Exploring the Use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent

Iqbal, Muhammad Zahid; Mangina, Eleni; Campbell, Abraham G.

doi:10.1109/ismar-adjunct.2019.00018

Cited by 17 publications

(11 citation statements)

References 29 publications

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“…The efficacy of this pedagogical strategy on student outcomes, performance, and motivation has been empirically examined and reported by [35]. Similarly, [36] agree that AR allows for the creation of learning aids that promote better interactions, adaptability, and creative engagement among learners. These researchers argue that AR can be implemented successfully in learning settings, including e-learning contexts, to create new pedagogical approaches that foster the development of human-centered learning environments.…”

Section: Discussionmentioning

confidence: 95%

“…These researchers argue that AR can be implemented successfully in learning settings, including e-learning contexts, to create new pedagogical approaches that foster the development of human-centered learning environments. Essentially, [36] concluded that AR facilitates kinesthetic learning, also known as "learning by doing," which enables faster mastery of the learning content.…”

Section: Discussionmentioning

confidence: 99%

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Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

135

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Augmented reality (AR) has received increasing attention in the research literature as a fundamental pedagogical tool that can enhance learning at most educational levels. In academic contexts, this technology permits the superimposing of three-dimensional images onto the real environment. Although AR has been found to enhance learning in the academic environment, no systematic review of it has been conducted to identify, evaluate, and summarize empirical findings on its advantages and challenges in e-learning contexts. Hence, a systematic review of the research literature was conducted on the use of AR in e-learning contexts, with a focus on the key benefits and challenges related to its adoption and implementation. Electronic searches on databases, including Springer, Science Direct, EBSCO, and Google Scholar, were performed to retrieve relevant journal articles; 28 studies were included after they were screened using the inclusion and exclusion criteria. The key benefits of using AR in e-learning included support of kinesthetic (tactile) learning, collaborative learning, distance/remote learning, learner-centered learning, and creative learning. Studies also reported that AR enhanced students’ engagement, motivation, attention/focus, interactivity, verbal participation, concentration, knowledge retention, and spatial abilities, as well as information accessibility. The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

135

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“…At the same time AR/VR proved that it could help to understand abstract and complex content more easily due to good visualisation capabilities and interactivity. In multiple of the reviewed articles it was shown that kinesthetic learning, when instead of a classic lecture, students are working in 3D world, performing experiments alone or together with a teacher, is much more efficient than, previously mentioned, classic method [10,11,[16][17][18]20,24,30,31].…”

Section: Discussionmentioning

confidence: 99%

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

et al. 2020

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In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).

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“…Though little attention has been paid to the kinesthetic component of the VARK model and its application to college-level courses, some research does exist. For example, in the context of technology, Iqbal, Mangina, and Campbell (2019) designed an augmented reality software grounded in kinesthetic learning. Similarly, Shamir, Kocherovsky, and Chung (2019), at the K-12 education level, adopt kinesthetic learning to introduce a paradigm to teach children how to code and learn mathematics concepts through music and dance.…”

Section: Literature Reviewmentioning

confidence: 99%

Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

Califf

2020

JITE:IIP

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Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

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Exploring the Use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent

Cited by 17 publications

References 29 publications

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

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