EXPLORATION ON THE AFFECTIVE STATES AND LEARNING DURING AN AUGMENTED REALITY SESSION
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1) The document explores how augmented reality (AR) influences affective states and learning through an experiment with teachers experiencing an AR lesson on animals. 2) A survey found that AR induced positive emotions in teachers like interest, attention, excitement and enthusiasm and helped them understand and remember concepts. 3) Most teachers felt AR was a suitable tool for visualizing concepts and engaging students, and wanted to use it in their own classes to enrich learning. However, more research is needed to fully analyze AR's effectiveness on student commitment and motivation.
EXPLORATION ON THE AFFECTIVE STATES AND LEARNING DURING AN AUGMENTED REALITY SESSION
- 1. EXPLORATION ON THE AFFECTIVE STATES AND LEARNING DURING AN AUGMENTED REALITY SESSION Pavlina Panteva Malinka Ivanova The 9th International Scientific Conference eLearning and Software for Education Bucharest, Romania, April 25th - 26th 2013
- 2. Aim To explore whether and how augmented reality technology influences on affective states and learning An experiment with teachers in the role of learners
- 3. Introduction • AR is adopted in – classroom sessions – in outdoor activities using desktop, web-based or mobile applications • It is a suitable supplementary tool extending educational scenarios in – blended learning – online learning – formal learning – informal learning – self-paced learning
- 4. Introduction AR technology contributes to: • achieving of high level of engagement and motivation • knowledge construction and transfer • learning in a unique explorative environment • promotion of creativity, curiosity and discovering
- 5. Introduction • In the context of primary education AR technology could be an effective tool for teaching and learning if these processes are well designed – creation of suitable content – guided explorations – teachers have to possess abilities to transfer proper knowledge to students through utilization of technology
- 6. Introduction • What is explored? – cognitive process, learning and emotional conditions are strongly connected – the appropriate affective learner’s states can lead to the effective learning – the importance of positive emotions on stimulation of creative thinking, efficacy in decision making and in support of problem solving
- 7. Introduction • According to the teacher’s pedagogical strategy and presented content different emotions could be induced to pupils like: joy, pride, satisfaction, enthusiasm, pleasure, fear, worry, nervousness, etc . (Zembylas M., 2005) • The way of presentation of teaching content, including the utilized technology and digital media could further influence on formation of pupils affective states (Bardzell, J., Bardzell, S., Pace, T., 2008) The relationship among AR technology usage and resulting emotions are not explored and it is a challenge
- 8. Methodology The hypothesis: • AR technology can induce positive emotions to learners and it could be used for better knowledge perceiving, concepts remembering and learning
- 9. Methodology • To prove or not this hypothesis the following procedures are performed: (1) a lesson is designed for 3rd class pupils with topic “Animals in the nature” with duration 40 minutes; (2) five 3D objects of animals are selected for presentation through marker AR technology and video is created; (3) a survey tool is developed to gather the teachers opinion about the role of AR technology in primary school; (4) the video files with AR objects and survey are distributed online to teachers; (5) the results are summarized and analyzed
- 10. A lesson design • A lesson for new knowledge giving about the animals in the nature to pupils in 3rd class is designed • The aim of the lesson is to extend the concept about the diversity of animals living in water and dry land • The main educational tasks are: (1) the knowledge about the connection between live and still nature to be extended (2) the knowledge about the animal diversity according to their lifestyle to be acquired (3) the knowledge about the animal diversity in different environments to be extended
- 11. A lesson design • The instructive task is focused on creating feelings of love and care for keeping animal diversity in the nature • This lesson has to stimulate development of pupils’ abilities for differentiation the terms of live and still nature
- 12. A lesson design The structure of the lesson includes four sections: (1) old knowledge actualization (about 10 minutes), (2) new knowledge introduction using the 5th AR objects (10 minutes); (3) game playing to stimulate thinking and analytical skills of pupils (15 minutes); (4) knowledge summarization (5 minutes)
- 13. A lesson design Section two • addresses introduction of new knowledge supported by AR technology • In parallel with the AR presentation of each animal the teacher gives: – short explanation, – introducing several terms like live and still nature, diversity, environment for living to pupils
- 14. A lesson design • An example - the aim of the presentation of the first object - humming bird is to demonstrate an animal inhabiting in air environment • The pupils alone have to conclude that this animal live in air environment, after receiving the visual information through the AR object • Then, the teacher gives additional explanation about the name of the bird and the characteristics of its living environment
- 15. Survey and Results First group of questions - gather the statistical information about the responders • 63% - young teachers with ages between 24 and 30 and with 1-4 years of teaching practice • 53% - teachers in primary schools, a big part of the rest are after school teachers working with pupils
- 16. Survey and Results Second group of questions - to identify the main emotions induced in teachers when they perceive five different AR objects arranged in a lesson 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 AR object 2 AR object 3 AR object 4 AR object 5 AR object concerned 95% 79% 79% 74% 68% excited 11% 26% 21% 26% 21% enthusiasted 16% 26% 16% 21% 37% activated 5% 16% 5% 0% 5% with new idea 16% 0% 11% 0% 0% attentive 42% 5% 32% 32% 26% joyful 0% 5% 5% 11% 21% How are you feeling when you perceive the AR object?
- 17. Survey and Results 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% concerned attentive enthusiasted excited activated with new idea joyful Emotions - average • Second group of questions - to identify the main emotions induced in teachers when they perceive five different AR objects arranged in a lesson
- 18. Survey and Results • Third group of questions - whether the AR technology can influence on the processes of understanding and remembering • 95% of the surveyed teachers for the first and the second AR objects and 100% for the third, fourth and fifth AR objects - understand the main idea behind every one AR object and comprehend the presented concepts • Nearly 100 % of responders remember the teaching thesis for all five AR objects and they do not need repetition of these objects
- 19. Survey and Results • Fourth group of questions – whether the AR technology could displace the attention from the main teaching thesis
- 20. Survey and Results • The teachers are asked about their intention to use AR technology in their classes • 84% of them is categorical that AR technology is suitable for concepts visualization during classes in primary school • 95% of teachers think that AR technology is a good tool for students’ attention concentration • 95% consider that AR technology could assist the better learning of new concepts • 79% of the teachers say that the AR technology could provoke the students’ interest and curiosity about the teaching topic
- 21. Survey and Results • 95% of the teachers wish to use AR technology as supportive tool in their classes • Why they will use AR technology? I will use it, because the students receive a real picture about a object that could not be shown directly in the class room. Yes, because the information is presented in an interesting and impressive way. I will utilize the technology. It will be a very strong motivational tool for students and for explanation of new terms and topics. Yes, the technology can support teachers and can provoke the learning interest of students.
- 22. Survey and Results Yes, because the technology can assist teaching through concentration of students attention on the important lesson’ parts. Yes, because it gives more realistic concept about the learning topic and objects Yes, because it is something new and different than usual stuff. The Bulgarian school needs integration of similar technological solutions. Yes, it is an innovation that can attract the students’ attention and can enrich their knowledge. Yes, because it is a very good presentation tool of the teaching material and can hold back the students’ attention.
- 23. Conclusions • AR induces the following emotions: concerned and interested in, attentive, excited and enthusiastic • AR supports understanding and remembering • The idea behind the AR technology as well as the technology itself impress teachers – they remember both • The effectiveness of the technology is still under analysis to improve teaching and learning in primary school • It needs further research and evaluation of the level of commitment and motivation of students • Integration of added reality with traditional learning and pedagogy of teaching should be carefully designed and evaluated