Enhancing Object-Based Learning With Augmented Reality: Novel Application and Evaluation Methods

• In Event: Learning With Virtual and Augmented Reality: Examining the Theoretical, Technological, and Assessment Factors for Learning

Abstract

Theory
Emerging AR technologies have been shown to improve students’ engagement and learning experiences in a range of domains (Bacca et al., 2014; Johnson et al., 2016; Loy, 2014). We examined the opportunities that AR technologies pose for enhancing object-based learning. Object-based pedagogy emphasizes the role of direct interaction with physical artifacts in the learning process (UCL, 2014). Domain areas that apply object-based pedagogy include archaeology, art history, classics, anthropology, and museum studies.

However, traditional learning paths in these areas often do not provide students with opportunities to engage directly with authentic objects. First, access to museums and collections might be limited based on the geographic region. Second, due to conservation concerns, museums do not allow students to interact directly with artifacts. Furthermore, some artifacts, owing to their physical properties do not afford direct interaction.

AR technology enables educators to bring digital replicas of artifacts into classrooms and allow active engagement in a museum gallery, by allowing virtual objects or visual information to appear as if they coexist with the real world. Unlike VR, AR allows students to explore virtual objects while present in their learning environment and maintaining eye contact with peers and instructors. Yet current tablet and phone-based AR applications provide limited interactions through on-screen touch gestures.

Design & Implementation
Our investigation leverages the increasing availability of wearable AR devices, such as the Microsoft HoloLens headset and the MagicLeap device, to evaluate AR experiences where users can directly interact with digital representations without a mediating device. When considering the use of such emergent technologies for fostering object-based learning, important questions include: How to design for object-based learning with virtual replicas in the classroom or in the museum? How to evaluate learning process and outcomes? What is the impact of differences in interaction styles on learning process and outcomes? How does close visual examination of virtual vs. tangible replicas vary and such differences relate to differences in learning outcomes?

To address these questions, we developed two novel AR applications for the HoloLens device, called HoloMuse (Authors 2017) and HoloMuse Gallery (Authors. 2018b), that allows users to interact directly with an inventory of virtual objects. HoloMuse, allows users to explore digital replicas of objects in their classroom. The application allows users to pick up, rotate, scale, and alter a hologram of an original artifact using in-air gestures. HoloMuse Gallery, provides context for a museum artifact by supplying audio and visual information in the gallery, and guides visitors in exploring the original artifact. Similarly to HoloMuse, it also allows users to directly manipulate holographic representations of related artifacts next to original artifacts in the gallery.

Assessment
We developed new methods for assessing learning outcomes and process, which utilize insight-based evaluation (Authors, 2018), eye-tracking, and image processing (Ramkumar et al., 2019; van der Meulen et al., 2019). We conducted controlled experiments and studies in naturalistic learning settings both in the museum and in a college classroom. Our findings demonstrate the feasibility and value of using AR to enhance object-based learning, and highlight implications for the design of future AR learning environments.

Authors

• Orit Shaer, Wellesley College

• Andrew Kun, University of New Hampshire