Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science
The purpose of this research was to design and evaluate the efficacy of a gesture-based exhibit with augmented reality (AR) for understanding complex scientific concepts. In particular, this study focuses on the effect of differently guided conditions in a gesture-based AR. We first present the desi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
International Forum of Educational Technology & Society
2022-10-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/25_4#h.e3f6y070guoh |
| _version_ | 1811186716510257152 |
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| author | Min-Hwi Seo Hyo-Jeong So |
| author_facet | Min-Hwi Seo Hyo-Jeong So |
| author_sort | Min-Hwi Seo |
| collection | DOAJ |
| description | The purpose of this research was to design and evaluate the efficacy of a gesture-based exhibit with augmented reality (AR) for understanding complex scientific concepts. In particular, this study focuses on the effect of differently guided conditions in a gesture-based AR. We first present the design and development of a gesture-based AR exhibit about the conductor resistance phenomenon. An experiment was conducted to examine the effect of guided and unguided experiences on complex conceptual learning. In the experiment, 40 participants between 15 and 17 years-old were randomly assigned to either the guided (visual and docent explanation) or unguided condition. Their understanding of complex concepts was measured through the pre-test and post-test. The results indicate that while the participants increased cognitive understanding after experiencing the gesture-based AR exhibit, there was no significant difference between the two conditions. This may imply that the provision of extra guidance does not necessarily lead to better conceptual learning. In conclusion, this study provides some implications concerning the design of new types of immersive exhibits in museum contexts. |
| first_indexed | 2024-04-11T13:50:06Z |
| format | Article |
| id | doaj.art-fcf6f1fcd3d04d3f8f71f5df56fdb5d3 |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-11T13:50:06Z |
| publishDate | 2022-10-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-fcf6f1fcd3d04d3f8f71f5df56fdb5d32022-12-22T04:20:41ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222022-10-012541528Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in ScienceMin-Hwi Seo0Hyo-Jeong So1Department of Educational Technology, Ewha Womans University, Seoul, South KoreaDepartment of Educational Technology, Ewha Womans University, Seoul, South KoreaThe purpose of this research was to design and evaluate the efficacy of a gesture-based exhibit with augmented reality (AR) for understanding complex scientific concepts. In particular, this study focuses on the effect of differently guided conditions in a gesture-based AR. We first present the design and development of a gesture-based AR exhibit about the conductor resistance phenomenon. An experiment was conducted to examine the effect of guided and unguided experiences on complex conceptual learning. In the experiment, 40 participants between 15 and 17 years-old were randomly assigned to either the guided (visual and docent explanation) or unguided condition. Their understanding of complex concepts was measured through the pre-test and post-test. The results indicate that while the participants increased cognitive understanding after experiencing the gesture-based AR exhibit, there was no significant difference between the two conditions. This may imply that the provision of extra guidance does not necessarily lead to better conceptual learning. In conclusion, this study provides some implications concerning the design of new types of immersive exhibits in museum contexts.https://www.j-ets.net/collection/published-issues/25_4#h.e3f6y070guohaugmented realityinformal learningscience museumconceptual learning |
| spellingShingle | Min-Hwi Seo Hyo-Jeong So Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science Educational Technology & Society augmented reality informal learning science museum conceptual learning |
| title | Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science |
| title_full | Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science |
| title_fullStr | Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science |
| title_full_unstemmed | Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science |
| title_short | Developing a Gesture-based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science |
| title_sort | developing a gesture based ar exhibit differently guided experiences for complex conceptual learning in science |
| topic | augmented reality informal learning science museum conceptual learning |
| url | https://www.j-ets.net/collection/published-issues/25_4#h.e3f6y070guoh |
| work_keys_str_mv | AT minhwiseo developingagesturebasedarexhibitdifferentlyguidedexperiencesforcomplexconceptuallearninginscience AT hyojeongso developingagesturebasedarexhibitdifferentlyguidedexperiencesforcomplexconceptuallearninginscience |