Does Augmented Reality Also Augment Knowledge Acquisition? Augmented Reality Compared to Reading in Learning About the Human Digestive System?

2022 ◽  
pp. 073563312110629
Author(s):  
Joerg Zumbach ◽  
Lena von Kotzebue ◽  
Constanze Pirklbauer
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Knowledge Acquisition ◽  
Classroom Practice ◽  
Domain Knowledge ◽  
Digestive System ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Human Digestive System ◽  
Meta Analyses

Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.

Crowdsourced Knowledge Acquisition

2013 ◽  
Vol 9 (3) ◽  
pp. 14-41 ◽  
Author(s):  
Marta Sabou ◽  
Arno Scharl ◽  
Michael Föls
Keyword(s):  
Knowledge Acquisition ◽  
Domain Knowledge ◽  
Task Complexity ◽  
Positive Effects ◽  
Noisy Input ◽  
Games With A Purpose ◽  
Large Populations ◽  
Acquisition Processes ◽  
Collaboration Platforms

Novel social media collaboration platforms, such as games with a purpose and mechanised labour marketplaces, are increasingly used for enlisting large populations of non-experts in crowdsourced knowledge acquisition processes. Climate Quiz uses this paradigm for acquiring environmental domain knowledge from non-experts. The game’s usage statistics and the quality of the produced data show that Climate Quiz has managed to attract a large number of players but noisy input data and task complexity led to low player engagement and suboptimal task throughput and data quality. To address these limitations, the authors propose embedding the game into a hybrid-genre workflow, which supplements the game with a set of tasks outsourced to micro-workers, thus leveraging the complementary nature of games with a purpose and mechanised labour platforms. Experimental evaluations suggest that such workflows are feasible and have positive effects on the game’s enjoyment level and the quality of its output.

scholarly journals Pengaruh Modular Object-Oriented Dynamic Learning Environment (Moodle) Terhadap Hasil Belajar Siswa Pada Materi Sistem Pencernaan Manusia di Kelas VII MTsN Cikatomas

2017 ◽  
Vol 1 (1) ◽  
pp. 51-58
Author(s):  
Dani Ramdani
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Research Method ◽  
Digestive System ◽  
Object Oriented ◽  
Sampling Technique ◽  
Dynamic Learning ◽  
Human Digestive System ◽  
Level I ◽  
Cluster Random Sampling

The purpose of this research was to determine the influence of Modular Object-Oriented Dynamic Learning Environment (MOODLE) to student result learning outcomes in the human digestive system in 7th grade MTs N Cikatomas. This research was conducted in September to November 2014 in MTs N Cikatomas Tasikmalaya. Research method used the true experimental with the population was from all classes on 7th grade as many as 5 classes with the number of students as many as 186 students. The sample was used are 2 classes that selected by the cluster random sampling technique. To measure learning outcomes used 40 questions learning outcomes instrument. Technique of analyzing the data in this research using t-test with significant level α = 0,05. Based on data analysis and hypothesis testing be concluded that there is influence of Modular Object-Oriented Dynamic Learning Environment (MOODLE) to student result learning outcomes in the human digestive system in 7th grade MTs N Cikatomas.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals Augmented Reality, Virtual Reality and Artificial Intelligence in Orthopedic Surgery: A Systematic Review

2021 ◽  
Vol 11 (7) ◽  
pp. 3253
Author(s):  
Umile Giuseppe Longo ◽  
Sergio De Salvatore ◽  
Vincenzo Candela ◽  
Giuliano Zollo ◽  
Giovanni Calabrese ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Systematic Review ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Orthopaedic Surgery ◽  
Resident Training ◽  
Comprehensive Search ◽  
Virtual And Augmented Reality ◽  
Orthopaedic Training ◽  
Meta Analyses

Background: The application of virtual and augmented reality technologies to orthopaedic surgery training and practice aims to increase the safety and accuracy of procedures and reducing complications and costs. The purpose of this systematic review is to summarise the present literature on this topic while providing a detailed analysis of current flaws and benefits. Methods: A comprehensive search on the PubMed, Cochrane, CINAHL, and Embase database was conducted from inception to February 2021. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines were used to improve the reporting of the review. The Cochrane Risk of Bias Tool and the Methodological Index for Non-Randomized Studies (MINORS) was used to assess the quality and potential bias of the included randomized and non-randomized control trials, respectively. Results: Virtual reality has been proven revolutionary for both resident training and preoperative planning. Thanks to augmented reality, orthopaedic surgeons could carry out procedures faster and more accurately, improving overall safety. Artificial intelligence (AI) is a promising technology with limitless potential, but, nowadays, its use in orthopaedic surgery is limited to preoperative diagnosis. Conclusions: Extended reality technologies have the potential to reform orthopaedic training and practice, providing an opportunity for unidirectional growth towards a patient-centred approach.

scholarly journals Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

2021 ◽  
Vol 8 ◽  
pp. 237428952110068
Author(s):  
Kara S. Tanaka ◽  
Rageshree Ramachandran
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Online Survey ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Self Directed Learning ◽  
Anatomic Pathology ◽  
Institutional Review ◽  
Clinical Clerkships ◽  
Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

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