Geometry via Gestures: Learning 3D Geometry Using Gestures

Narayana, Soumya; Prasad, Prajish; Lakshmi, T. G.; Murthy, Sahana

doi:10.1109/t4e.2016.014

Cited by 5 publications

(1 citation statement)

References 18 publications

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“…Learning Geometry is not confined to only learning the definitions. The properties and theorems of 2D and 3D geometry should also be studied with a view to form geometric relationships while solving related problems (Narayana et al 2016).…”

Section: Related Workmentioning

confidence: 99%

Learners' approaches, motivation and patterns of problem-solving on lines and angles in geometry using augmented reality

Sarkar

Kadam

Pillai

2020

Smart Learn. Environ.

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There are several concepts in 2D Geometry that require understanding their application in the real practical world. However, in classrooms, such concepts are often taught without the analysis of the learners’ realization and interpretation of the existing concepts around them, in their surroundings. For this purpose, an Augmented Reality (AR) based module for the 7th and 8th grade syllabus has been designed to encourage the active participation of the learners in the classroom while learning the concept of Lines and Angles. It comprises three AR learning activities that enable the participants to recall, visualize, and identify the type of angle and then mark it by drawing on the augmented 3D house. Before conducting the main studies, a pilot study was conducted with 6 students of 8th grade. This helped in validating the data instruments, timing, and execution of the research study. The first study was conducted with 21 students of 8th grade where 12 participants performed the AR learning activities in dyads and 9 participants performed individually. Their perspectives, approaches, and motivation in performing the AR learning activities have been reported. Findings from the study showed that the majority i.e. 90.4% participants preferred to perform the AR learning activities in dyads than individually. Though the usability score was higher for the participants who performed the AR learning activities individually (M = 70.28) as compared to dyads (M = 65.23), there was no significant difference in the motivation scores between the participants of the two groups. In the second study, 28 students of 7th grade were divided into dyads and their behavior patterns of performing the AR learning activities have been reported. Using Lag Sequential Analysis, significant sequences were obtained based on the behaviors belonging to three categories of peer involvement, teacher prompts and AR interactions. It was found that the designed AR learning activities encouraged the participants to discuss the concepts with peers, enhanced their immersive experience as they together moved around and inside the house to find and identify the angles.

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Section: Related Workmentioning

confidence: 99%