TY - JOUR
T1 - Augmented Immersive Reality (AIR) for Improved Learning Performance
T2 - A Quantitative Evaluation
AU - Cen, Ling
AU - Ruta, Dymitr
AU - Al Qassem, Lamees Mahmoud Mohd Said
AU - Ng, Jason
N1 - Publisher Copyright:
© 2008-2011 IEEE.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Technology-enhanced learning has attracted increasing attention of educational community focused on improvement of traditional classroom learning. Augmented immersive reality (AIR) technologies enhance users' perception of reality by augmenting it with computer-generated components such as audio, video, 2/3-D graphics, GPS data, etc. The AIR introduces new dimensions of learning experience that ensure better attention, focus, and entertainment, thereby boosting students' motivation and attainment. This work presents an award winning AIR-based educational mobile system, code-named AIR-EDUTECH, that was developed to help high school students learn chemistry. The AIR-EDUTECH introduced new AIR features to help students better understand and learn basic concepts of molecular chemistry. It offers immersive 3D visualization and visual interaction with the examined structures that provides a broader and more retentive knowledge and improves intuition around forming basic chemical reactions. The system was introduced and tested in a field study with 45 students in the $11^{th}$ grade chemistry class, and its impact was evaluated by the formal assessment quiz along with the feedback from survey conducted after the trial. Collected data have been subjected to an in-depth multi-modal quantitative analysis that revealed that AIR-EDUTECH stimulated significant improvements in understanding and retention of the taught content as well as turned learning chemistry into a fun, interesting and interactive experience. It also uncovered a hidden structure of taught knowledge dependencies and highlighted the role that AIR technology could play in reinforcing the retention of critical knowledge that may otherwise widen student knowledge gaps.
AB - Technology-enhanced learning has attracted increasing attention of educational community focused on improvement of traditional classroom learning. Augmented immersive reality (AIR) technologies enhance users' perception of reality by augmenting it with computer-generated components such as audio, video, 2/3-D graphics, GPS data, etc. The AIR introduces new dimensions of learning experience that ensure better attention, focus, and entertainment, thereby boosting students' motivation and attainment. This work presents an award winning AIR-based educational mobile system, code-named AIR-EDUTECH, that was developed to help high school students learn chemistry. The AIR-EDUTECH introduced new AIR features to help students better understand and learn basic concepts of molecular chemistry. It offers immersive 3D visualization and visual interaction with the examined structures that provides a broader and more retentive knowledge and improves intuition around forming basic chemical reactions. The system was introduced and tested in a field study with 45 students in the $11^{th}$ grade chemistry class, and its impact was evaluated by the formal assessment quiz along with the feedback from survey conducted after the trial. Collected data have been subjected to an in-depth multi-modal quantitative analysis that revealed that AIR-EDUTECH stimulated significant improvements in understanding and retention of the taught content as well as turned learning chemistry into a fun, interesting and interactive experience. It also uncovered a hidden structure of taught knowledge dependencies and highlighted the role that AIR technology could play in reinforcing the retention of critical knowledge that may otherwise widen student knowledge gaps.
KW - AIR-EDUTECH
KW - Augmented Immersive Reality (AIR)
KW - Augmented Reality (AR)
KW - education data mining.
KW - Mobile learning
UR - http://www.scopus.com/inward/record.url?scp=85071536186&partnerID=8YFLogxK
U2 - 10.1109/TLT.2019.2937525
DO - 10.1109/TLT.2019.2937525
M3 - Article
AN - SCOPUS:85071536186
SN - 1939-1382
VL - 13
SP - 283
EP - 296
JO - IEEE Transactions on Learning Technologies
JF - IEEE Transactions on Learning Technologies
IS - 2
M1 - 8812921
ER -