research-article

Evaluating the Use of Pedagogical Virtual Machine with Augmented Reality to Support Learning Embedded Computing Activity

Authors:

Malek Alrashidi,

Michael Gardner,

Vic CallaghanAuthors Info & Claims

ICCAE '17: Proceedings of the 9th International Conference on Computer and Automation Engineering

Pages 44 - 50

https://doi.org/10.1145/3057039.3057088

Published: 18 February 2017 Publication History

Abstract

Embedded computing is often considered as a hidden technology where learners can require more assistance to inspect processes and activities hidden within the technologies, making use of debugging, monitoring, and visual tools. To the student, this kind of technology often has abstract behaviours where the only information/things people can see is the final action, and they do not know how the internal processes work and communicate inside the embedded computing device to achieve the desired result. Augmented reality (AR) can overcome this issue and produce a magic-lens view for revealing hidden embedded computing activities. This can result in learners achieving a better level of knowledge and awareness of the technology, as well as higher learning outcomes. AR on its own will not improve the learning processes without first considering how to manage and represent the hidden information. Therefore, a pedagogical virtual machine (PVM) model was employed, and to evaluate the learning effectiveness of the proposed model. We conducted an experiment based on a problem-solving educational mobile robot task. Twenty students participated in the experimental (AR approach) and control (conventional approach) group. The result showed that the augmented reality approach was more effective in increasing students' computational thinking and learning outcomes. In addition, the augmented reality approach reduced both time completion and debugging times.

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Cited By

Sun CYang SBecker B(2024)Debugging in Computational Thinking: A Meta-analysis on the Effects of Interventions on Debugging SkillsJournal of Educational Computing Research10.1177/0735633124122779362:4(1087-1121)Online publication date: 20-Jan-2024
https://doi.org/10.1177/07356331241227793
Yang SBaird MO’Rourke EBrennan KSchneider B(2024)Decoding Debugging Instruction: A Systematic Literature Review of Debugging InterventionsACM Transactions on Computing Education10.1145/369065224:4(1-44)Online publication date: 15-Nov-2024
https://dl.acm.org/doi/10.1145/3690652
Masneri SDomínguez APacho GZorrilla MLarrañaga MArruarte A(2024)A collaborative AR application for education: from architecture design to user evaluationVirtual Reality10.1007/s10055-024-00952-x28:1Online publication date: 13-Feb-2024
https://dl.acm.org/doi/10.1007/s10055-024-00952-x
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ICCAE '17: Proceedings of the 9th International Conference on Computer and Automation Engineering

February 2017

365 pages

ISBN:9781450348096

DOI:10.1145/3057039

Copyright © 2017 ACM.

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Published: 18 February 2017

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ICCAE '17: 9th International Conference on Computer and Automation Engineering

February 18 - 21, 2017

Sydney, Australia

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Cited By

Sun CYang SBecker B(2024)Debugging in Computational Thinking: A Meta-analysis on the Effects of Interventions on Debugging SkillsJournal of Educational Computing Research10.1177/0735633124122779362:4(1087-1121)Online publication date: 20-Jan-2024
https://doi.org/10.1177/07356331241227793
Yang SBaird MO’Rourke EBrennan KSchneider B(2024)Decoding Debugging Instruction: A Systematic Literature Review of Debugging InterventionsACM Transactions on Computing Education10.1145/369065224:4(1-44)Online publication date: 15-Nov-2024
https://dl.acm.org/doi/10.1145/3690652
Masneri SDomínguez APacho GZorrilla MLarrañaga MArruarte A(2024)A collaborative AR application for education: from architecture design to user evaluationVirtual Reality10.1007/s10055-024-00952-x28:1Online publication date: 13-Feb-2024
https://dl.acm.org/doi/10.1007/s10055-024-00952-x
Suzuki RKarim AXia THedayati HMarquardt N(2022)Augmented Reality and Robotics: A Survey and Taxonomy for AR-enhanced Human-Robot Interaction and Robotic InterfacesProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517719(1-33)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3517719
Kumar AMantri A(2021)Evaluating the attitude towards the intention to use ARITE system for improving laboratory skills by engineering educatorsEducation and Information Technologies10.1007/s10639-020-10420-zOnline publication date: 4-Jan-2021
https://doi.org/10.1007/s10639-020-10420-z
Thamrongrat PLai-Chong Law E(2020)Analysis of The Motivational Effect of Gamified Augmented Reality Apps for Learning GeometryProceedings of the 32nd Australian Conference on Human-Computer Interaction10.1145/3441000.3441034(65-77)Online publication date: 2-Dec-2020
https://dl.acm.org/doi/10.1145/3441000.3441034
de Jong IJeuring J(2020)Computational Thinking Interventions in Higher EducationProceedings of the 20th Koli Calling International Conference on Computing Education Research10.1145/3428029.3428055(1-10)Online publication date: 19-Nov-2020
https://dl.acm.org/doi/10.1145/3428029.3428055
Anthony L(2019)Physical dimensions of children's touchscreen interactionsInternational Journal of Human-Computer Studies10.1016/j.ijhcs.2019.02.005128:C(1-16)Online publication date: 1-Aug-2019
https://dl.acm.org/doi/10.1016/j.ijhcs.2019.02.005
Thamrongrat PLaw E(2019)Design and Evaluation of an Augmented Reality App for Learning Geometric Shapes in 3DHuman-Computer Interaction – INTERACT 201910.1007/978-3-030-29390-1_20(364-385)Online publication date: 23-Aug-2019
https://doi.org/10.1007/978-3-030-29390-1_20

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