Relationship between features of augmented reality and user memorization

Fujimoto, Yuichiro; Yamamoto, Go; Taketomi, Takafumi; Miyazaki, Jun; Kato, Hirokazu

doi:10.1109/ismar.2012.6402573

Cited by 12 publications

(8 citation statements)

References 6 publications

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“…AR has been shown in first experiments to support better memorization of items [21], [6], making use of spatial organization and the memory palace technique. Our study is in line with these promising results and shows that there can be a distinct benefit of AR for vocabulary learning, comparing with tried-and-true flashcard-based approaches.…”

Section: Virtual and Augmented Reality In Educationmentioning

confidence: 99%

ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality

Ibrahim

Huynh

Downey

et al. 2018

IEEE Trans. Visual. Comput. Graphics

117

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We conducted a fundamental user study to assess potential benefits of AR technology for immersive vocabulary learning. With the idea that AR systems will soon be able to label real-world objects in any language in real time, our within-subjects (N=52) lab-based study explores the effect of such an AR vocabulary prompter on participants learning nouns in an unfamiliar foreign language, compared to a traditional flashcard-based learning approach. Our results show that the immersive AR experience of learning with virtual labels on real-world objects is both more effective and more enjoyable for the majority of participants, compared to flashcards. Specifically, when participants learned through augmented reality, they scored significantly better on both same-day and 4-day delayed productive recall tests than when they learned using the flashcard method. We believe this result is an indication of the strong potential for language learning in augmented reality, particularly because of the improvement shown in sustained recall compared to the traditional approach.

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Section: Virtual and Augmented Reality In Educationmentioning

confidence: 99%

ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality

Ibrahim

Huynh

Downey

et al. 2018

IEEE Trans. Visual. Comput. Graphics

117

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show abstract

“…Second, virtual pictures are two-dimensional (2D) and lack a three-dimensional (3D) perspective that would give learners a more comprehensive view. Third, experiencing a wholly virtual environment can be less instructive than experiencing a combination of real and virtual worlds (Fujimoto, Yamamoto, Taketomi, Miyazaki, & Kato, 2013; Zacharia, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…The findings of previous research have shown that AR applications have the following educational uses: supporting book readings (Hornecker & Dünser, 2007), making the learning experience more interactive and appealing (Fujimoto et al., 2013; Santos et al., 2016), increasing motivation (Di Serio, Ibáñez, & Kloos, 2013), drawing attention (Aziz, Aziz, Yusof, & Paul, 2012), establishing links with real life experiences (Ternier, Klemke, Kalz, Ulzen, & Specht, 2012), offering opportunities for more authentic learning and appealing to multiple learning styles (Yuen, 2011), and increasing learners’ performance in vocabulary expansion (Solak & Cakir, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education

Chen¹,

Chan²

2019

Journal of Educational Computing Research

126

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Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.

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“…Augmented reality offers many unique features that include; real-time display [6][8], interactive technology [17] [67] and information overlay on users' real-world view [22] [37]. There are many benefits of using augmented reality in enhancing education which include; in situ interactive visualization [7][54] [32], physical skills development [71], fun and entertainmentenhancement, [24][46], learning motivation improvement [24][15] [13] [58], and learning performance improvement [24][ [14][66].…”

Section: Introductionmentioning

confidence: 99%

Prototyping and Usability Evaluation of Road Safety Education Courseware for Primary Schools in Malaysia

Zulkifli

Mohamed

Qasim

et al. 2021

Int. J. Interact. Mob. Technol.

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<p>The increasing number of road accidents and deaths among children in Malaysia is a concern. One of the main causes stems from lack of knowledge and skills in dealing with the complexity and condition of the road system. Recognizing the significance of road safety among students, road safety education has been introduced to primary schoolsby the Ministry of Education in 2008. Initially it was blended into the Malay language subject with the goal to equip the children withthe knowledge and skills about road safety.However, road safety teaching and learning still uses the conventional methods without the use of specialized tools. This paper introduces ROSE courseware, a specialized learning tool developed to meet the needs of the Malaysian primary school curriculum for road safety education. Its learning environment is a blend of virtual reality, augmented reality and interactive multimedia, which enables children to understand and acquire skills related to road safety through interactive, real-time and immersive learning tool. In order to receive the children’s feedbacks pertaining to their experience in interacting with the ROSE courseware, a usability evaluation was conducted. The results show that the children strongly agreed on the usefulness, information quality and interface quality of the ROSE courseware.<strong></strong></p>

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Relationship between features of augmented reality and user memorization

Cited by 12 publications

References 6 publications

ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality

ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality

Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education

Prototyping and Usability Evaluation of Road Safety Education Courseware for Primary Schools in Malaysia

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