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Augmented Immersive Reality (AIR) for improved learning performance : a quantitative evaluation

[Abstract] 
النوع مقال
ردمد 19391382
مصدر المعلومات ERIC
المؤلف Cen, Ling. EBTIC, Khalifa University, Abu Dhabi, United Arab Emirates.
المؤلف الاضافي Ruta, Dymitr. EBTIC, Khalifa University, Abu Dhabi, United Arab Emirates.
Al Qassem, Lamees Mahmoud Mohd Said. EBTIC, Khalifa University, Abu Dhabi, United Arab Emirates.
Ng, Jason. EBTIC, Khalifa University, Abu Dhabi, United Arab Emirates.
الصفحات pp. 283-296
ملاحظة عامة Peer reviewed
المصدر IEEE Transactions on Learning Technologies. Vol. 13, no. 2, April-June 2020
الناشر Piscataway: Institute of Electrical and Electronics Engineers, Inc.، 2020
عنوان الناشر 445 Hoes Lane. Piscataway, NJ 08854. United States. Institute of Electrical and Electronics Engineers, Inc. T: 0017329810060. . http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076.
ERIC رقم الوثيقة في EJ1279851
الواصفات Educational technology  -  Multimedia materials  -  Photography  -  Electronic learning  -  Science instruction  -  Scientific concepts  -  Chemistry  -  Performance factors  -  Retention (Psychology)  -  Secondary school students  -  Public schools  -  Abu Dhabi (United Arab Emirates)
لغة الوثيقة الانكليزية
البلد الولايات المتحدة
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 11th 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. (As Provided)

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Cen, Ling. (2020). Augmented Immersive Reality (AIR) for improved learning performance : a quantitative evaluation. IEEE Transactions on Learning Technologies. Vol. 13, no. 2, April-June 2020. pp. 283-296 تم استرجاعه من search.shamaa.org .