Review of augmented reality agent in education

Hantono, Bimo Sunarfri; Nugroho, Lukito Edi; Santosa, Paulus Insap

doi:10.1109/inaes.2016.7821924

Cited by 14 publications

(7 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…People mainly communicate with each other using verbal and non-verbal cues, such as eye gaze, facial expressions, and hand gestures, to solve problems collaboratively. Previous research shows that Intelligent Virtual Agents (IVAs) embodied with human-like characteristics (e.g., human appearance, natural language, and gestures) in Virtual Reality (VR) or Augmented Reality (AR) could be treated like an actual human in human-agent collaboration (Hantono et al, 2016;Li et al, 2018). Thus, it would be interesting to explore efficient interaction modes in IVAs for human-agent collaboration in VR and AR scenes.…”

Section: Introductionmentioning

confidence: 99%

The impact of virtual agents’ multimodal communication on brain activity and cognitive load in Virtual Reality

Chang¹,

Bai²,

Zhang³

et al. 2022

Front. Virtual Real.

View full text Add to dashboard Cite

Related research has shown that collaborating with Intelligent Virtual Agents (IVAs) embodied in Augmented Reality (AR) or Virtual Reality (VR) can improve task performance and reduce task load. Human cognition and behaviors are controlled by brain activities, which can be captured and reflected by Electroencephalogram (EEG) signals. However, little research has been done to understand users’ cognition and behaviors using EEG while interacting with IVAs embodied in AR and VR environments. In this paper, we investigate the impact of the virtual agent’s multimodal communication in VR on users’ EEG signals as measured by alpha band power. We develop a desert survival game where the participants make decisions collaboratively with the virtual agent in VR. We evaluate three different communication methods based on a within-subject pilot study: 1) a Voice-only Agent, 2) an Embodied Agent with speech and gaze, and 3) a Gestural Agent with a gesture pointing at the object while talking about it. No significant difference was found in the EEG alpha band power. However, the alpha band ERD/ERS calculated around the moment when the virtual agent started speaking indicated providing a virtual body for the sudden speech could avoid the abrupt attentional demand when the agent started speaking. Moreover, a sudden gesture coupled with the speech induced more attentional demands, even though the speech was matched with the virtual body. This work is the first to explore the impact of IVAs’ interaction methods in VR on users’ brain activity, and our findings contribute to the IVAs interaction design.

show abstract

Section: Introductionmentioning

confidence: 99%

The impact of virtual agents’ multimodal communication on brain activity and cognitive load in Virtual Reality

Chang¹,

Bai²,

Zhang³

et al. 2022

Front. Virtual Real.

View full text Add to dashboard Cite

show abstract

“…Machine teachers can vary in their degree of embodiment and physicality, ranging from physical robots such as Nadia Thalmanns Nadine, or virtual, anthropomorphic agents such as Microsoft's Clippy, to virtual chatbots or software/interface agents such as IBM's Jill Watson, and augmented reality agents such as the augmented piano tutor (Hantono, Nugroho, & Santosa, 2016;Kim et al, 2020). Figure 1 illustrates these five clusters of machine teachers.…”

Section: Interactiveness Of Machine Teachersmentioning

confidence: 99%

Interaction with a machine teacher improves student learning outcomes and teaching effectiveness. Results with Wiley Daila from Indonesia

Pelzer¹

2021

Preprint

View full text Add to dashboard Cite

With the increase in demand for online learning, machine teachers are becoming an important technology in higher education since they are expected to improve teaching effectiveness and student learning outcomes. However, machine teachers require an aptitude for technology and are associated with high initial costs. Thus, here we use a more basal form of a machine teacher that enhances the interaction but does not require advanced technological competency. In a survey study from two universities in Indonesia, we investigate how the machine teacher Wiley Daila affects the teaching and learning environment. The findings indicate that Daila is perceived as useful and increases perceived teaching effectiveness and student learning outcomes. The study also shows that more research is needed to better understand the nuances in interaction.

show abstract

“…Teknologi virtual reality adalah suatu metode untuk menciptakan dunia virtual dengan pendekatan pengguna seolah berada pada dunia tersebut, sedangkan teknologi augmented reality adalah suatu metode untuk menerapkan objek-objek atau dunia virtual ke dalam dunia nyata [2]. Teknologi augmented reality sebagai media pembelajaran memiliki potensi khusus yaitu mampu menampilkan informasi dalam segala bentuk media secara virtual yang tidak mampu dicapai oleh teknologi lain [3]. Teknologi augmented reality juga dapat meningkatkan keterampilan belajar siswa dalam berpikir secara kritis, komunikatif dan solutif [4].…”

Section: Pendahuluanunclassified

Evaluation on Augmented-Reality-Based Interactive Book Using System Usability Scale and User Experience Questionnaire

Yulianto¹,

Hartanto²,

Santosa³

2020

RESTI

View full text Add to dashboard Cite

Nowadays, the implementation of information and communication technology in education is important. In harmony with technological developments, the term mobile learning comes to represent learning that utilizes mobile communication devices. The implementation of augmented reality in education provides a new learning model in the form of a combination of technology-based conventional learning media. This research aimed to evaluate augmented reality-based books as media for learning Cirebon mask dance. As many as 15 respondents were involved in the evaluation process, including testing the usability using the System Usability Scale (SUS) and User Experience Questionnaire (UEQ). The evaluation using SUS found a value of 77.67, meaning that the Acceptability Ranges category was “Acceptable”; the Grade Scale category was “C”; and the Adjective Rating category was “Excellent”, while that using UEQ found that each category, namely Attractiveness, Perspicuity, Efficiency, Dependability, Stimulation, Dependability, and Novelty got a value greater than the impression value (0.8), namely 2.122; 2.117; 1.983; 1.750; 1.950 and 1,867, respectively. Overall, all of the evaluation results show that augmented reality-based books are acceptable to be used as media for learning Cirebon mask dance.

show abstract

Review of augmented reality agent in education

Cited by 14 publications

References 30 publications

The impact of virtual agents’ multimodal communication on brain activity and cognitive load in Virtual Reality

The impact of virtual agents’ multimodal communication on brain activity and cognitive load in Virtual Reality

Interaction with a machine teacher improves student learning outcomes and teaching effectiveness. Results with Wiley Daila from Indonesia

Evaluation on Augmented-Reality-Based Interactive Book Using System Usability Scale and User Experience Questionnaire

Contact Info

Product

Resources

About