XR in Higher Ed


PeTIT | Pediatric Trauma Innovation Team
PeTIT | Pediatric Trauma Innovation Team
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Youtube channel: Science Time
with XR video
Science Time for science enthusiasts. This channel is dedicated to people who are interested in the latest achievements in science and technology. We upload ...
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Posted by chayaw
Effects of augmented reality on learning and cognitive load in university physics laboratory courses | Michael Thees, Sebastian Kapp, Martin P. Strzys, Fabian Beil, and Paul Lukowicz, Jochen Kuhn
ABSTRACT Recent studies emphasize a positive impact of learning with augmented reality (AR) systems in various instructional scenarios. Especially combining real and virtual learning components according to spatial and temporal contiguity principles is claimed to foster learning and to reduce extraneous cognitive processing. We applied these principles to a physics laboratory experiment examining heat conduction where students measure the temperature along heated metal rods via a thermal imaging camera. However, the traditional setup leads to a time delay between measuring and receiving data, and spatially separates relevant visualizations causing resource-consuming search processes. Using see-through smartglasses, traditional displays were transformed into virtual representations which were anchored to corresponding objects of the experimental setup, resulting in an integrated AR view of real-time data. Both traditional and AR-assisted workflows of data collection were investigated in a field study with undergraduate students (N ¼ 74) during a graded laboratory course. Performance and cognitive load were assessed as dependent variables. Although the AR condition did not show a learning gain in a conceptual knowledge test, they nonetheless reported a significant lower extraneous cognitive load than the traditional condition. These results contrast with recent findings on AR and integrated formats but reveal a significant impact on cognitive load research.
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Intregration of VR in Secondary Stem Education
Augmented Reality For Learning Mathematics: A Systematic Literature Review
OSU PERG: Teaching Physics with Virtual Reality Simulations
Computer simulations of physical phenomena have been a staple of physics teaching for decades. However, most physics simulations are of the sort where a user picks initial conditions, hits a "start" button, and then watches to see what occurs. While such simulations can be very instructive, especially if the user experiments with a variety of conditions, it is somewhat of an exaggeration to call such simulations "interactive". Interactivity, specifically "interactive engagement", is seen by most physics education researchers as a critical component to any truly successful physics curriculum. Without engaging the students' minds, forcing them to participate in an active role, conceptual learning is minimal.
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Project Overview ‹ Electrostatic Playground: A multi-user virtual reality physics learning experience – MIT Media Lab
Room-scale virtual reality opens up exciting new possibilities for exploratory learning. Phenomena that otherwise cannot be experienced directly (e.g. subjec...
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