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One-way ANOVA Summary Table for In Load
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This study investigates ways to inspire designers' creativity ...
Sketching in design is typically a part of the ideation process. A common occurrence in sketching creativity is the conceptual shift, or when a drawn object is reinterpreted as belonging to a different object category.
Citations
... About 20% of students experience difficulty in problems dealing with spatial skills, such as manipulating figures in space and analyzing complex shapes (Garmendia et al. 2007;Sorby 2009). Literature indicates that when students engage in physical interaction, it boosts their creativity in generating design ideas (Kim and Lou Maher 2008;Viswanathan and Linsey 2012), reduces unnecessary cognitive burden during the creative design process (Chandrasekera and Yoon 2015), enhances their spatial skills in comprehending size relationships among geometries (Sun et al. 2014), and fosters improved collaboration and communication during group work (Seichter 2007;Kendon 1994;Figen Gül and Halıcı 2015). ...
... For example, the AR-enabled tablets can generally be more affordable than the VR headsets for personal use without the need of sharing. Furthermore, AR supports automatic perspective view alignment with the user's relative position, embodied learning, and physical interactions, which facilitate tangible manipulatives in 3D space, and contribute to improving mental 3D visualization (Preece et al. 2013), revising mental model misconceptions (Viswanathan and Linsey 2012), enhancing spatial cognition and design creativity (Kim and Lou Maher 2008;Chandrasekera and Yoon 2015), improving idea generation (Viswanathan and Linsey 2012;Kim and Lou Maher 2008), and encouraging epistemic action and memory retrieval (Bujak et al. 2013). ...
Understanding spatial transformations and their mathematical representations is essential in computer-aided design, computer graphics, robotics, etc. This research has developed and tested an augmented reality (AR) application (BRICKxAR/T) to enhance students’ learning of spatial transformation matrices. BRICKxAR/T leverages AR features, including information augmentation, physical–virtual object interplay, and embodied learning, to create a novel and effective visualization experience for learning. In this paper, we evaluated the BRICKxAR/T as a learning intervention using LEGO models for physical and virtual manipulatives in an experiment. The experiment compared AR (N = 29) vs. non-AR (N = 30) learning workshops with pre- and post-tests on Purdue Visualization of Rotations Test and math questions to assess students’ learning gains. All participants math scores significantly improved with the AR workshop tending to show greater improvements. The post-workshop survey showed students were inclined to think BRICKxAR/T an interesting and useful application, and they spent more time learning in AR than non-AR.
... Also, some VR experiments report health issues such as motion sickness and injuries due to wearing VR headsets such as Oculus [23] [27]. In contrast, AR supports automatic perspective view alignment with the user's relative position, embodied learning, and physical interactions, which facilitate tangible manipulatives in 3D space, and contribute to improving mental 3D visualization [7], revising mental model misconceptions [28], enhancing spatial cognition and design creativity [6] [29], improving idea generation [28] [6], and encouraging epistemic action and memory retrieval [30]. ...
Understanding spatial transformations and their mathematical representations are essential in computer-aided design, robotics, etc. This research has developed and tested an Augmented Reality (AR) application (BRICKxAR/T) to enhance students' learning of spatial transformation matrices. BRICKxAR/T leverages AR features, including information augmentation, physical-virtual object interplay, and embodied learning, to create a novel and effective visualization experience for learning. BRICKxAR T has been evaluated as a learning intervention using LEGO models as example physical and virtual manipulatives in a user study to assess students' learning gains. The study compared AR (N=29) vs. non-AR (N=30) learning workshops with pre- and post-tests on Purdue Visualization of Rotations Test and math questions. Students' math scores significantly improved after participating in both workshops with the AR workshop tending to show greater improvements. The post-workshop survey showed students were inclined to think BRICKxAR/T an interesting and useful application, and they spent more time learning in AR than non-AR.
... Un estudio temprano comparó las Interfaces Gráficas de Usuario (Graphical User Interfaces -GUI) con las TUI en un trabajo de diseño colaborativo, hallando que los grupos que usaban TUI realizaban múltiples acciones cognitivas en menos tiempo, hacían más hallazgos inesperados sobre las posibilidades del diseño espacial y exhibían más comportamientos relacionados con la solución de problemas (Kim & Maher, 2008). Un estudio de 2015 reafirmó estos hallazgos poniendo el foco en usuarios que encaraban tareas de diseño creativo, hallando específicamente que el uso de TUI reduce la carga cognitiva del usuario en comparación con el uso de GUI para una tarea equivalente (Chandrasekera & Yoon, 2015). ...
