Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Measuring usability for application software using the quality in use integration measurement model

User interfaces of application software are designed to make user interaction as efficient and as simple as possible. Market accessibility of any application software is determined by the usability of its user interfaces. A poorly designed user interface will have little value no matter how powerful the program is. Thus, it is significantly important to measure usability during the system development lifecycle in order to avoid user disappointment. Various methods and standards that help measure usability have been developed. However, these methods define usability inconsistently, which makes software engineers hesitant in implementing these methods or standards. The Quality in Use Integrated Measurement (QUIM) model is a consolidated approach for measuring usability through 10 factors, 26 criteria, and 127 metrics. It decomposes usability into factors, criteria, and metrics, and it is a hierarchical model that helps developers with no or little background of usability metrics. Among 127 metrics of QUIM, essential efficiency (EE) is the most specific metric used to measure the usability of user interfaces through an equation. This study involves a comparative analysis between three case studies that use the QUIM model to measure usability in terms of EE for three case studies: (1) Public University Registration System, (2) Restaurant Menu Ordering System, and (3) ATM system. A comparison is made based on the percentage of EE for each element of the use cases in each use case diagram. The results obtained revealed that the user interface design for Restaurant Menu Ordering System scored the highest percentage of EE, thus proving to be the most user-friendly application software among its counterparts

Designing intelligent computer‐based simulations: A pragmatic approach

This paper examines the design of intelligent multimedia simulations. A case study is presented which uses an approach based in part on intelligent tutoring system design to integrate formative assessment into the learning of clinical decision‐making skills for nursing students. The approach advocated uses a modular design with an integrated intelligent agent within a multimedia simulation. The application was created using an object‐orientated programming language for the multimedia interface (Delphi) and a logic‐based interpreted language (Prolog) to create an expert assessment system. Domain knowledge is also encoded in a Windows help file reducing some of the complexity of the expert system. This approach offers a method for simplifying the production of an intelligent simulation system. The problems developing intelligent tutoring systems are examined and an argument is made for a practical approach to developing intelligent multimedia simulation systems

Assessing mobile mixed reality affordances as a comparative visualization pedagogy for design communication

Spatial visualisation skills and interpretation are critical in the design professions but are difficult for novice designers. There is growing evidence that mixed reality visualisation improves learner outcomes, but often these studies are focused on a single media representation and not on a comparison between media and the underpinning learning outcomes. Results from recent studies highlight the use of comparative visualisation pedagogy in design through learner reflective blogs and pilot studies with experts, but these studies are limited by expense and designs familiar to the learner. With increasing interest in mobile pedagogy, more assessment is required in understanding learner interpretation of comparative mobile mixed reality pedagogy. The aim of this study is to do this by evaluating insights from a first-year architectural design classroom through studying the impact and use of a range of mobile comparative visualisation technologies. Using a design-based research methodology and a usability framework for accessing comparative visualisation, this paper will study the complexities of spatial design in the built environment. Outcomes from the study highlight the positives of the approach but also the improvements required in the delivery of the visualisations to improve on the visibility and visual errors caused by the lack of mobile processing

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005