LAWRENCE — As virtual reality and augmented reality play an increasingly important role in everyday life, researchers hope to determine how effectively they could work in the classroom. A new study from the University of Kansas found that an augmented reality lesson was highly rated by users, who said they felt more engaged with the content than a video lesson. However, objective data showed that those who interacted with the AR model learned less than those who watched the video. The findings suggest that educators need to carefully consider when and how to use augmented reality as part of the learning environment.
Mugur Geana, associate professor of health communication and director of KU’s Center for Excellence in Health Communications to Underserved Populations, led the study in which 44 students completed an educational module on the SARS-CoV-2 virus (the infectious agent responsible for the COVID-19 pandemic). Half watched a video that shared information about the virus, its protein spikes, the viral capsule and its genome. The other half interacted with an AR model of the virus in which they used a tablet that imagined a 3D virus model in the experimental room, where they could move around the virtual model and click on the 3D graphic. In doing so, they received audio instructions with the same information about the viral components as in the video.
“We are curious to explore how we can use mixed reality to approach teaching and learning,” Geana said. “We are all used to, especially after COVID, watching things and learning on a small screen. So we thought it would be interesting to see how we can go beyond that 2D environment.
The study, conducted in collaboration with Dan Cernusca, associate professor of instructional design at North Dakota State University School of Pharmacy, and Pan Liu, assistant professor at Marian University, was accepted for presentation at the 2023 International Communication Association conference in Toronto. .
Before participating in the study, subjects answered questions about their knowledge of the virus responsible for COVID-19. They were then randomly assigned to either the video arm or the AR arm of the study. During the experiment, participants in the video arm had their sight tracked to account for their attention to graphic elements in the video. For AR arm participants, a camera in the room and the camera in their tablet recorded their interaction with the virtual 3D model for later analysis. All participants were then exposed to distracting videos, after which their retention of the information presented was tested. Finally, interviews were conducted to record their experiences and feedback on the instruction.
“We were interested in the students’ interaction with the viral model for both arms of the study. We measured which graphical elements they paid attention to and how much for both experimental treatments,” Geana said. “In the AR arm, they might pick up the tablet, move behind the virus, get closer, or engage on other levels. We also looked at whether they watched all of the instructional modules or skipped any some. “
The findings suggest that while the AR model that projected a representation of the virus into their physical environment was novel and more engaging, this novelty likely distracted from the information it was intended to convey. And while members of the video group learned more, that doesn’t mean augmented reality isn’t suitable for educational purposes, Geana said. Instead, researchers need to understand how it can be successfully adapted and used in classroom or distance learning settings to effectively engage and inform learners.
The study findings were consistent with findings from previous research on AR in education, Geana said, while raising new questions for future projects. Future studies at CEHCUP will aim to test various models for delivering augmented reality educational information and their effectiveness.
Geana said he strongly believes that immersive viewing technology is the future. To that end, CEHCUP is hosting its first research exhibition with fully virtual research posters showcasing health communication studies from PhD students, faculty, and alumni. The AR event will take place from February 15 to March 15 at the William Allen White School of Journalism & Mass Communications. A smartphone or tablet is enough to discover the immersive research exhibition.
For most study participants, the experience was their first exposure to a mixed reality environment. The novelty factor and the excitement of exploring a virtual 3D model were the main causes of the lower information retention seen in the AR group compared to those exposed to video, Geana said. As students become accustomed to mixed reality as part of everyday life, the novelty factor of this technology will likely diminish. Therefore, the authors argue that a better understanding of its potential and more effective use in education is increasingly important.
Image Credit: Center of Excellence in Health Communications for Underserved Populations