47,335 research outputs found
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory coursesâTheoretical background and empirical results
Learning with handsâon experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tabletâbased AR application has been developed to support learning from handsâon experiments in physics education. Realâtime measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretestâposttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the ARâsupported and a matching nonâAR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the ARâsupported lab work
From Social Simulation to Integrative System Design
As the recent financial crisis showed, today there is a strong need to gain
"ecological perspective" of all relevant interactions in
socio-economic-techno-environmental systems. For this, we suggested to set-up a
network of Centers for integrative systems design, which shall be able to run
all potentially relevant scenarios, identify causality chains, explore feedback
and cascading effects for a number of model variants, and determine the
reliability of their implications (given the validity of the underlying
models). They will be able to detect possible negative side effect of policy
decisions, before they occur. The Centers belonging to this network of
Integrative Systems Design Centers would be focused on a particular field, but
they would be part of an attempt to eventually cover all relevant areas of
society and economy and integrate them within a "Living Earth Simulator". The
results of all research activities of such Centers would be turned into
informative input for political Decision Arenas. For example, Crisis
Observatories (for financial instabilities, shortages of resources,
environmental change, conflict, spreading of diseases, etc.) would be connected
with such Decision Arenas for the purpose of visualization, in order to make
complex interdependencies understandable to scientists, decision-makers, and
the general public.Comment: 34 pages, Visioneer White Paper, see http://www.visioneer.ethz.c
Virtual Reality Physics Scenarios
Many students taking physics early on in their education find that it may be difficult to associate the theory they learn in class with how physics works in real world scenarios. Through various experiments in class, students are able to see examples of physics phenomena, but those experiments are limited by equipment, and do not offer precise data. To combat this, we are creating a virtual reality application for students to use to help learn physics. This report details the requirements the system will meet, as well as the use cases and subsequent activity diagrams for all users. We have also included a conceptual model of our system, as well as an explanation for technologies used, and a test plan and development timeline
An observational study of children interacting with an augmented story book
We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books
Moveable worlds/digital scenographies
This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Intellect Ltd 2010.The mixed reality choreographic installation UKIYO explored in this article reflects an interest in scenographic practices that connect physical space to virtual worlds and explore how performers can move between material and immaterial spaces. The spatial design for UKIYO is inspired by Japanese hanamichi and western fashion runways, emphasizing the research production company's commitment to various creative crossovers between movement languages, innovative wearable design for interactive performance, acoustic and electronic sound processing and digital image objects that have a plastic as well as an immaterial/virtual dimension. The work integrates various forms of making art in order to visualize things that are not in themselves visual, or which connect visual and kinaesthetic/tactile/auditory experiences. The âMoveable Worldsâ in this essay are also reflections of the narrative spaces, subtexts and auditory relationships in the mutating matrix of an installation-space inviting the audience to move around and follow its sensorial experiences, drawn near to the bodies of the dancers.Brunel University, the British Council, and the
Japan Foundation
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