Ivan Illich famously coined the term «tools for conviviality» in which he refers to tools that encourage individual creativity and expression, and that can be adapted to people’s needs and situations. This paper describes the design of an interactive adaptable tool, whose applications include education and game play, and contextualizes it within Illich’s framework. The Collaborative Interactive Tabletop for Education (CITE), currently being developed at SUNY Polytechnic, allows users to manipulate digital information through the manipulation of hand-held tabletop objects. Such interfaces, known as Tangible User Interfaces (TUI), are believed to have significant advantages over traditional screen-based interfaces. For example, they have been shown to measurably increase collaborative behavior among users. However, TUIs have not been widely adopted, perhaps because most current TUI designs require some kind of specialized hardware. Our approach is to instead create a system, a set of verified instructions along with open-license software packages, for adapting any combination of standard computer hardware into a highly customizable interactive tabletop.
... Vision-based AR supports designing a room with furniture Chandrasekera & Yoon (2015) See-through AR supports a heat conduction experiment Strzys et al. (2019) Vision-based AR supports endoscopic sinus surgery Dixon et al. (2012) AR condition higher CL, performance better (6.3%) ...
Background
Previous studies on augmented reality‐enriched learning and training indicated conflicting results regarding the cognitive load involved: some authors report that AR can reduce cognitive load, others have shown that AR is perceived as cognitively demanding and can lead to poorer performance.
Objectives
The aim of this study is to systematically analyse previous research on AR and cognitive load, including performance, and thus to be able to contribute to answering the question of the impact of AR on cognitive load when used in learning environments.
Methods
This study applied the systematic review method. A total of 58 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are now reported as a synthesis.
Results and Conclusions
Compared to other technologies, AR seems to be less cognitively demanding and also leads to higher performance. However, these results are based on media comparison studies that have been criticized for years. The spatial AR type is better compared to see‐through AR. However, the latter can be improved by visual cues and the addition of learning activities, such as value‐added studies have revealed.
Major takeaways
The essential findings of this study are that the technology used, for example, AR glasses, can unnecessarily increase cognitive load and that still many studies focus on the comparison of AR with more traditional media. Less studies applied alternative research designs, for example, value‐added comparisons. However, such designs are better suited to investigate design principles for AR‐enriched learning environments, which can then in turn reduce cognitive load as well as positively affect performance.
... In various areas of STEAM (Science, Technology, Engineering, Arts/Architecture, and Mathematics), the effect of physical models on cognitive learning and spatial abilities has been explored. The studies suggest that physical activities increase the creativity of students in design ideation [8] [11], reduce the extraneous cognitive load in the creative design process [12], promote students' spatial skill in understanding scale relations between geometries [13], and improve interaction and communication in a collaborative working environment [14]. Physical interaction supports embodied spatial awareness and helps students in mental visualization skills [15]. ...
Despite the remarkable development of parametric modeling methods for architectural design, a significant problem still exists, which is the lack of knowledge and skill regarding the professional implementation of parametric design in architectural modeling. Considering the numerous advantages of digital/parametric modeling in rapid prototyping and simulation most instructors encourage students to use digital modeling even from the early stages of design; however, an appropriate context to learn the basics of digital design thinking is rarely provided in architectural pedagogy. This paper presents an educational tool, specifically an Augmented Reality (AR) intervention, to help students understand the fundamental concepts of parametric modeling before diving into complex parametric modeling platforms. The goal of the AR intervention is to illustrate geometric transformation and the associated math functions so that students learn the mathematical logic behind the algorithmic thinking of parametric modeling. We have developed BRICKxAR_T, an educational AR prototype, that intends to help students learn geometric transformations in an immersive spatial AR environment. A LEGO set is used within the AR intervention as a physical manipulative to support physical interaction and improve spatial skill through body gesture.
... In various areas of STEAM (Science, Technology, Engineering, Arts/Architecture, and Mathematics), the effect of physical models on cognitive learning and spatial abilities has been explored. The studies suggest that physical activities increase the creativity of students in design ideation [8] [11], reduce the extraneous cognitive load in the creative design process [12], promote students' spatial skill in understanding scale relations between geometries [13], and improve interaction and communication in a collaborative working environment [14]. Physical interaction supports embodied spatial awareness and helps students in mental visualization skills [15]. ...
