Applying Augmented Reality to a Mobile-Assisted Learning System for Martial Arts using Kinect Motion Capture

2016 ◽  
Vol 14 (3) ◽  
pp. 91-106
Author(s):  
Wen-Chun Hsu ◽  
Ju-Ling Shih
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
Martial Arts ◽  
Dimensional Space ◽  
Cognitive Learning ◽  
Learning System ◽  
Learning Performance ◽  
Control Group ◽  
Viewing Angle ◽  
Free Viewing

In this study, to learn the routine of Tantui, a branch of martial arts was taken as an object of research. Fitts' stages of motor learning and augmented reality (AR) were applied to a 3D mobile-assisted learning system for martial arts, which was characterized by free viewing angles. With the new system, learners could rotate the viewing angle of an image freely in a three-dimensional space, zoom in or zoom out the image, and adjust its playback speed. The experimental participants were divided into two groups, i.e., the experimental group (EG) and the control group (CG). The same coach instructed the EG through the 3D mobile-assisted learning system with AR capability while the CG was taught through a 2D video-based learning system on common mobile devices. Finally, a one-way ANOVA was performed to investigate the differences in learning performance between the two groups. Also, questionnaire surveys and interviews were conducted to understand whether the 3D free viewing angle of AR was helpful to cognitive learning of motor skills, learning motivation, learning satisfaction, and conditions of technology acceptance. It is expected that this findings herein will contribute to mobile-assisted learning and martial arts teaching in the future.

Applying Augmented Reality to a Mobile-Assisted Learning System for Martial Arts Using Kinect Motion Capture

2016 ◽  
pp. 1000-1016 ◽  
Author(s):  
Wen-Chun Hsu ◽  
Ju-Ling Shih
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
Martial Arts ◽  
Dimensional Space ◽  
Cognitive Learning ◽  
Learning System ◽  
Control Group ◽  
Viewing Angle ◽  
Free Viewing ◽  
Questionnaire Surveys

In this study, to learn the routine of Tantui, a branch of martial arts was taken as an object of research. Fitts' stages of motor learning and augmented reality (AR) were applied to a 3D mobile-assisted learning system for martial arts, which was characterized by free viewing angles. With the new system, learners could rotate the viewing angle of an image freely in a three-dimensional space, zoom in or zoom out the image, and adjust its playback speed. The experimental participants were divided into two groups, i.e., the experimental group (EG) and the control group (CG). The same coach instructed the EG through the 3D mobile-assisted learning system with AR capability while the CG was taught through a 2D video-based learning system on common mobile devices. Finally, a one-way ANOVA was performed to investigate the differences in learning performance between the two groups. Also, questionnaire surveys and interviews were conducted to understand whether the 3D free viewing angle of AR was helpful to cognitive learning of motor skills, learning motivation, learning satisfaction, and conditions of technology acceptance. It is expected that the findings herein will contribute to mobile-assisted learning and martial arts teaching in the future.

A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

2018 ◽  
Vol 8 (1) ◽  
pp. 1-12
Author(s):  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang ◽  
Wen-Jen Tsai
Keyword(s):  
Social Studies ◽  
Technology Acceptance ◽  
Concept Mapping ◽  
Peer Tutoring ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Performance ◽  
Control Group ◽  
Mapping Approach ◽  
Acceptance Levels

Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.

scholarly journals The Use of Augmented Reality Blended Learning for Improving Understanding of Food Security

2020 ◽  
Vol 9 (1) ◽  
pp. 59-69
Author(s):  
H. Pujiastuti ◽  
R. Haryadi
Keyword(s):  
Food Security ◽  
Augmented Reality ◽  
Blended Learning ◽  
Experimental Method ◽  
Learning System ◽  
Control Group ◽  
Learning Approach ◽  
Research Subjects ◽  
Experimental Group

The purpose of this study was to increase students’ understanding of the food security concept. The experimental method was being applied in this research. Moreover, research subjects were divided into two groups, one as an experimental group and another as a control group. The subjects of this study were 100 students at the Universitas Sultan Ageng Tirtayasa. Fifty students are guided under Augmented Reality based blended learning system as the experimental group. Another class of 50 students is on the control group, which studies with the conventional blended learning approach. The experimental class obtained 73% of the N-gain result, while control class obtained 50%. Therefore, it can be concluded that using augmented reality can improve the students’ understanding of the food security concept.

scholarly journals An augmented reality learning system for Japanese compound verbs: study of learning performance and cognitive load

