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)

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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.”

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“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

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Why AR?

A Brave New

Augmented World

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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

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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)

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Constructivist Learning Theory

Situated Learning Theory

Game-based Learning Theory

Inquiry-based Learning Theory

Cognitive Theory of Multimedia Learning Theory

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Project Description:

An AR-Based Exploratory Case Study at Osaka University

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Osaka University Global English Online (OUGEO)

Photo Credit: http://reallifeglobal.com/10

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12Photo: https://goo.gl/ArLXd6

A Technology Survey

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14

14 Groups of Five to Six Members

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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

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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

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After being trained on Blipp creation, the students designed and generated their interactive AR-based posters.

LearnAR-generated AR Content

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Sample student-generated AR-based poster 1

Code: 238935

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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

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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

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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

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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.)

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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.)

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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

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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

http://www.mitpressjournals.org/doi/pdfplus/10.1162/pres.1997.6.4.355

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in

education – cases, places and potentials. Educational Media International, 51(1), 1-15.

doi:10.1080/09523987.2014.889400

Chow, E. H. C., Thadani, D. R., Wong, E. Y. W., & Pegrum, M. (2015). Mobile technologies and

augmented reality: Early experiences in helping students learn about academic integrity and

ethics. International Journal of Humanities, Social Sciences and Education, 2(7), 112–120.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of

information technology. MIS Quarterly, 13(3), 319-340. doi:10.2307/249008

Duh, H. B. L., & Klopfer, E. (2013). Augmented reality learning: New learning paradigm in co-space.

Computers & Education, 68, 534-535. doi:10.1016/j.compedu.2013.07.030

Dunleavy, M., Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D

Merrill, J. Elen, & M. J. Bishop (Eds.), The handbook of research for educational communications

and technology (4th Ed.). New York, NY: Springer.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive

participatory augmented reality simulations for teaching and learning. Journal of Science

Education and Technology, 18(1), 7-22. doi:10.1007/s10956-008-9119-1 26

References (Cont.)

Hockly, N. (2016). Focus on learning technologies. Oxford: Oxford University Press.

Jamali, S. S., Shiratuddin, M. F., & Wong, K. (2014). A review of augmented reality (AR) and mobile-

augmented reality (mAR) technology: Learning in tertiary education. The International Journal

of Learning in Higher Education, 20(2), 37-54.

Kipper, G., & Rampolla, J. (2013). Augmented reality: An emerging technologies guide to AR.

Waltham, MA: Syngress.

Küçük, S., Yılmaz, R. M., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement,

attitude and cognitive load levels of students. Education and Science, 39(176), 393–404. doi:

10.15390/EB.2014.3595

Li, S., Chen, Y., Whittinghill, D. M., & Vorvoreanu, M. (2014). A pilot study exploring augmented

reality to increase motivation of Chinese college students learning English. Paper presented at

the 2014 ASEE Annual Conference. Indianapolis, IN. Retrieved from https://goo.gl/LLm3GX

Liao, W. W., & Ho, R. G. (2011). The study of developing spatial ability by applying game-based

learning. In M. Chang, W. Y. Hwang, M. P. Chen, & W. Muller (Eds.), Edutainment technologies:

Educational games and virtual reality/augmented reality applications (pp. 159-162). New York,

NY: Springer. doi:10.1007/978-3-642-23456-9_29

Manning, A., Powers, R., & Pedisich, X. (2012). Better learning through augmented reality: AR in

the classroom. Anthós, 4(2). Retrieved from http://pdxscholar.library.pdx.edu/cgi/viewcontent.

cgi? article =1027&context=anthos

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References (Cont.)

Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Augmented reality: A class of displays on

the reality-virtuality continuum. In H. Das (Ed.), Proceedings of Telemanipulator and

Telepresence Technologies (vol. 2351, pp. 282-292). Bellingham, WA: SPIE. Retrieved from

http://etclab.mie. utoronto.ca/publication/1994/Milgram_Takemura_SPIE1994.pdf

Reinders, H., & Lakarnchua, O. (2014). Implementing mobile language learning with an augmented

reality activity. Modern English Teacher, 23(2), 42–50. Retrieved from

http://innovationinteaching. org/wp-content/themes/default/images/met2014.pdf

Sheehy, K., Ferguson, R., & Clough, G. (2014). Augmented education: Bringing real and virtual

learning together. New York, NY: Palgrave. doi:10.1057/9781137335814

Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field

experiment in a mathematics exhibition. Computers & Education, 79, 59-68. doi:10.1016/

j.compedu.2014.07.013

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information

technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Retrieved from http://www.

jstor.org/stable/30036540

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Photo: https://www.futurereadysingapore.com/2016/augmented-reality-and-the-rising-pokeconomy.html