Abstract
A continuous trend in education is the use of new technologies like Augmented Reality (AR). These technologies are assumed to make teaching and learning processes more hands-on and more tangible, particularly in terms of abstract learning contents. Due to this practical nature, AR is assumed to foster the motivation of concerning oneself with a specific learning content and supports, thus, the comprehension of it and its purpose for e.g. the future work life. In academic learning contexts such as engineering education, however, AR can also be used for collaborative purposes despite its currently most common purpose of demonstration and instruction. The present paper investigates the effects of using AR in collaborative team processes with special respect to motivation and emotional activation. A mixed methods approach is chosen in order to examine qualitative and quantitative data to gather both a subjective and an objective perspective on the subject of research. As the investigation shows, the motivation to use this technology is high which derives, amongst other factors, from the better comprehension of the learning content when compared to the results of the control group.
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Notes
- 1.
In order to display virtual objects and/or additional information, the object-based tracking uses real-world objects as triggers for displaying the virtual ones by predefining them in the AR-application [5]. Markerless tracking, in contrast, scans the real-world environment and detects e.g. “locations of walls or points of intersection, allowing users to place virtual objects without needing to read an image” [5]. Markerless tracking is used e.g. by the Microsoft HoloLens.
- 2.
Marker tracking is a common approach that does not require many performance resources in terms of computing power in smartphones and tablets, for instance. It is realised by scanning an AR marker with the back camera of the respective device. An AR marker is a visual trigger that cause the display of virtual objects or additional information [6], e.g. a picture or QR-code. With the help of markers, it is defined where to locate and place virtual objects in the right place in the scene. Recognising predefined markers in the scene is achievable on a vast spectrum of devices [7], since even devices with a lower computing power can detect markers and show virtual objects respectively.
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Acknowledgements
This work is part of the project “Excellent Teaching and Learning in Engineering Sciences” (ELLI 2) and was funded by the Federal Ministry of Education and Research (BMBF), Germany.
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Schiffeler, N., Stehling, V., Haberstroh, M., Isenhardt, I. (2020). Collaborative Augmented Reality in Engineering Education. In: Auer, M., Ram B., K. (eds) Cyber-physical Systems and Digital Twins. REV2019 2019. Lecture Notes in Networks and Systems, vol 80. Springer, Cham. https://doi.org/10.1007/978-3-030-23162-0_65
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