Mixed Reality Classroom-Learning from Entertainment

1
Mixed Reality Classroom-Learning from
Entertainment

• Wei Liu, Adrian David Cheok
• Mixed Reality Lab, National University of
  Singapore
• Charissa Lim Mei-Ling, Yin-Leng Theng
• Wee Lim Wee School of Communication and
  Information, Nanyang Technological University,
  Singapore

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Introduction

• Enables constructivism and experiential learning
• Enables social or collaborative learning
• Presence Allowing students to feel a sense of
  presence
• Immersion
• Interactivity

3
System Overview

• Contents design
• System design to suitable for the classroom
  environment and motivating students
• Simplicity and robustness suitable for children
  or people without IT background

4
System Design

• Solar System Overview

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User Interactions (Solar System)

• what
  happen when you put different
• 
  objects on the Earth
  or the Mars
• Pick up different layers of the Earth
  

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Quiz (Solar System)
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Plant System

• Seed Germination

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• Seed dispersal

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• Photosynthesis

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• Reproduction

Self-pollination
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User Study

• The Pilot Study
• The whole study is divided into four sessions
  demonstration, brief hand-on, task-oriented
  interaction and focus group session.
• Finding and analysis
• 1. Usability
• 2. The factors relate with the improvement the
  acceptance

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User Acceptance Study on a Plant Mixed Reality
System (PMRS)

• Theoretical Model Technology Acceptance Model
  (TAM)
• Objectives First, this study investigated
  factors that might influence the acceptance of
  PMRS Second, the determinants of students
  perceptions were also investigated.

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Research questions

• RQ1 What factors affect students perceived
  usefulness, perceived ease of use and intention
  to use mixed reality programs for learning?
• RQ2 What factors affect educators perceived
  usefulness, perceived ease of use and intention
  to use mixed reality programs for teaching?
• RQ3 How receptive are students and educators
  towards the use of mixed reality programs, based
  on these factors and constructs?

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Modified Technology Acceptance Model and
Hypotheses

• Set H1 Hypotheses Experience-related
• Set H2 Hypotheses System-related
• Set H3 Hypotheses Individual-related
• Set H4 Hypotheses Social influence-related
• Set H5 Hypotheses Overall Perception

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Result and Analyses

• General Response
• Experience-related Response
• System-related Response
• Individual-related Response
• Social Influence-related Response

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Hypotheses Testing

• Perceived enjoyment attitude - Interest
  engagement
• System quality perceived ease of use
• Personal innovativeness - compatibility
• Social influence - perceived usefulness
• Perceived usefulness was more important than
  perceived ease of use as a factor in determining
  intention to use.

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Discussion and design implication

• Experience-related findings
• System-related findings
• Individual-related findings
• Social Influence-related findings
• TAM-related findings

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Conclusion and Future Works

• Our MR classroom project had been used for pilot
  classroom teaching and obtained initial ,
  positive feedback from teachers and student.
• The study shows that students intention to use
  MR for learning was influenced directly by
  perceived usefulness and indirectly through
  perceived ease of use and social influence.
• Future work will focus on improving the system
  quality such as new tracking algorithm,
  applications and interactions design

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Thank You