Lawrence — As virtual and augmented reality play a more prominent role in everyday life Scholars hope to determine how effectively they can work in the classroom. A new study from the University of Kansas has found that augmented reality lessons are highly rated among users. However, objective data showed that those who interacted with the AR model learned less than those who watched the video. The findings suggest that educators need to carefully consider when and how to use augmented reality as part of the learning environment.
Mugur Geana, Associate Professor of Health Communication and Director of the Center of Excellence in Health Communication for Underprivileged Populations, Kasetsart University. led a research study in which 44 students participated in an educational module on the SARS-CoV-2 virus (the virus that causes the COVID-19 pandemic). Half watched a video sharing information about the virus. Adding the protein, the virus capsule and its genome The other half interacts with the AR model of the virus, where they use a tablet to imagine a 3D virus model in a lab. which they can move around virtual models and click on 3D graphics while doing so. They receive voice commands with the same information about the viral components as in the video.
“We were curious about how we could use mixed reality to manage teaching and learning,” Geana said. especially after COVID It’s great to see and learn things on the small screen, so we thought it would be interesting to see how we could move beyond that 2D environment.”
The study, conducted in collaboration with Dan Cernusca, associate professor of instructional design at the School of Pharmacy, North Dakota State University, and Pan Liu, assistant professor at Marian University, was accepted to be presented at the Society of Pharmacy Conference. International Communications 2023 in Toronto.
before joining the study The volunteers answered questions about their knowledge of the virus that causes COVID-19. They were then randomly placed in a video or AR arm of the study. Participants in the video group were eye-tested to determine their attention to the graphical elements of the video. For the AR arm participants, cameras in the room and cameras in tablets recorded interactions with the virtual 3D model for later analysis. All participants were then turned on to watch the distracting video. After that, the retention of the presented data was tested. Finally, there were interviews to document experiences and feedback on teaching and learning.
“We were interested in the student interactions with the virus model for both arms of the study. We measured what graphical elements they paid attention to and to what extent for both experimental treatments,” Geana said. moving after the virus Approach or engage on other levels We also looked at whether they viewed all of the teaching modules or skipped some of them.”
The results suggest that, although AR models projecting images of viruses in physical environments are novel and more attractive, they are not the same. But the novelty is likely to deviate from the information it is supposed to convey. And as those in the video group learn more But that doesn’t mean AR isn’t suitable for educational purposes, Geana said. Researchers need to understand how to deploy it successfully and use it in a classroom or distance learning setting to engage and inform the public. learners effectively
The study results are in line with previous findings on AR in the study, Geana said, while raising new questions for future projects. Upcoming studies at CEHCUP will aim to test the diversity and effectiveness of AR study delivery models.
Geana says he firmly believes that virtualization is the future. That’s why CEHCUP is hosting its first research exhibition featuring all virtual research posters, presenting health communication studies from PhD students, faculty and alumni. The AR event will take place from February 15 through March 15 at the William Allen White School of Journalism & Mass Communications. A smartphone or tablet is necessary to experience realistic research exhibitions.
for most study participants. The experiment was the first exposure to a mixed reality environment. Geana said the novelty and excitement factor in exploring virtual 3D models was a major cause of the lower data retention observed in the AR group when Compared to what’s revealed in the video, Geana said, as students become more familiar with mixed reality as part of their daily lives, they’ll become more familiar with mixed reality. The novelty factor of this technology is likely to decrease, so the authors argue that a better understanding of its potential and optimal use in education is more important.
Photo credit: Center of Excellence in Health Communication to Vulnerable Populations
