Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists

AbstractCurrent educational presentation software used in STEM education fail to maximize student engagement and comprehension. Mixed reality presentation is one specific type of digital presentation software that has shown to significantly improve student engagement and comprehension. In this paper, we describe a pilot study on adult scientists which evaluates the usage of an integrated mixed reality presentation software in the Zyndo platform as an enhanced alternative to Adobe PDFs. A group of adult scientists (N = 20), with higher education of at least a bachelor’s degree, from an academic research center at Harvard Medical School were randomized and asked to read two articles (one on Immunology and the other on Bioengineering) presented through either the mixed reality presentation or PDFs. Our results indicate that participants improved in nearly all metrics for engagement (ranging from + 4 to 51% improvement depending on engagement metric and subject matter) when viewing the mixed reality presentation over the traditional PDFs for both articles. Specifically, the participants demonstrated improved comprehension of the scientific content and time spent viewing the presentation in a content-dependent manner. Therefore, 3D mixed reality environments can potentially be applied to enhance student learning in STEM fields, particularly Biomedical Engineering in both on-line and in person classroom settings.

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Enhancing Student Engagement Using Interactive Presentation Software

Nurse Educator ◽

10.1097/nne.0000000000001001 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Gina Wilson ◽

Connie Harris

Keyword(s):

Student Engagement ◽

Presentation Software

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Teaching Midwifery Face-to-Face or Via the Screen: The Impact of Flexible Delivery of Teaching on Student Engagement

10.26686/wgtn.17003221 ◽

2021 ◽

Author(s):

◽

Tania Dawn Milne

Keyword(s):

New Zealand ◽

Student Engagement ◽

Video Conferencing ◽

Face To Face ◽

New Curriculum ◽

On Line ◽

Flexible Delivery ◽

Institute Of Technology ◽

Quality Learning ◽

The Impact

<p>The aim of this research was to describe how undergraduate midwifery students’ engagement with learning is impacted when they have teaching delivered by different methods of instruction. It asks the question: does flexible delivery of teaching impact on their ability to engage in their learning? This research describes the impact of different modes of flexible delivery of teaching within a new curriculum on students in a pre-registration midwifery undergraduate programme at Waikato Institute of Technology (Wintec), New Zealand. This new curriculum commenced in 2010 as a response to legislative and industry driven changes to midwifery education in New Zealand. The research used an on-line survey to ask students enrolled in years one and two of the programme and those who had exited the programme during the same timeframe, A range of questions about their learning experiences. Surveys were sent to 104 enrolled students and 15 students that had exited the BMid programme. Fifty two (50%) responses were received from the enrolled students and three (20%) from those that had exited the programme. There were three key findings of this research. Firstly the participants identified differences with their sense of belonging amongst their peers, tutors and the administration team outside of their regional learning hubs. The second key and unsurprising finding was that respondents across the board preferred face-to-face sessions to video conferencing sessions and thirdly that the demographic profile of the respondents from the regional learning hubs was different to those attending from the Hamilton city hub. The implications of these key findings are; · For tertiary institutions to acknowledge and consider the links between high quality learning, student engagement and outcomes. · To support the need for continuing training and education for both faculty and students with regards to flexible delivery of teaching and to provide professional development and relevant technology to support more interactive forms of learning if delivered via video conferencing or by online activities. · To further research the needs of Māori students and those who have exited the programme in order to discover what would need to change in order for them to continue with their studies.</p>

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MODELING AND AUGMENTING GAME ENTERTAINMENT THROUGH CHALLENGE AND CURIOSITY

International Journal of Artificial Intelligence Tools ◽

10.1142/s0218213007003667 ◽

2007 ◽

Vol 16 (06) ◽

pp. 981-999 ◽

Cited By ~ 14

Author(s):

GEORGIOS N. YANNAKAKIS ◽

JOHN HALLAM

Keyword(s):

Real Time ◽

Computer Games ◽

Mixed Reality ◽

Computer Game ◽

Feedforward Neural Networks ◽

Interactive Systems ◽

Quantitative Measurements ◽

Player Satisfaction ◽

On Line ◽

On Line Learning

This paper presents quantitative measurements/metrics of qualitative entertainment features within computer game environments and proposes artificial intelligence (AI) techniques for optimizing entertainment in such interactive systems. A human-verified metric of interest (i.e. player entertainment in real-time) for predator/prey games and a neuro-evolution on-line learning (i.e. during play) approach have already been reported in the literature to serve this purpose. In this paper, an alternative quantitative approach to entertainment modeling based on psychological studies in the field of computer games is introduced and a comparative study of the two approaches is presented. Feedforward neural networks (NNs) and fuzzy-NNs are used to model player satisfaction (interest) in real-time and investigate quantitatively how the qualitative factors of challenge and curiosity contribute to human entertainment. We demonstrate that appropriate non-extreme levels of challenge and curiosity generate high values of entertainment and we project the extensibility of the approach to other genres of digital entertainment (e.g. mixed-reality interactive playgrounds).

