Abstract
Traditional paper-based teaching activities are restricted by physical space. Therefore, one cannot integrate and collaborate with the design of the instructional materials effectively. As a result, it is unlikely that instructors are able to successfully moderate learners' focus on the content, as well as the order of their focus during their reading and learning processes, which forms a blind spot in teaching and learning. This study applied augmented reality (AR) and image positioning technologies to paper textbooks, and proposed using AR technology to develop two-phase learning processes to effectively control learners' progress in learning textbooks and their learning sequences, so that learning activities match the design of instructional materials. Preliminary empirical research demonstrated a good experience by students using the system and a positive learning attitude from the users.
| Original language | English |
|---|---|
| Title of host publication | Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016 |
| Editors | Eduardo Veas, Raphael Grasset, Tobias Langlotz, Alejandro Martin, Jose Martinez-Carranza, Maki Sugimoto |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| Pages | 318-321 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781509037407 |
| DOIs | |
| Publication status | Published - 2017 Jan 30 |
| Event | 15th Adjunct IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016 - Merida, Yucatan, Mexico Duration: 2016 Sep 18 → 2016 Sep 23 |
Publication series
| Name | Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016 |
|---|
Other
| Other | 15th Adjunct IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016 |
|---|---|
| Country | Mexico |
| City | Merida, Yucatan |
| Period | 16/9/18 → 16/9/23 |
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Keywords
- Augmented Reality
- Computer-assisted instruction
- K-12 education
ASJC Scopus subject areas
- Computer Science Applications
- Human-Computer Interaction
- Media Technology
- Computer Graphics and Computer-Aided Design
Cite this
AR-Based Learning and AR Guides as Strategy in Two-Phase Learning Enhancement : A Case Study. / Huang, Yu Ru; Zhang, Jia; Liu, Tzu-Chien; Sung, Yao-Ting; Chang, Kuo-En; Yang, Min Jung.
Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016. ed. / Eduardo Veas; Raphael Grasset; Tobias Langlotz; Alejandro Martin; Jose Martinez-Carranza; Maki Sugimoto. Institute of Electrical and Electronics Engineers Inc., 2017. p. 318-321 7836525 (Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - AR-Based Learning and AR Guides as Strategy in Two-Phase Learning Enhancement
T2 - A Case Study
AU - Huang, Yu Ru
AU - Zhang, Jia
AU - Liu, Tzu-Chien
AU - Sung, Yao-Ting
AU - Chang, Kuo-En
AU - Yang, Min Jung
PY - 2017/1/30
Y1 - 2017/1/30
N2 - Traditional paper-based teaching activities are restricted by physical space. Therefore, one cannot integrate and collaborate with the design of the instructional materials effectively. As a result, it is unlikely that instructors are able to successfully moderate learners' focus on the content, as well as the order of their focus during their reading and learning processes, which forms a blind spot in teaching and learning. This study applied augmented reality (AR) and image positioning technologies to paper textbooks, and proposed using AR technology to develop two-phase learning processes to effectively control learners' progress in learning textbooks and their learning sequences, so that learning activities match the design of instructional materials. Preliminary empirical research demonstrated a good experience by students using the system and a positive learning attitude from the users.
AB - Traditional paper-based teaching activities are restricted by physical space. Therefore, one cannot integrate and collaborate with the design of the instructional materials effectively. As a result, it is unlikely that instructors are able to successfully moderate learners' focus on the content, as well as the order of their focus during their reading and learning processes, which forms a blind spot in teaching and learning. This study applied augmented reality (AR) and image positioning technologies to paper textbooks, and proposed using AR technology to develop two-phase learning processes to effectively control learners' progress in learning textbooks and their learning sequences, so that learning activities match the design of instructional materials. Preliminary empirical research demonstrated a good experience by students using the system and a positive learning attitude from the users.
KW - Augmented Reality
KW - Computer-assisted instruction
KW - K-12 education
UR - http://www.scopus.com/inward/record.url?scp=85015166286&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85015166286&partnerID=8YFLogxK
U2 - 10.1109/ISMAR-Adjunct.2016.0104
DO - 10.1109/ISMAR-Adjunct.2016.0104
M3 - Conference contribution
T3 - Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016
SP - 318
EP - 321
BT - Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016
A2 - Veas, Eduardo
A2 - Grasset, Raphael
A2 - Langlotz, Tobias
A2 - Martin, Alejandro
A2 - Martinez-Carranza, Jose
A2 - Sugimoto, Maki
PB - Institute of Electrical and Electronics Engineers Inc.
ER -