(106d) Educational Augmented Reality Tools: Development, Implementation, and Assessment of Phase I | AIChE

(106d) Educational Augmented Reality Tools: Development, Implementation, and Assessment of Phase I


Kakosimos, K. E. - Presenter, Texas A&M University at Qatar
Salama, G., Texas A&M University at Qatar
Kozusznik, M., Texas A&M University at Qatar
Castier, M., Texas A&M University at Qatar
Pairing teaching and learning strategies with appropriate device and technology trends can greatly enhance the motivation to learn [1]. Through years of empirical studies, research on the use of computer or Internet in education has come to understand the relationships between learners’ characteristics and technology use, and has already shown some effectiveness of technologies in promoting learning outcomes [2]. Wearable technologies equipped with Augmented Reality (AR or Mixed Reality capabilities offer a lot of promise for education and training [3]. Such technologies have features that greatly align with the expectations of new student learners. At the same time, unlocking the full potential of these emerging technologies through proper tools and application implementation is essential for realizing the intended benefits [4]. However, compared to studies of more mature technologies in education, research of AR applications in education is in an early stage, and evidence of the effects of AR on teaching and learning appears to be shallow [5].

During the past years, in the context of EduART I (Transformative Educational Experiences 2016, a Texas A&M at Qatar grant), we investigated the use of AR to enhance the instructional experience of engineering students. A team of three faculty, one laboratory staff, two students, and an external programmer developed a visual support tool as a means to improve learning of chemical engineering students engaged in a specific laboratory activity while mitigating the challenges of laboratory work. The pilot demonstration of EduART I took place October-December 2017, where around 30 students, from multiple levels, participated. The experimental evaluation showed encouraging results, 43% showed significant and marginal improvements on the learning outcomes. A tremendous impact on the learning attitude was observed while impressive satisfaction and significant cognitive validity were captured in the self-surveys. To the best of our knowledge, there are very few similar efforts in engineering education and here we share the experiences gained during the development, implementation and assessment of EduART.