufacturers begin to use AR as the new age vehicle service manuals
Google announces shipment of Google Glass devices for customers, thus starting the trend of wearable AR
Microsoft HoloLens Developer Kit and the Meta 2 Developer Kit set to ship this year
A Brief History of Augmented Reality
Created based on Kipper and Rampolla (2013), Jamali, Shiratuddin, and Wong (2014),
and Augment (2016)
1
A well-established definition of AR by Azuma (1997, p. 356)
“AR allows the user to see the real world, with virtual objects superimposed upon the real world. Therefore, AR supplements reality, rather than completely replacing it.”
2
“A technology that superimposes information onto the user’s environment, for example, by accessing the camera of a mobile device and providing an augmented or enhanced experience of reality” (Hockly, 2016, p. 137).
3
A continuum of reality and virtuality, adapted from Milgram, Takemura, Utsumi, and Kishino (1994), by Sheehy, Ferguson, and Clough (2014)
Virtual world
Augmented reality
Mixed reality
Augmented reality
Real world
4
More engaging & constructive learning contexts
The students become activeparticipants
AR supplements formal educational settings by facilitating open learning opportunities
Duh and Klopfer (2013)
Manning, Powers, and Pedisich (2012)
Sommerauer and Müller (2014)
Augmenting Learning and Edutaining through AR
6
AR use is aligned with recent learning theories
Bower, Howe, McCredie, Robinson, and Grover (2014)
Dunleavy and Dede (2014)
Dunleavy, Dede, and Mitchell (2009)
Liao and Ho (2011)
7
Constructivist Learning Theory
Situated Learning Theory
Game-based Learning Theory
Inquiry-based Learning Theory
Cognitive Theory of Multimedia Learning Theory
8
The total number of the participants: 71
35 (49.3%) males
36 (50.7%) females
mean age of 19 (ranging from 18 to 22).
all undergraduate students
majoring in humanities
mainly from the faculties of Letters, Law and Economics
56 (78.9%) never experienced using AR
67 (94.4%) had not known about BlippAR
Participants
16
A usage experience questionnaire, adapted from Davis (1989), Venkatesh, Morris, Davis, and Davis (2003), and Chow, Thadani, Wong, and Pegrum(2015)
An open-ended feedback form
Observation
Instrumentation
17
After being trained on Blipp creation, the students designed and generated their interactive AR-based posters.
LearnAR-generated AR Content
18
ItemsStrongly Disagree
Disagree Agree StronglyAgree
1. I find BlippAR easy to use. 7.0% 43.7% 43.7% 5.6%
2. BlippAR makes learning English more interesting.
4.2% 26.8% 57.7% 11.3%
3. Working with BlippAR is fun. 2.9% 22.5% 57.7% 16.9%
4. I do not like working with BlippAR. 11.3% 57.7% 26.8% 4.2%
5. My overall usage experience with BlippAR is good.
2.8% 38.0% 56.3% 2.9%
6. Using BlippAR would improve my English. 8.4% 62.0% 26.8% 2.8%
Usage Experience
20
About half of the students (52.1%) were not sure whether they would use BlippAR again outside the class, and 28.2% of them said they were not intending to.
The Subsequent Use of BlippAR
21
The qualitative data (i.e., open-ended feedback and observations): AR could make the process of English learning interesting and fun, but it cannot directly improve their English.
A few students believed that AR could improve their English skills as it provided more opportunities for getting exposed to English and it engaged all their auditory and visual senses.
Discussion
22
Overall, a positive user AR experience was reported by the participants of this study.
Chow et al. (2015); Küçük, Yılmaz, and Göktaş (2014)
The participants found their AR experience as interesting and pleasant, but about half of them also found it difficult due to technical glitches (e.g., the long loading time for some overlayed videos).
Li, Chen, Whittinghill, and Vorvoreanu’s (2014)
Discussion (Cont.)
23
Despite having technical challenges, this study demonstrated that AR could engage students and motivate them to learn.
Chow et al. (2015): AR can improve the level of students’ engagement in learning.
Reinders and Lakarnchua (2014): AR has the potential to increase students’ motivation, and with more engagement and motivation comes the improvement of English language skills.
Discussion (Cont.)
24
The participants got more engaged in the learning scenario, and they found AR motivating and enjoyable.
Using AR and getting students involved with generating their own AR-based content may improve the effectiveness of language learning.
It will be increasingly easier to bring more of AR to the classroom in the near future.
Concluding Remarks and Future Vision
25
References
Augment. (2016). Infographic: The history of augmented reality. Retrieved from http://www.
augment.com/blog/infographic-lengthy-history-augmented-reality/
Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355-385. Retrieved from
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References (Cont.)
Hockly, N. (2016). Focus on learning technologies. Oxford: Oxford University Press.
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References (Cont.)
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Augmented reality: A class of displays on
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