Document Type
Dissertation
Date of Award
12-31-2024
Degree Name
Doctor of Philosophy in Information Systems - (Ph.D.)
Department
Informatics
First Advisor
Margarita Vinnikov
Second Advisor
Michael J. Lee
Third Advisor
Salam Daher
Fourth Advisor
Amy K. Hoover
Fifth Advisor
Mark Cartwright
Sixth Advisor
Bruce Ferwerda
Abstract
Augmented Reality (AR) technology provides an effective and controllable learning environment, especially for complicated, potentially dangerous, or critical content. Effective implementation of interaction and platforms for educational tools can maximize learner engagement and optimize the learning experience. This dissertation explores the potential of AR technology to enhance learning experiences across multiple platforms and subject areas, particularly within chemistry and mathematics. The dissertation is grounded in the field of Human-Computer Interaction (HCI) and explores the potential of AR to increase learner engagement, improve learning outcomes, and transform traditional pedagogical practices.
The dissertation is divided into two parts. The first part examines the use of AR in chemistry education through studies exploring the effects of platform (desktop, tablet, HoloLens), interaction modalities (tactile vs. auditory), and feedback mechanisms on learning performance and user experience. These studies assess qualitative learning outcomes (pre-test, post-test, and retention test) and usability in delivering chemistry lessons (name, symbol, and atomic number of common elements). Findings demonstrate that immersive AR environments, particularly those leveraging the HoloLens, significantly improve test scores and provide more engaging learning experiences. Tactile feedback enhanced learner engagement, while auditory feedback contributed to enjoyment and motivation, offering important insights into the design of AR learning tools.
The second part of the study (Study 2) extends the research to mathematics, exploring the application of AR and Virtual Reality (VR) tools in learning matrix transformations. These interfaces aimed to facilitate comprehension and visualization of matrix transformations, integrating mathematical concepts with interactive tools in relation to coordinate frames and other related concepts. The research explored three modalities: two-dimension traditional (2D), three-dimension VR (3D-VR), and three-dimension AR (3D-AR) to evaluate student recall and knowledge transfer. The results indicate that these immersive interfaces facilitate a deeper understanding of complex mathematical concepts, increasing comprehension and receiving positive usability feedback from participants.
Overall, this dissertation contributes to educational technology and HCI by highlighting the importance of platform selection, interaction techniques, and user experience in optimizing AR learning tools. The dissertation demonstrates the benefits of integrating educational technology in Science, Technology, Engineering, and Mathematics (STEM) education, including increased motivation, improved conceptual understanding, and enhanced problem-solving skills among students. The findings emphasize the potential of immersive technologies to transform education across diverse subjects, offering valuable insights to design future educational applications. This understanding is essential for researchers to create engaging and effective learning tools.
Recommended Citation
Nanon, Kantida, "Game-based learning with augmented reality" (2024). Dissertations. 1807.
https://digitalcommons.njit.edu/dissertations/1807
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Technology Commons, Elementary Education Commons, Science and Mathematics Education Commons, Science and Technology Studies Commons
