An augmented reality-based system for improving quality of services operations: a study of educational institutes

Abstract

PurposeThis study aims to evaluate the usability of the augmented reality-based Evoke Education System (EES) to improve service operations in educational settings. The EES uses an animated character (Moe) to interact with children in a classroom by reproducing their teacher's movements and speech.Design/methodology/approachThis study uses a quantitative approach for the system usability evaluation. The ESS was evaluated by 71 children aged 6–8 years old, from two primary schools. After interacting with the EES, they completed a system usability questionnaire and participated in a knowledge acquisition test.FindingsThe knowledge acquisition test undertaken on the initial day showed statistically significant improvements for children taught with the EES, compared to children taught through traditional teaching approaches. However, the retest nine days later was not statistically significant (as only one school participated) due to low power. This study used confirmatory factor analysis (CFA), resulting in the identification of five essential factors (likeability, interactiveness, retention, effectiveness/attractiveness and satisfaction) that contribute to the EES's usability. The comparison with existing literature shows that these factors are consistent with the definition of system usability provided by the International Organization for Standardization and current academic literature in this field.Research limitations/implicationsThe findings presented in this study are based on the data from only two schools. The research can be extended by involving children from a greater number of schools. Mixed methods and qualitative research approaches can be used for future research in this area to generalise the results.Originality/valueThis study proposes an innovative augmented reality-based education system to help teachers deliver their key messages to the children in a fun way that can potentially increase their knowledge retention.

The Effect of Immersive Technology on Enhancing Student Learning:

“…The pie chart (see Figure 3) represents the distribution of primary studies that have utilized these technologies. According to the chart, augmented reality is the most used immersive technology in studies aiming to enhance students' learning, with 11 studies ([5], [6], [9], [10], [11], [18], [19], [20], [21], [22], [23]) out of 17 primary studies. Augmented reality taking the lead at 11 studies, indicating its significant role in current educational enhancement and greater adoption in practical applications or its relevance in current educational methodologies.…”

“…Meanwhile, due to the disruption caused by the COVID-19 pandemic, schools have had to adapt their curriculum, leading to an increased interest among educators in finding suitable and efficient technologies for online learning [11]. Immersive technology can be utilized in emergency situations where remote learning becomes the only option [9].…”

A Descriptive Analysis of Lively Accounting Acceptance from the View of Accounting Education: The Integration of Academic Flashcards and Augmented Reality Technology

“…The authors further added that the users may experience it on a computer screen or through other devices, such as projectors, digital boards, special glasses, or 3G mobile phones. The ability of AR to enhance reality with computer-generated sights, sounds and data will change how students view and interact with the world (Egaji et al, 2022), whereas previously education relied primarily on teachers to deliver course content in the classrooms. The two most popular formats for utilising AR in learning and teaching processes, according to Billinghurst and Dunser (2012), are augmented books and AR apps for handheld mobile devices.…”

“…Recently, the Covid-19 pandemic caused entire campuses and classrooms to switch their attention to online learning using digital media. Digital technologies are used to teach millions of students (Williamson, 2021;Egaji et al, 2022). As specified by Isaías ( 2018), the majority of learning materials will be digitalised in the future, and there will be widespread use of online courses, digital libraries, and global internet access.…”

Guest editorial

“…They demonstrated that failing to consider such elements means foregoing a comprehensive, effective and accurate research of work dynamics in logistics systems. In the fifth paper, “An augmented reality-based system for improving quality of services operations: a study of educational institutes,” Egaji et al (2022) suggest that AR-based training programs potentially increase their knowledge retention and are essential for improving the quality of service operations.…”