Despite the remarkable development of parametric modeling methods for architectural design, a significant problem still exists, which is the lack of knowledge and skill regarding the professional implementation of parametric design in architectural modeling. Considering the numerous advantages of digital/parametric modeling in rapid prototyping and simulation most instructors encourage students to use digital modeling even from the early stages of design; however, an appropriate context to learn the basics of digital design thinking is rarely provided in architectural pedagogy. This paper presents an educational tool, specifically an Augmented Reality (AR) intervention, to help students understand the fundamental concepts of para-metric modeling before diving into complex parametric modeling platforms. The goal of the AR intervention is to illustrate geometric transformation and the associated math functions so that students learn the mathematical logic behind the algorithmic thinking of parametric modeling. We have developed BRICKxAR_T, an educational AR prototype, that intends to help students learn geometric transformations in an immersive spatial AR environment. A LEGO set is used within the AR intervention as a physical manipulative to support physical interaction and im-prove spatial skill through body gesture.
... It has also been found that the type of user interface for a multimedia courseware significantly impacts on student learning process. For example Chandrasekera and Yoon (2015) in a study on the effect of tangible user interfaces on Cognitive Load found out that that epistemic action in tangible user interfaces such as Augmented Reality interfaces reduces cognitive load. In support of the above finding, (Cheon and Grant, 2016) in a study on the effects of metaphorical interface on germane cognitive load in Web-based instruction found that a metaphorical interface enhanced learners' germane cognitive load and learning performance. ...
The increased availability and use of information and communication tools such as multimedia courseware design in education, has gained the attention of instructors and multimedia developers in a bid to foster student learning. However, there is still scanty literature with regard to how user interface design of multimedia course environments fosters student learning process. The purpose of this study was to explore the students of a higher learning institution in Malaysia's perceptions on how user interface design fosters their learning process in a multimedia courseware. This study adopted a qualitative design with semi-structured interviews as the data collection tool. Two postgraduate students participated in the in-depth interviews after learning from a multimedia module on how to use the Excel software. Thematic analysis was used to derive meaning from students' experiences with the learning courseware. From the interviews, it was found that the nature and usability of the interface design of multimedia courseware influences learning motivation, interactivity and cognitive load. The participants also identified software and hardware issues as the key challenges in using the multimedia courseware. Suggestions on how to improve future multimedia courseware were also noted. It is also recommended that further studies be carried on larger samples, using other research approaches and designs to allow for generalisability of the research findings.
... The introduction of Tangible User Interfaces (TUIs) as an educational technology quickly received interest in such a context especially for its effectiveness towards augmenting student motivation [6]. Following a comparative study with Graphical User Interfaces (GUIs) on creative design processes, the interaction techniques provided by TUI architectures outlined a substantial enhancement in student's design abilities as well a reduction of the cognitive load needed to interact with the technology [12]. ...
Interactive and tangible computing platforms have garnered increased interest in the pursuit of embedding active learning pedagogies within curricula through educational technologies. Whilst Tangible User Interface (TUI) systems have successfully been developed to edutain children in various research, TUI architectures have seen limited deployment in more complex and abstract domains. In light of these limitations, this paper proposes an active TUI framework that addresses the challenges experienced in teaching and learning artificial intelligence (AI) within higher educational institutions. The proposal extends an aptly designed tabletop TUI architecture with the novel interactive paradigm of active tangible manipulatives to provide a more engaging and effective user interaction. The paper describes the deployment of the proposed TUI framework within an undergraduate laboratory session to aid in the teaching and learning of artificial neural networks. The experiment is assessed against currently adopted educational computer software and the obtained results highlight the potential of the proposed TUI framework to augment students? gain in knowledge and understanding of abstracted threshold concepts in higher education.
... Researchers have explored how cognitive load affects the decision making process [36], as well as how cognitive load affects performance [37,38]. Many researchers have suggested that cognitive load can be reduced through interfaces such as Augmented Reality [39][40][41]. Studies have shown that aging reduces the working memory capacity [42,43]. ...
BACKGROUND: As the older adult population in the U.S. continues to grow, it has become a priority to ensure the health, safety, and well-being of these individuals while maintaining their dignity and autonomy. OBJECTIVE: Memory loss and physical impairments have been identified as factors that restrict older adults from living independently. The objectives were (1) to develop a hybrid space within the participants' living environments using an Augmented Reality object location and information system based on visual and spatial organization and (2) to assess the users' perceptions of using such technology. METHOD: Three older adults who had a physical impairment and also suffered mild memory loss participated in the study. These three individuals were provided with the mobile system, and their subjective responses were documented through interviews and a questionnaire. RESULTS: The results of the study suggest that participants found the system very useful and easy to use. CONCLUSIONS: The results of the study suggest that the older adults who took part in the study were very open to the idea of using such an AR object location and information system based on visual and spatial organization hosted on electronic mobile devices to enhance their living environments.
