scholarly journals Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness

2021 ◽  
Vol 13 (21) ◽  
pp. 12296
Author(s):  
Yuh-Shihng Chang
Keyword(s):  
Augmented Reality ◽  
Digital Media ◽  
Test Group ◽  
Teaching Experiment ◽  
Learning Performance ◽  
Learning Effectiveness ◽  
Motivation Theory ◽  
Media Design ◽  
Design Learning ◽  
Learning Interest

This research adopts Keller’s ARCS motivation theory as a method to create a teaching experiment by integrating augmented reality (AR) into teaching in order to enhance learning interest and learning effectiveness in a digital media design course. The purpose of this research is to examine the application of AR in quarantine during the COVID-19 pandemic, whereby students can enhance their learning interest, learning satisfaction, and learning performance. Augmented reality acts as a tool for this research, wherein it is applied with the course of a 3D model-based interface and built-in learning contexts for the “digital media design” of the learning topics. The learning performance of the test group students was examined through the aspects of attention, relevance, confidence, and satisfaction, according to the ARCS motivation theory. According to the results of quantitative validation, experimental teaching with AR is more effective than traditional teaching methods. The learning feedback of the test group students obtained a positive result by using the AR. This research concludes with three results: firstly, integrating AR into teaching can improve students’ concentration with respect to digital media design practice; secondly, video teaching with an AR interface can help increase students’ confidence in digital media design learning; lastly, applying AR during the learning process can enhance the digital media visual effects that effectively enhance students’ self-learning abilities.

scholarly journals Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

2020 ◽  
pp. 27-42
Author(s):  
Kai-Yi Chin ◽  
Ya-Chuan Kao ◽  
Ching-Sheng Wang
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Student Learning ◽  
Authentic Learning ◽  
Experimental Results ◽  
Learning Activities ◽  
Learning Performance ◽  
First Year ◽  
Learning Interest ◽  
First Year Student

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

Influence of Cognitive Style and Cooperative Learning on Application of Augmented Reality to Natural Science Learning

2015 ◽  
Vol 11 (4) ◽  
pp. 41-66 ◽  
Author(s):  
Hao-Chiang Koong Lin ◽  
Sheng-Hsiung Su ◽  
Sheng-Tien Wang ◽  
Shang-Chin Tsai
Keyword(s):  
Augmented Reality ◽  
Cooperative Learning ◽  
Natural Science ◽  
Computer Software ◽  
Learning Objects ◽  
Learning Effectiveness ◽  
3D Animation ◽  
Science Courses ◽  
Image Objects ◽  
Learning Interest

With the constant progress of information technology, as long as computer software is connected with video equipment, augmented reality can be implemented. In teaching, augmented reality can provide specific images of learning objects and interact with them to enhance students' learning interest and effectiveness. The main purpose of this study is to integrate unmarked augmented reality technology with natural science courses to develop a system that is suitable for learning. This system uses image objects and 3D animation to stimulate sensory learning and strengthen users' learning effectiveness and memory. Moreover, this study also intends to investigate the system usability perception, learning motivation, and self-perceived learning effectiveness of users with different cognitive styles as they operate this system to engage in cooperative learning. Furthermore, this study used triangulation method to assess usability. In the end, this study analyzed and investigated the qualitative and quantitative data of the research questions.

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

Digital Media Design Theories and Principles

2019 ◽  
pp. 17-32
Author(s):  
Florence Martin ◽  
Anthony Karl Betrus
Keyword(s):  
Digital Media ◽  
Media Design ◽  
Design Theories

Agent-Based Modelling of Emotional Goals in Digital Media Design Projects

2018 ◽  
pp. 262-284 ◽  
Author(s):  
James Marshall
Keyword(s):  
Digital Media ◽  
Design Process ◽  
Role Play ◽  
User Profiles ◽  
Agent Based ◽  
Media Design ◽  
Development Teams ◽  
Shared Language ◽  
Design Projects ◽  
High Level

The author promotes agent-oriented models to identify, represent, and evaluate high-level abstractions of digital media design projects. The models include emotional goals, in addition to functional goals and quality goals, to describe feelings such as having fun, being engaged, and feeling cared for. To establish emotional goals, digital media design methods and processes were employed including the development of emotional scripts, user profiles, mood boards and followed an iterative creative design process. Using agent-oriented models proved to be highly successful not only to represent emotional goals such as fun, tension, and empathy but also to facilitate the ideation, creation, and progressive evaluation of projects. The design process supported communication between designers, developers, and other stakeholders in large multidisciplinary development teams by providing a shared language and a common artefact. The process is demonstrated by describing the development of Aspergion, a multiplayer online role play game that promotes respect for people with Asperger's Syndrome.

Agent-Based Modelling of Emotional Goals in Digital Media Design Projects

2018 ◽  
pp. 681-697 ◽  
Author(s):  
James Marshall
Keyword(s):  
Digital Media ◽  
Participatory Design ◽  
Role Play ◽  
User Profiles ◽  
Agent Based ◽  
Media Design ◽  
Development Teams ◽  
Shared Language ◽  
Design Projects ◽  
High Level

The authors promote agent-oriented models to identify, represent and evaluate high-level abstractions of digital media design projects. A major aspect is the introduction of emotional goals, in addition to functional goals and quality goals to describe feelings such as having fun, being engaged and feeling cared for. To establish emotional goals, digital media design methods and processes were employed including the development of emotional scripts, user profiles, mood boards and following an iterative participatory design process. This approach proved to be highly successful, not only to represent emotional goals such as fun, tension and empathy, but also to facilitate the ideation, creation and progressive evaluation of projects. The process supports communication between designers, developers and other stakeholders in large multidisciplinary development teams by providing a shared language and common artefact. The process is demonstrated in the development of a Multiplayer Online Role Play Game (MORPG) called Aspergion that promotes respect for people with Asperger's Syndrome.

Reimagining the Audience-Dancer Relationship Through Mobile Augmented Reality

2020 ◽  
pp. 119-141
Author(s):  
Patrick Pennefather ◽  
Claudia Krebs ◽  
Julie-Anne Saroyan
Keyword(s):  
Augmented Reality ◽  
Research And Development ◽  
Digital Media ◽  
Motion Capture ◽  
Development Process ◽  
Mobile Augmented Reality ◽  
Traditional Use ◽  
Dance Company ◽  
Before And After

The research and development of an augmented reality (AR) application for Vancouver-based dance company Small Stage challenged a team of students at a graduate digital media program to understand how AR might reinvent the audience-dancer relationship. This chapter will chronicle the AR and choreographic development process that occurred simultaneously. Based on the documentation of that process, a number of insights emerged that dance creators and AR developers may find useful when developing an AR experience as counterpart to a live dance production. These include (1) understanding the role of technology to support or disrupt the traditional use of a proscenium-based stage, (2) describing how AR can be used to augment an audience's experience of dance, (3) integrating a motion capture pipeline to accelerate AR development to support the before and after experience of a public dance production.

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