Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study

Urs-Vito Albrecht, Kristian Folta-Schoofs, Marianne Behrends, Ute von Jan
2013 Journal of Medical Internet Research  
Preface Visualising the invisible has been one of the most fascinating phenomena for humans during the history. It matters as well the scientific researchers as the non-scientists. Microscope, telescope, x-rays, or brain scanning have had a huge impact in development of scientific research. In addition, these innovations have dramatically changed the whole vision of our world with a great impact for the public understanding of science. The Lifelong Learning project "Science Center to Go"
more » ... tg.eu), supported by EU, focused on using the principle of making the invisible observable by Augmented Reality [AR] technology application in science education. The long tradition of learning by doing started by John Dewey more than one hundred years ago was brought into the most modern information technology context. Interactive science centres have become important players in science education worldwide. The hands-on solutions of these science centres have been also an inspiration of this project. Now, an European network of science centres, universities, R&D companies and researchers developed new Augmented Reality -based educational solutions for teacher training in co-operation with teacher education intsitutes, schools, and educational administrations linking formal education and informal learning. The objective to identify key elements within the curricula in different countries in order to teach about the scientific research process using learning to make observations was clearly obtained according this report. Science Center to Go -project created an implementation of Augmented Reality (AR) technology in science education. While this technology up to now mainly is used by very special users such as the military and high-tech companies, this project gradually converted it into wider educational use. By applying the leading evidence-based education methods related to Inquiry Based Science Education, selected learning scenarios were created to be used by hundred of teachers, students, and science centre educators. The project offered challenging small-scale exhibits, which were brought from science centres to schools. This enabled teachers and students to experience handson science by actively manipulating the experiments, thus delivering natural ways of active playful learning. According to the evaluation and educational research conducted during Science Center to Go -project, following results were achieved: 1) with AR it is possible to combine real objects with virtual ones and to place suitable information into real surroundings; 2) the possibility of AR to make convergence of education is challenging as the technology optimises and expand; 3) the project implements augmented reality tools that visualising the invisible (forces, fields) by projecting virtual objects onto a real experimental setting. 4) the AR-system allows students to interact physically and intellectually with instructional learning scenarios materials through "hands on" experimentation and "minds on" reflection; 5) as the result of this inquiry, the pedagogical experts and teachers attending the process underlined as the main elemen moving from teacher-Abstract Over the last decade the rapid evolution of technology applications has yielded new ways to develop applications and approach learning. Augmented Reality (AR) is such a technology that offers a new educational approach in helping learners develop critical capacity and deeper understanding of the concepts underlying scientific investigation. In addition, AR enriches the repertoire of learning opportunities and helps meet the challenge of "science for all", i.e., providing science education opportunities tailored to diverse and heterogeneous populations. The "Science Center To Go" approach aims at the presentation of such AR technology initiative in science teaching both in formal & informal educational environments that facilitates lifelong learning by offering to learners the opportunity to gain exposure to everyday science in a way that is appropriate to their individual level of understanding. Abstract This paper discusses the teaching and learning issues we have encountered during the Science Centre to Go (SCeTGo), an EU EACEA project. The project was about the development of a set of miniature apparatus overlaid with augmented reality (AR) elements, to support inquiry-based learning in science. The focus of this paper is on teacher acceptance, support for inquirybased approaches and how students might learn with AR-supported resources. The project has been at the development stage. Therefore widespread classroom implementation has not been part of the project. This paper addresses the future research questions we have derived from the development process that can be pursued in a wide-scale pilot implementation. Abstract This paper shows as an example, how different pedagogical projects are possible and worth to combine. Open Science Resources and SCeTGo´s are both funded by European Union. Abstract The EXPLOAR project demonstrates an innovative approach that involves visitors of science museums and science centers in extended episodes of playful learning. The EXPLOAR approach looks upon informal education as an opportunity to transcend from traditional museum visits, to a "feel and interact" user experience. To this end, a set of demonstrators (learning scenarios), employing advanced and highly interactive visualization technologies and also personalised ubiquitous learning paradigms have been used. The EXPLOAR project proposes a service that demonstrates the potential of the augmented Reality (AR) technology to cover the emerging need of continuous update, innovate and development of new exhibits, new exhibitions, new educational materials, new programmes and methods to approach the visitors. Abstract This paper takes a retrospective look at computer mediated transitional objects. First existing constructionistic approaches are analysed. A perspective on the concept of using the computer as a transitional mediator is given, and major requirements and challenges are described. Then we elaborate on the basic approach of transitional objects and discuss possible extensions, by taking nowadays technical advances into consideration. We propose to extend the basic object based model by actions, and outline the concept of artificially extended computer mediation to reach new target domains. We argue why Mixed Reality technology may help to overcome some constraints of complex authoring systems to provide a universal object and action representation. Finally we describe the two prototypical test systems AR-Minigolf and RobertAR for further investigations on revealed challenges.
doi:10.2196/jmir.2497 pmid:23963306 pmcid:PMC3758026 fatcat:trqffqzzmjczhny6qhhcwshkze