You are on page 1of 8

Visual Learning with Augmented Reality in Regards to Entomology:

A Cooperative Study at the Undergraduate Level


Garrett Preusz, Zhaoliang Zhang, Alex Parient, Johnny Zhao, David Jordan
2/26/2017
CGT 411, 450

1
Table of Contents

Arsoy, A., & zad, B. E. (2004)- The Experimental Learning Cycle in Visual Design

ChanLin, L. (1998)- Animation to Teach Students of Different Knowledge Levels

Chmela-Jones, K. k., Buys, C. c., & Gaede, R. r. (2007)- Visual Learning and Graphic Design: A
Cooperative Strategy

Kartiko, I., Kavakli, M., & Cheng, K. (2010)- Learning Science in a Virtual Reality Application:
The Impacts of Animated-Virtual Actors' Visual Complexity

Kularbphettong, K., & Limphoemsuk, N. (2016)- The Effective of Learning by Augmented


Reality on Android Platform

Lewalter, D. d. (2003)- Cognitive Strategies for Learning from Static and Dynamic Visuals

Nigam, A., Kabra, P., & Doke, P. (2011)- Augmented Reality in Agriculture

O'Bannon, B., Puckett, K., & Rakes, G. (2006)- Using Technology to Support Visual Learning
Strategies

Trindade, J., Fiolhais, C., & Almeida, L. (2002)- Science Learning in Virtual Environments: A
Descriptive Study

Zhang, J., Ogan, A., Liu, T., Sung, Y., & Chang, K. (2016)- The Influence of Using Augmented
Reality on Textbook Support for Learners of Different Learning Styles

2
Arsoy, A., & zad, B. E. (2004). The Experiential Learning Cycle in Visual Design. Turkish
Online Journal Of Educational Technology, 3(2), 48-55.
Experiential Learning Cycle has been applied to the Layout and Graphics Design
in Computer Course provided by the Faculty of Communication and Media Studies to the
students studying at the Public Relations and Advertising Department. It is hoped that by
applying the Experiential Learning Cycle, the creativity and problem solving strategies of the
students will be further improved. For the present study, the reactions of the students of the
layout and Graphics Design in Computer Course to adopting Experiential Learning Cycle have
been explored.

ChanLin, L. (1998). Animation to teach students of different knowledge levels. Journal Of


Instructional Psychology, 25(3), 166-175.
In multimedia instruction, computer graphics play an important role in helping students
interpret and understand scientific concepts. This paper reports a study of how
different visual treatments (no graphics, still graphics, animated graphics) influenced students
with different prior knowledge levels (high, low) in learning procedural and descriptive
knowledge. It was found that in the low prior-knowledge group, both still graphic and animation
treatments were better than the control in learning descriptive facts; while in the high prior-
knowledge group, only the animation group was better than the control in learning descriptive
facts. In learning procedural knowledge, no significant differences were found among any two
treatments in the low prior-knowledge group, while in the high prior-knowledge group, only the
still graphic treatment was better than control

Chmela-Jones, K. k., Buys, C. c., & Gaede, R. r. (2007). Visual learning and graphic design: a
cooperative strategy. South African Journal Of Higher Education, 21(4), 628-639.
The article discusses an exploratory study implemented at three campuses of the Vaal
University of Technology, Vanderbijlpark, in response to weak examination results in one of the
subjects in the graphic design curriculum. The aim of the study was to investigate the feasibility
of utilizing a combination of visual learning and cooperative learning strategies in this setting. A
comparative assessment methodologies framework was utilized to measure how graphic design
first-year learners experience these. The results suggest that although the learners enjoyed and
saw value in some aspects of the visual learning and cooperative learning strategies, a
combination was seen as disruptive to the learning environment and is thus unlikely to lead to a
significant improvement in examination results in the long term

3
Kartiko, I., Kavakli, M., & Cheng, K. (2010). Learning science in a virtual reality application:
The impacts of animated-virtual actors' visual complexity. Computers & Education, 55(2), 881-
891. doi:10.1016/j.compedu.2010.03.019
As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in
Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of
Multimedia Learning (CTML) suggests that complex visual materials could hinder novice
learners from attending to the lesson properly. On the other hand, previous studies have shown
that visual complexity correlates with presence and may increase the perceived affective quality
of the virtual world, towards an optimal experience or flow. Increasing these in VR applications
may promote enjoyment and higher cognitive engagement for better learning outcomes. While
visually complex materials could be motivating and pleasing to attend to, would they
affect learning adversely? We developed a series of VR presentations to teach second-year
psychology students about the navigational behavior of Cataglyphis ants with flat, cartoon, or
lifelike AVA5. To assess learning outcomes, we used Program Ratings, which measured
perception of learning and perceived difficulty, and retention and transfer tests. The results from
200 students did not reveal any significant differences in presence, perceived affective quality,
or learning outcomes as a function of the AVA's visual complexity. While the results showed
positive correlations between presence, perceived affective quality and perception of learning,
none of these correlates with perceived difficulty, retention, or transfer scores. Nevertheless, our
simulation produced significant improvements on retention and transfer scores in all conditions.
We discuss possible explanations and future research directions. Reprinted by permission of the
publisher.
Those who learned with a visually complex display, with many visual details found
the material interesting but performed worse than students who learned with a simple visual
presentation. P.883

