Bitte benutzen Sie diese Referenz, um auf diese Ressource zu verweisen: doi:10.22028/D291-40764
Titel: Augmented Reality for Presenting Real-Time Data During Students' Laboratory Work: Comparing a Head-Mounted Display With a Separate Display
VerfasserIn: Thees, Michael
Altmeyer, Kristin
Kapp, Sebastian
Rexigel, Eva
Beil, Fabian
Klein, Pascal
Malone, Sarah
Brünken, Roland
Kuhn, Jochen
Sprache: Englisch
Titel: Frontiers in Psychology
Bandnummer: 13
Verlag/Plattform: Frontiers
Erscheinungsjahr: 2022
Freie Schlagwörter: Augmented Reality and education
multimedia learning
cognitive load theory
science education
physics laboratory courses
split-attention effect
spatial contiguity principle
coherence formation
DDC-Sachgruppe: 370 Erziehung, Schul- und Bildungswesen
Dokumenttyp: Journalartikel / Zeitschriftenartikel
Abstract: Multimedia learning theories suggest presenting associated pieces of information in spatial and temporal contiguity. New technologies like Augmented Reality allow for realizing these principles in science laboratory courses by presenting virtual real-time information during hands-on experimentation. Spatial integration can be achieved by pinning virtual representations of measurement data to corresponding real components. In the present study, an Augmented Reality-based presentation format was realized via a head-mounted display and contrasted to a separate display, which provided a well-arranged data matrix in spatial distance to the real components and was therefore expected to result in a spatial split-attention effect. Two groups of engineering students (N = 107; Augmented Reality vs. separate display) performed six experiments exploring fundamental laws of electric circuits. Cognitive load and conceptual knowledge acquisition were assessed as main outcome variables. In contrast to our hypotheses and previous findings, the Augmented Reality group did not report lower extraneous load and the separate display group showed higher learning gains. The pre- and posttest assessing conceptual knowledge were monitored by eye tracking. Results indicate that the condition affected the visual relevancy of circuit diagrams to final problem completion. The unexpected reverse effects could be traced back to emphasizing coherence formation processes regarding multiple measurements.
DOI der Erstveröffentlichung: 10.3389/fpsyg.2022.804742
URL der Erstveröffentlichung: https://doi.org/10.3389/fpsyg.2022.804742
Link zu diesem Datensatz: urn:nbn:de:bsz:291--ds-407648
hdl:20.500.11880/36635
http://dx.doi.org/10.22028/D291-40764
ISSN: 1664-1078
Datum des Eintrags: 20-Okt-2023
Fakultät: HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft
Fachrichtung: HW - Bildungswissenschaften
Professur: HW - Prof. Dr. Roland Brünken
Sammlung:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

Dateien zu diesem Datensatz:
Datei Beschreibung GrößeFormat 
fpsyg-13-804742.pdf3,57 MBAdobe PDFÖffnen/Anzeigen


Diese Ressource wurde unter folgender Copyright-Bestimmung veröffentlicht: Lizenz von Creative Commons Creative Commons