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Student Engagement and Assessment Modes: A Study

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v7i1.11342 ◽

2018 ◽

Vol 7 (1) ◽

pp. 72

Author(s):

Anil Pathak

Keyword(s):

Student Engagement ◽

Pilot Study ◽

Undergraduate Students ◽

Peer Assessment ◽

Research Writing ◽

Practice Session ◽

Assessment Tasks ◽

Communicative Effect ◽

Technological University ◽

And Training

<p>The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: Expert, Self, and Peer. Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set of assessment checklists with weighted and specified criteria for Expert, Self and Peer assessment of research presentations. Broader criteria were based on the following four factors: Use of spoken media, Use of visuals, Interrelationships, and Communicative Effect. Participants received training and were involved in a practice session on self and peer assessment before engaging in the assessment tasks. While the pilot study is unable to conclusively establish congruence among the modes of assessment, it is expected that results from a wider database would indicate the nature of well-defined assessment criteria and the ways they can be effectively communicated to assessors. The present study suggests that the differences in ratings given by peers and experts are not due to a lack of capability on the part of students, but due to lack of orientation and training. It is necessary to evolve criteria that are well-documented to enable students to evaluate their own performance as well as the performance of their peers as effectively as done by experts.</p>

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On-line computerized diagnosis of pain-related disability and psychological status of TMD patients: a pilot study

Journal of Oral Rehabilitation ◽

10.1046/j.1365-2842.2001.00632.x ◽

2001 ◽

Vol 28 (1) ◽

pp. 78-87 ◽

Cited By ~ 6

Author(s):

A. U. J. Yap ◽

K. B. C. Tan ◽

J. K. E. Hoe ◽

R. H. C. Yap ◽

J. Jaffar

Keyword(s):

Pilot Study ◽

Psychological Status ◽

On Line

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A Pilot Study of Instructor Factors and Student Preferences

Journal of Educational Technology Systems ◽

10.2190/et.38.1.f ◽

2009 ◽

Vol 38 (1) ◽

pp. 51-62

Author(s):

Corey H. Brouse ◽

Kelly R. McKnight ◽

Charles E. Basch ◽

Michael LeBlanc

Keyword(s):

Health Promotion ◽

Pilot Study ◽

Learning Experience ◽

The Internet ◽

Student Preferences ◽

Face To Face ◽

Mixed Response ◽

On Line ◽

Almost All ◽

On Line Learning

In order to gain a better understanding of the ways in which an instructor could enhance an on-line learning experience, we surveyed 96 students enrolled in on-line Health Promotion and Wellness courses. Almost all respondents felt that sending e-mailed reminders and posting announcements on the course was very important or important for enhancing the on-line learning experience. There was a mixed response in the ratings for how important it was for an on-line instructor to host on-line office hours and the weakest ratings were for rating importance of having asynchronous time with an on-line instructor. Not surprisingly, most students used the library for research purposes less often or as often for their on-line courses than for their face-to-face courses. However, the majority of students used the Internet for resources more often or as often. Interestingly, half of the respondents felt that they interacted more with classmates in their on-line course. The amount of time spent preparing assignments in a face-to-face versus an on-line course was split.

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On-line identification and control of pneumatic servo drives via a mixed-reality environment

The International Journal of Advanced Manufacturing Technology ◽

10.1007/s00170-008-1374-z ◽

2008 ◽

Vol 40 (5-6) ◽

pp. 518-530 ◽

Cited By ~ 18

Author(s):

A. Saleem ◽

S. Abdrabbo ◽

T. Tutunji

Keyword(s):

Mixed Reality ◽

Line Identification ◽

On Line ◽

Servo Drives ◽

And Control

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Antiglycation Activity of Iridoids and Their Food Sources

International Journal of Food Science ◽

10.1155/2014/276950 ◽

2014 ◽

Vol 2014 ◽

pp. 1-8 ◽

Cited By ~ 6

Author(s):

Brett J. West ◽

Akemi Uwaya ◽

Fumiyuki Isami ◽

Shixin Deng ◽

Sanae Nakajima ◽

...

Keyword(s):

Pilot Study ◽

Food Sources ◽

Dependent Manner ◽

Skin Autofluorescence ◽

Open Label ◽

Concentration Dependent Manner ◽

Cross Sectional ◽

Glycation End Products ◽

The Relationship

Iridoids are dietary phytochemicals that may have the ability to inhibit the formation of advanced glycation end products (AGEs). Three studies were conducted to investigate this anti-AGE potential. First, the inhibition of fluorescence intensity by food-derived iridoids, after 4 days of incubation with bovine serum albumin, glucose, and fructose, was used to evaluatein vitroantiglycation activity. Next, an 8-week open-label pilot study used the AGE Reader to measure changes in the skin autofluorescence of 34 overweight adults who consumed daily a beverage containing food sources of iridoids. Finally, a cross-sectional population study with 3913 people analyzed the relationship between daily iridoid intake and AGE accumulation, as measured by skin autofluorescence with the TruAge scanner. In thein vitrotest, deacetylasperulosidic acid and loganic acid both inhibited glycation in a concentration-dependent manner, with respective IC50values of 3.55 and 2.69 mM. In the pilot study, average skin autofluorescence measurements decreased by 0.12 units (P<0.05). The cross-sectional population survey revealed that, for every mg of iridoids consumed, there is a corresponding decline in AGE associated age of 0.017 years (P<0.0001). These results suggest that consumption of dietary sources of iridoids may be a useful antiaging strategy.

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