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Xuewang Geng ◽  
Masanori Yamada
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Language Learning ◽  
Learning System ◽  
Learning Performance ◽  
Learning Methods ◽  
Significant Difference ◽  
Image Schema ◽  
Compound Verbs ◽  
Improved Performance

Abstract To address the difficulties related to acquiring Japanese compound verbs, which lack the clarity of verb combinations and the opacity of compound verb meanings, we designed and developed an augmented reality (AR) learning system based on image schema and AR animations. We investigated the effects of the AR-based language learning system developed in this study on the learning performance and cognitive load of an AR learning system and paper-based image schema materials. This study also examined the correlation between learning performance and cognitive load. Learners of these two learning methods had significantly improved performance on post-tests. Especially, regarding the retention of knowledge, the AR learning system was more effective. However, there was no significant difference in the perceived cognitive loads between the two learning methods. It is also found that the learning performance of the two learning methods was related to the perceived different types of cognitive load.

scholarly journals Augmented Reality Technology in Handball Teaching Based on Wireless Communication Environment

2021 ◽  
Author(s):  
Qin Fan ◽  
Deying Li
Keyword(s):  
Augmented Reality ◽  
Wireless Communication ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Communication Environment ◽  
Augmented Reality Technology ◽  
Group B ◽  
Experimental Group

Abstract With the popularization of augmented reality technology in the field of teaching, the development from traditional teaching display to classroom application has greatly promoted the information-based teaching work. The work of this study is to use augmented reality technology in a wireless communication environment to apply to handball guidance. In this study, 13 handball teachers (coaches) and 103 student athletes were selected as subjects from seven traditional handball schools in our state. All subjects were tested in the Kolb learning style test scale (klsi 1985). It is divided into four groups: group A, group B, group C, and group D, depending on the various learning styles. These correspond to type of variance, type of assimilation, type of convergence, and type of adaptation. In this study, experimental staff were divided into two groups: a traditional learning control group and an experimental group of AR technology education. The results show that the improvement value of the experimental group before and after learning is 8.65, while that of the control group is 5.625. In terms of knowledge and skills, process and method, and emotional attitude, the use of AR makes assimilative and convergent learners have better learning performance than decentralized and adaptive learners. The conclusion is that the effect of augmented reality technology under wireless communication is excellent and effective in handball teaching. This study provides a new method for intelligent teaching.

Visualising the Invisible in Science Centres and Science Museums

2010 ◽  
pp. 185-208 ◽  
Author(s):  
Hannu Salmi ◽  
Sofoklis Sotiriou ◽  
Franz Bogner
Keyword(s):  
Augmented Reality ◽  
Formal Education ◽  
Cognitive Learning ◽  
Control Group ◽  
Science Museums ◽  
Research Programmes ◽  
Teacher Students ◽  
The Difference ◽  
Curriculum Renewal ◽  
The Individual

This chapter presents an implementation of augmented reality (AR) technology in science education. While this technology up to now mainly was used by very special users such as the military and high-tech companies it gradually converts into wider educational use. Specific research programmes such as CONNECT and EXPLOAR applied this technology with a specific focus on selected learning scenarios by a close co-operation of formal education and informal learning. Empirical effects related to intrinsic motivation and cognitive learning of students (n: 308) were encouraging. The implementation of augmented reality in the context of the “Hot Air Balloon” exhibit at Heureka science centre in Finland unveiled encouraging results. While the high achievers again did best in the post-knowledge test, low achievers again were clearly catching up with the others. The difference to between the treatment and the control group was clear. It seems like that visualising a very theoretical scientific phenomenon increased the individual understanding substantially especially for those students who otherwise had severe difficulties. This is an essential result which needs further analysis. The “new educational model & paradigms” was monitored for 182 teachers. The main focus, however, pointed to a feed-back of in-service teachers and teacher students since they act as key players in the use and acceptance of any new educational technology or curriculum renewal. The main objectives were as follows: (i) From a teacher-controlled learning towards a pupil-orientated learning; (ii) connecting of ICT-AR with and between existing learning environments; and (iii) changes in roles and responsibilities of students and teachers.

scholarly journals A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving Systems

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Jui-Hung Chang ◽  
Po-Sheng Chiu ◽  
Yueh-Min Huang
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Learning System ◽  
Learning Performance ◽  
Control Group ◽  
Portable Devices ◽  
Research Subjects ◽  
Digital Archiving ◽  
Mind Maps ◽  
Experimental Group