Kularbphettong, K., & Limphoemsuk, N. (2016). The Effective of Learning by Augmented Reality
on Android Platform. Lecture Notes of the Institute for Computer Sciences, Social Informatics
and Telecommunications Engineering E-Learning, E-Education, and Online Training, 111-118.
doi:10.1007/978-3-319-49625-2_14

This study was done with primary school students, incorporating augmented reality
animations and simulations to help teach physics to the students. Test results were positive with
both the control and the experimental groups with the experimental group taking a slight lead in
test score averages, although with a higher standard deviation. Although the difference between
the average test scores were relatively low, attitude towards the application was pretty high on a
scale of, Im assuming, 1 to 5.

4
The result shows that the effectiveness of learning material was effective 80.75/82.25
with the criteria 80/80.

...students were asked to give their opinions towards this application and the findings
revealed that they had positively high attitudes with this application at rated above 4.05.

This system can be beneficial to use in different courses so that students can enhance
and improve their ability and also this system supports teachers in handling and managing their
course.

Lewalter, D. d. (2003). Cognitive strategies for learning from static and dynamic
visuals. Learning & Instruction, 13(2), 177. doi:10.1016/S0959-4752(02)00019-1
An experimental study with 60 students investigated the effects of including static or
dynamic visuals in an expository text on a learning outcome and the use of learning strategies
while working with those visuals. For the study, two illustrated and one text-only version of a
computer-based learning text on an astrophysical subject were developed and served as the
learning material. Considering the cognitive task demand in a learning test, we found significant
differences between the illustrated versions and the text-only version, but not between the two
illustrated ones. We used think-aloud protocols to examine the learning processes initiated by
both types of visuals. The coding of the recorded learning activities was based on recent theories
of learning strategies. The results for both types of illustrations indicate different frequencies in
the use of learning strategies relevant for the learning outcome, and therefore indicate the
contribution of the cognitive process quality for the supportive function of visuals.

Illustrations are frequently integrated in expository text to support learning and to make
the learning process more effective. A large number of studies have substantiated the supportive
function of static illustrations in text on learning outcomes under certain conditions (Rieber,
1994). A theoretical explanation for the positive effects of visuals is provided by the cognitive
theory of multimedia learning from text and pictures presented by Mayer (1994, 2003). p.177

When learners build referential connections between their separately developed mental
representations of verbal and visual material and their prior knowledge, learning is enhanced.
p.178

Comparing both types of illustrations, we find numerous similarities concerning the


representation of objects. However, animations seem to be superior for the visualization of
spatial aspects and dynamic processes. They allow a complete visualization of spatial
constellations and dynamic processes, whereas in pictures, static indicators such as shading or
arrows must be used to symbolize this information. p.178

5
Studies have shown that learners sometimes have problems establishing connections
between visual and textual information (e.g. Mayer, 1994; Weidenmann, 1988). They also have
difficulty identifying the relevant information presented in an illustration (Mayer &
Gallini,1990). p.178

controlling of the level of comprehension- Learners who generate a visual impression of


the motion on the basis of static symbols on their own may be likely to recognize problems in
comprehension because they have the ability to regulate the speed of their learning, perhaps
making them more able to employ planning and regulation strategies. These strategies are crucial
for deeper comprehension (Entwistle, 1988). p.180

we conducted an experimental study with two experimental and one control group.
Subjects were tested individually when learning with a computer-based learning program on an
astrophysical topic. The learning
programs dealt with the external appearance and the explanation of optical phenomena as a result
of optical gravitational lensing. p.181

A total of 60 education and psychology undergraduate students with an average age of


25 years participated in the study. The participation was voluntary and was not based on a
reward. Each version of the learning program was given to 20 students, 14 females and six
males. p.182

The results of this study confirm the supportive function of the illustrations used in the
learning programs on factual knowledge when compared with text-only information. Concerning
tasks on comprehension and problem solving, this is only true for dynamic visuals. The
illustrations helped the subjects to store the new information in memory. However, the data
indicate a lack of superiority of dynamic visuals on learning outcome when compared with static
visuals. p.187

Nigam, A., Kabra, P., & Doke, P. (2011). Augmented Reality in Agriculture. Retrieved February
4, 2017, from http://ieeexplore.ieee.org/Xplore/home.jsp

A study was done in India saying that a surprisingly low percentage of farmers in the
country are well trained and actually know about zoology, specifically about the pests in that
inhabit their farmland. Therefore, a group from Tata Consultancy Services Limited developed an
Augmented Reality mobile based application that integrated with their already built information
platform from another branch within the company. A farmer could put a dead insect in their
camera view and the application would identify the bug, its nature, how it breeds, and
preventative measures if they are harmful.

