A Mobile Chinese Calligraphic Training System Using Virtual Reality Technology

Wu, Yingfei; Yuan, Zhenming; Zhou, Desheng; Cai, Yizhou

doi:10.1016/j.aasri.2013.10.079

Cited by 14 publications

(8 citation statements)

References 8 publications

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“…Nevertheless, research finding are mixed with regard to the learning effectiveness of VR-based learning. Positive research outcomes have been reported with VR-based learning such as better performance in business knowledge application (Cheng & Wang, 2011); improved anatomy learning (Petersson, Sinkvist, Wang, & Smedby, 2009); greater efficiency in matching diagrams and models (Stull, Barrett, & Hegarty, 2013); improved calligraphic writing skills (Wu, Yuan, Zhou, & Cai, 2013); improved spatial thinking (Cohen & Hegarty, 2014;Dünser, Steinbügl, Kaufmann, & Glück, 2006;Hauptman, 2010); enhanced spatial abilities for "sensing" and kinesthetic learning style learners (Hauptman & Cohen, 2011) and for low visual spatial ability learners (Meijer & van den Broek, 2010); and the ability to accommodate learners with different learning styles in cognitive outcomes (Chen, Toh, & Wan, 2005;Lee, Wong, & Fung, 2010b) and affective outcomes (Lee et al, 2010b) On the other hand, Urhahne, Nick, and Schanze (2009) found no difference in understanding chemical structures and their properties for freshman students using 3-D simulations and two-dimensional (2-D) images. Similarly, in the study of Merchant, Goetz, Keeney-Kennicutt, Cifuentes, Kwokt, and Davis (2013), the hypothesis that 3-D virtual environment can enhance chemistry learning among undergraduate M A N U S C R I P T…”

Section: Introductionmentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

339

130

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This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest-posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance for high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VRbased learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.

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Section: Introductionmentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

339

130

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“…Research findings are inconclusive in terms of the learning effectiveness of immersive learning in specific academic subject areas. Immersive learning appears to promote increased performance in business knowledge application (Cheng & Wang, 2011), anatomy and biology learning (Lee & Wong, 2014; Petersson, Sinkvist, Wang, & Smedby, 2009), matching diagrams and models (Stull, Barrett, & Hegarty, 2013); calligraphic writing skills (Wu, Yuan, Zhou, & Cai, 2013), spatial thinking (Cohen & Hegarty, 2014; Dünser, Steinbügl, Kaufmann, & Glück, 2006; Hauptman, 2010), and affective outcomes (Lee, Wong, & Fung, 2010). On the other hand, no significant differences were found in learning outcomes in chemistry (Urhahne, Nick, & Schanze, 2009; Merchant et al., 2013) and genetics (Annetta, Minogue, Holmes, & Cheng, 2009).…”

Section: Immersive Learning In Specific Academic Subject Areasmentioning

confidence: 99%

Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research

Beck

2019

Journal of Educational Computing Research

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“…However, the writing touch on a pen tablet is greatly different from that on a real paper with a brush. Wu et al [2013] proposed a Chinese calligraphic training system based on VR. That is to say, a learner will not only acquire the brushwork rules, but also practice calligraphy as a mobile application in a virtual way, so that he/she may repeat practices without the consumption of papers and ink.…”

Section: Related Workmentioning

confidence: 99%

A proposal of calligraphy learning assistant system with letter portion practice function using projection mapping

Huda

Funabiki

Kuribayashi

et al. 2019

IJWIS

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Purpose For several decades, calligraphy has been popular among people in Japan, China, and even in the world. Traditionally, a teacher teaches how to write letters on a paper with a brush, and a student will imitate them by referring to the model letters. However, if a teacher is not available, this method will not be applicable either. This study aims to propose a calligraphy learning assistant system (CLAS) using projection mapping, which allows a student to learn calligraphy by him/herself. Design/methodology/approach By following the letter writing video of a teacher that is directly projected on the paper, a student is able to learn the stroke order and writing speed in addition to the letter shape. Moreover, the letter portion practice function is incorporated in CLAS to allow a learner to repeat practicing hard portions of each letter. Findings For evaluations, the authors implemented CLAS using Raspberry Pi and open-source software and asked students to use it. The results confirmed that CLAS is effective in improving calligraphy skills of novice students. Originality/value With CLAS, a student can practice calligraphy using a conventional brush, ink and paper at a desk while looking at the model letter writing of a teacher projected on the paper using projection mapping.

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A Mobile Chinese Calligraphic Training System Using Virtual Reality Technology

Cited by 14 publications

References 8 publications

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research

A proposal of calligraphy learning assistant system with letter portion practice function using projection mapping

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