Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum

Hsien-Sheng Hsiao, Cheng Sian Chang, Chien Yu Lin, Yau Zng Wang

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.

Original languageEnglish
Pages (from-to)205-223
Number of pages19
JournalInteractive Learning Environments
Volume24
Issue number1
DOIs
Publication statusPublished - 2016 Jan 2

Fingerprint

Augmented reality
Museums
museum
Students
multimedia
classroom
Teaching
simulation
interactive media
natural sciences
learning environment
student
resources
Natural sciences
informal learning
life sciences
PC
educational system
academic achievement
learning

Keywords

  • academic achievement
  • augmented reality
  • bridging different learning environments
  • evaluation of multimedia resources
  • learning motivation
  • manipulative aids

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Weather observers : a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. / Hsiao, Hsien-Sheng; Chang, Cheng Sian; Lin, Chien Yu; Wang, Yau Zng.

In: Interactive Learning Environments, Vol. 24, No. 1, 02.01.2016, p. 205-223.

Research output: Contribution to journalArticle

@article{c26584a024144e3db188a0531b4d1b75,
title = "Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum",
abstract = "This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.",
keywords = "academic achievement, augmented reality, bridging different learning environments, evaluation of multimedia resources, learning motivation, manipulative aids",
author = "Hsien-Sheng Hsiao and Chang, {Cheng Sian} and Lin, {Chien Yu} and Wang, {Yau Zng}",
year = "2016",
month = "1",
day = "2",
doi = "10.1080/10494820.2013.834829",
language = "English",
volume = "24",
pages = "205--223",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Weather observers

T2 - a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum

AU - Hsiao, Hsien-Sheng

AU - Chang, Cheng Sian

AU - Lin, Chien Yu

AU - Wang, Yau Zng

PY - 2016/1/2

Y1 - 2016/1/2

N2 - This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.

AB - This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.

KW - academic achievement

KW - augmented reality

KW - bridging different learning environments

KW - evaluation of multimedia resources

KW - learning motivation

KW - manipulative aids

UR - http://www.scopus.com/inward/record.url?scp=84955182892&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84955182892&partnerID=8YFLogxK

U2 - 10.1080/10494820.2013.834829

DO - 10.1080/10494820.2013.834829

M3 - Article

AN - SCOPUS:84955182892

VL - 24

SP - 205

EP - 223

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 1

ER -