6
Augmented Reality is a technology of overlaying the real time view of physical world
with valuable additional information to augment the visual photographic depiction of an object.

The overlaid information could be visual or audio or both

O'Bannon, B., Puckett, K., & Rakes, G. (2006). Using Technology to Support Visual Learning
Strategies. Computers In The Schools, 23(1/2), 125-137. doi:10.1300/J025v23n01_11
Visual learning is a strategy for visually representing the structure of information and for
representing the ways in which concepts are related. Based on the work of Ausubel, these
hierarchical maps facilitate student learning of unfamiliar information in the K-12 classroom.
This paper presents the research base for this Type II computer tool, as well as the alignment of
the National Educational Technology Standards for Students (NETS*S) and the National
Educational Technology Standards for Teachers (NETS*T). In addition, basic information is
provided regarding use of visual tools as diagrams and outlines, along with multiple K-12 lesson
ideas, adaptations for special populations, software options, and useful Web links. Reprinted by
permission of the publisher.

Visual learning strategies have long been recommended as methods for organizing
content information, illustrating relationships between complex concepts, and developing higher
order thinking abilities in students. p.126

Trindade, J., Fiolhais, C., & Almeida, L. (2002). Science learning in virtual environments: a
descriptive study. British Journal Of Educational Technology, 33(4), 471-488. doi:10.1111/1467-
8535.00283
Usually, students learn more if the method of instruction matches their learning style.
Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize
and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics
and Chemistry students know takes the form of images. However, little attention has been given
to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being
increasingly used as teaching tools. The new approaches include simulations, multimedia
presentations and, more recently, virtual environments. Computer-based worlds are useful to
visualize physical and chemical processes allowing for better conceptual understanding. Since 3-
D virtual environments need to be explored and evaluated in science education, we have created
a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic
orbitals at the final year of high school and first year of university levels. Based on that work, we
discuss the implications of visual learning in designing strategies to cater for differences
in learning modes. Our study indicates that 3-D virtual environments may help students with
high spatial aptitude to acquire better conceptual understandings. However, only some

7
parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for
some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the
exception of crystalline structures. Reprinted by permission of the publisher.

Zhang, J., Ogan, A., Liu, T., Sung, Y., & Chang, K. (2016). The Influence of using Augmented
Reality on Textbook Support for Learners of Different Learning Styles. 2016 IEEE International
Symposium on Mixed and Augmented Reality (ISMAR). doi:10.1109/ismar.2016.26

A group in Taiwan conducted an experiment with 66 students from multiple grade levels
with introducing them to augmented reality learning to improve their willingness to learn and
make it more fun, enhancing the experience. The students all had the same instructor and, even
with the grade level difference, had about them exam grade averages. The research group split
the students into 3 classes with 2 experimental and 1 control group. Class A had the most time
with the AR reading assistant, Class B had a little more than half the time of A, and Class C were
a grade ahead, had the same instruction material as the others, but no AR reading assistant. The
classes lasted 8 weeks with 3 classes per week. A pretest was given before the classes, then a
posttest was taken after the course finished. The overall pretest average was 75.12 and the
posttest average score was 89.26. The posttest also had a lower standard deviation (~9 vs. ~12).
When broken up, the pretest vs. posttest averages for the experimental groups (class A and B)
were 73.91 vs. 91.30 and the control group (class C) had an improvement of 77.39 to 85.43. The
augmented reality assisted learning groups had a pretty significant improvement compared to the
control group, especially for being a year below the control.

The experimental group in which the AR-reading assistant tool was introduced had
significantly larger improvements than the control group. This implies that the hypothesis that
AR can effectively enhance students learning efficacy was proved valid in this study.

In addition, from the learning gain results, we observed that AR had different efficacy
for learners who expressed different learning style preferences.

The class format of the control group was geared more towards instructor lecturing, and
listening and reading by learners, whereas AR increased the opportunity for hands-on activities.
Thus, comparatively speaking, AR could further support and strengthen Kinesthetic learners
passion and concentration.

... if a Kinesthetic instruction strategy can be adopted, it might improve its adaptability.
It has also been noted in previous literature that the operational characteristics of AR could
enhance users visual concentration.

You might also like