Modelling skill learning for augmented and virtual reality learning environments

Ng, GW

Abstract

This study modelled skill learning in Augmented Reality (AR) and Virtual Reality (VR)
learning environments. An analytical literature review, primarily from the domains of AR
and VR, Learning, Human-Computer Interaction (HCI) including user-based
experimentation, methodological and contextual variations, was carried out to bring the
dispersed research work together, organize and develop it into a meaningful conceptual
structure. The development of AR Learning Environment (ARLE) system was an
extension ofan existing system while VR Learning Environment (ViRLE) was developed
solely the author. A total of 70 undergraduate students, who were not literate in computer
subjects, were divided into equal two groups for assessing both ARLE and ViRLE with
standardized experimental theories and procedures guided by Cognitive Task Analysis
(CTA) and User Modelling techniques. In particular, 'think-aloud' and observation,
Performance tests and Usability questionnaires were conducted to assess the two
technologies when learning the skills required for assembly/maintenance tasks involving
computer accessories. The Independent-Sample T-Test was used to determine if there was
a statistically significant difference in the means of the dependent variables for the two
(AR and VR) learning technologies. The results of the Performance Tests, Usability
Questionnaires, task completion times, errors in the assembly/maintenance tasks and
Verbal Protocol analysis supported the hypotheses that firstly, Hi:"An AR learning
environment is moderately superior to the VR learning environment for promoting
learning because of its tangible nature", and secondly, H 2 :"Self-explanation (a deliberate
learning strategy) is appropriate for achieving the learning outcomes in schema-indue ing
learning environments". The results obtained are new and an important addition to the
paradigm of AR, in terms of its HCI methodology (users' participation) and comparative
merits and demerits of AR and VR paradigms. This also showed that both AR and VR
technologies are effective tools for promoting skill learning for assembly/maintenance
tasks involving computer accessories. Moreover, the data from 'think-aloud' and
observation data also indirectly revealed a model for skill learning (user interaction with
learning environments).

Citation

Ng, G. Modelling skill learning for augmented and virtual reality learning environments. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Aug 19, 2021
• Additional Information: Funders : University Malaysia Sarawak;Government of Malaysia
• Award Date: Jan 1, 2007