Modelling skill learning for augmented and virtual reality learning environments

This study modelled skill learning in Augmented Reality (AR) and Virtual Reality (VR)learning environments. An analytical literature review, primarily from the domains of ARand VR, Learning, Human-Computer Interaction (HCI) including user-basedexperimentation, methodological and contextual variations, was carried out to bring thedispersed research work together, organize and develop it into a meaningful conceptualstructure. The development of AR Learning Environment (ARLE) system was anextension ofan existing system while VR Learning Environment (ViRLE) was developedsolely the author. A total of 70 undergraduate students, who were not literate in computersubjects, were divided into equal two groups for assessing both ARLE and ViRLE withstandardized 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 twotechnologies when learning the skills required for assembly/maintenance tasks involvingcomputer accessories. The Independent-Sample T-Test was used to determine if there wasa statistically significant difference in the means of the dependent variables for the two(AR and VR) learning technologies. The results of the Performance Tests, UsabilityQuestionnaires, task completion times, errors in the assembly/maintenance tasks andVerbal Protocol analysis supported the hypotheses that firstly, Hi:"An AR learningenvironment is moderately superior to the VR learning environment for promotinglearning because of its tangible nature", and secondly, H 2 :"Self-explanation (a deliberatelearning strategy) is appropriate for achieving the learning outcomes in schema-indue inglearning environments". The results obtained are new and an important addition to theparadigm of AR, in terms of its HCI methodology (users' participation) and comparativemerits and demerits of AR and VR paradigms. This also showed that both AR and VRtechnologies are effective tools for promoting skill learning for assembly/maintenancetasks involving computer accessories. Moreover, the data from 'think-aloud' andobservation data also indirectly revealed a model for skill learning (user interaction withlearning environments).

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2007

Author dc:creator

• Ng, GW

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1337008

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1337008