<p class="3">With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students’ learning direction, progress, and achievement may differ. Thus, the enhancement of learners’ opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge.  By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students’ learning performance could be enhanced by using archived information SMM mobile learning.</p>

scholarly journals Utilization Of Augmented Reality In Automotive Subjects For Basic Competencies Of Four-Wheeled Vehicle Brake Systems

2021 ◽  
Vol 3 (2) ◽  
pp. 40-45
Author(s):  
Muhammad Farkhan ◽  
Endang Setyati ◽  
Francisca Haryanti Chandra
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning System ◽  
Control Group ◽  
Teaching Aids ◽  
Post Test ◽  
Augmented Reality Technology ◽  
The Difference ◽  
Experimental Group ◽  
Test Result

In automotive learning, teachers generally use books and teaching aids as learning media. Automotive learning outcomes show the low value of learning outcomes. Thus a learning media is needed that can help improve learning outcomes. One way to overcome this problem is to use learning media that utilize augmented reality technology. In this study, a learning media using augmented reality technology based on android was developed to simulate the brake system on four-wheeled vehicles in 3 dimensions. The Augmented Reality work system used is marker based tracking, and uses 3D Max software and the Vuforia plug-in. In terms of pedagogy, this learning system uses the Modality Principle. Participants are class XI students of SMK YPM 4 Taman. This research uses experimental research. The students involved were 44 students divided into 2 groups, with each group consisting of 22 students. Both groups received a pre-test and a post-test. The experimental group was given treatment with Augmented Reality-based learning media, while the control group did not use conventional learning media. After making comparisons, the results show less than optimal due to the pandemic period. The results showed that the pre-test result between the control group and the experimental group was 49.32, and the post-test result for the control group was 62.73, while for the experimental group it was 73.18. So that from the difference in the difference in post-test scores between the experimental group and the control group shows that the treatment factor by providing Augmented Reality-based learning media in the experimental group has an influence. From observations and interviews, students were more active in learning activities and students were eager to take part in learning. This proves that students are interested in this media which can generate motivation to learn.

scholarly journals Enhancing learning in a perceptual-cognitive training paradigm using EEG-neurofeedback

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Brendan Parsons ◽  
Jocelyn Faubert
Keyword(s):  
Real Time ◽  
Cognitive Training ◽  
Brain Activity ◽  
Learning System ◽  
Learning Performance ◽  
Superior Performance ◽  
Feedback Signal ◽  
Control Group ◽  
Supporting Evidence ◽  
Training Paradigm

AbstractThis paper provides the framework and supporting evidence for a highly efficient closed-loop paradigm that modifies a classic learning scenario using real-time brain activity in order to improve learning performance in a perceptual-cognitive training paradigm known as 3-dimensional multiple object tracking, or 3D-MOT. Results demonstrate that, over 10 sessions, when manipulating this novel task by using real-time brain signals, speed and degree of learning can be substantially improved compared with a classic learning system or an active sham-control group. Superior performance persists even once the feedback signal is removed, which suggests that the effects of enhanced training are consolidated and do not rely on continued feedback. This type of learning paradigm could contribute to overcoming one of the fundamental limitations of neurofeedback and other cognitive enhancement techniques, a lack of observable transfer effects, by utilizing a method that can be directly integrated into the context in which improved performance is sought.

scholarly journals A Spherical Video-Based Immersive Virtual Reality Learning System to Support Landscape Architecture Students’ Learning Performance during the COVID-19 Era

Land ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 561
Author(s):  
Wei-Long Wu ◽  
Yen Hsu ◽  
Qi-Fan Yang ◽  
Jiang-Jie Chen
Keyword(s):  
Virtual Reality ◽  
Online Education ◽  
Landscape Architecture ◽  
Self Regulation ◽  
Learning System ◽  
Learning Performance ◽  
Control Group ◽  
Immersive Virtual Reality ◽  
Architecture Education ◽  
Quasi Experimental

During the COVID-19 pandemic, campuses are closed, and many schools are forced to transition to online instruction. There are many problems in landscape architecture education during the pandemic such as students’ decreased attention, poor self-regulation, low proactivity, and difficulty in grading. In addition, situational effects are required for landscape architecture education, but online education lacks the necessary case scenarios for courses during the pandemic. In order to solve these problems, the present study adopted a more accessible, and interactive spherical video-based immersive virtual reality (SV-IVR) approach, developed a landscape architecture SV-IVR learning system, and conducted a quasi-experimental study to examine its effectiveness. The results indicated that the experimental group students showed more positive results in their learning achievements, learning attitudes, and self-regulation than the control group. Besides, it was found that students required more time to develop their self-efficacy and that this system would not have an effect on students’ cognitive load.

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