scholarly journals Learning with augmented reality: Impact of dimensionality and spatial abilities

2022 ◽  
Vol 3 ◽  
pp. 100065
Author(s):  
Jule M. Krüger ◽  
Kevin Palzer ◽  
Daniel Bodemer
Keyword(s):  
Augmented Reality ◽  
Spatial Abilities

scholarly journals The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual‐Spatial Abilities: A Double‐Center Randomized Controlled Trial

2020 ◽  
Vol 13 (5) ◽  
pp. 558-567 ◽  
Author(s):  
Katerina Bogomolova ◽  
Ineke J.M. Ham ◽  
Mary E.W. Dankbaar ◽  
Walter W. Broek ◽  
Steven E.R. Hovius ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Augmented Reality ◽  
Controlled Trial ◽  
Spatial Abilities ◽  
Randomized Controlled ◽  
Visual Spatial ◽  
Modifying Effect

scholarly journals The Effectiveness of the Use of Augmented Reality in Anatomy Education: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Kerem Bölek ◽  
Anne-Marie Van Cappellen van Walsum ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/ 202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (-0.765%; P=0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (-5.685%; P=0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

Learning with Augmented Reality: Effects Toward Student with Different Spatial Abilities

2015 ◽  
Vol 21 (7) ◽  
pp. 2200-2204 ◽  
Author(s):  
Danakorn Nincarean Eh Phon ◽  
Mohamad Bilal Ali ◽  
Noor Dayana Abd Halim
Keyword(s):  
Augmented Reality ◽  
Spatial Abilities

scholarly journals Learning Three-Dimensional Shapes in Geometry Using Mobile-Based Augmented Reality

2020 ◽  
Vol 14 (09) ◽  
pp. 48 ◽  
Author(s):  
D Rohendi ◽  
Y Wihardi
Keyword(s):  
High School ◽  
Augmented Reality ◽  
Junior High School ◽  
Three Dimensional ◽  
Spatial Abilities ◽  
Teachers And Students ◽  
Dimensional Shape ◽  
Points Of View ◽  
Three Dimensional Shape ◽  
Difficult Subject

<pre><span lang="IN">Learning three-dimensional shape of geometry is important for improving students’ spatial abilities. However, the concept of three-dimensional shape is still considered as one of difficult subject matters for teacher to teach and for student to understand in Indonesia. Therefore, it is necessary to find an alternative way that can allow teachers and students to easily understand some concepts of geometry.  In this research, we try to implement mobile-based augmented reality in presenting three-dimensional geometry materials to help teachers and students of junior high school in Bandung, Indonesia.  The results show that by using mobile based augmented reality, teachers can teach three dimensional shape of geometry clearly and students could understand the concept of three-dimensional shape of geometry faster. In addition, students can learn the concept of geometry comprehensively through geometry objects that can be seen from all points of view and students' spatial activities are increased</span></pre>

scholarly journals The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kerem A. Bölek ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

AbstractThe use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (− 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (− 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

scholarly journals Exploration of Augmented Reality in Spatial Abilities Training: A Systematic Literature Review for the Last Decade

2021 ◽  
pp. 107-130
Author(s):  
Christos PAPAKOSTAS ◽  
Christos TROUSSAS ◽  
Akrivi KROUSKA ◽  
Cleo SGOUROPOULOU
Keyword(s):  
Augmented Reality ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Spatial Abilities

Amp Up Your Treatment With Augmented Reality

ASHA Leader ◽  
2013 ◽  
Vol 18 (9) ◽  
pp. 14-14 ◽  
Keyword(s):  
Augmented Reality

Amp Up Your Treatment With Augmented Reality

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