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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 | Größe | Format | |
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fpsyg-13-804742.pdf | 3,57 MB | Adobe PDF | Öffnen/Anzeigen |
Diese Ressource wurde unter folgender Copyright-Bestimmung veröffentlicht: Lizenz von Creative Commons