The Effectiveness of Cognitive Elaboration Using Augmented Reality as a Training and Learning Paradigm

Abstract

Until now, little research attention in the area of Augmented Reality (AR) has been paid to the cognitive benefits engendered by this emerging technology. AR, the synthesis of computer images and text in the real world (Azuma, 1997), affords a supplement to normal information acquisition that has yet to be fully explored and exploited. AR achieves a more smooth and seamless interface by complementing human cognitive networks, and aiding information integration through multi-modal sensory elaboration, by utilizing visual, verbal, proprioceptive, and tactile memory while the user is performing real world tasks. AR also incorporates visuo-spatial ability, which involves the representations of spatial information in memory. The use of this type of information is an extremely powerful form of elaboration.

This study examined four learning paradigms: print (printed material) mode, observe (video tape) mode, interact (text annotations activated by mouse interaction) mode, and select (AR) mode. The results of the experiment indicated that the select (AR) mode resulted in better learning and recall when compared to the other 3 conventional modes of learning. Implications for training and curriculum design are discussed.

Get full access to this article

View all access options for this article.

References

Azuma

R. T.

(1997). A Survey of Augmented Realty. Presence, 6(4), 355–385.

Azuma

R. T.

Baillot

Behringer

Feiner

Julier

MacIntyre

(2001). Recent Advances in Augmented Reality. IEEE Computer Graphics and Applications, 21(6), 34–47.

Billinghurst

Kato

(2002). Collaborative Augmented Reality. Communications of the ACM, 45, 64–70.

Fishkin

Gujar

Harrison

Moran

Want

(2000). Embodied User Interfaces for Really Direct Manipulation. Communications of the ACM, 43(9), 75–80.

Gangadharan

Majoros

Vincenzi

(2001). Collaborative Research on Augmented Reality, NASA (KSC)/Embry-Riddle/Boeing. Daytona Beach, Florida: Embry-Riddle Aeronautical University.

Kalawsky

Stedmon

A. W.

Hill

Cook

(2000a). Old Theories, New Technologies: Developing Guidelines for the Cognitive Ergonomics of Augmented Reality. Paper presented at the Human Factors and Ergonomics Society, Santa Monica, CA.

Kalawsky

Stedmon

A. W.

Hill

Cook

(2000b). A Taxonomy of Technology: Defining Augmented Reality. Paper presented at the Human Factors and Ergonomics Society Annual Meeting, Santa Monica, CA.

Majoros

Boyle

(1997). Maintainability. In Salvendy

Handbook of Human Factors and Ergonomics (2nd ed., pp. 1569–1592). New York: John Wiley.

Majoros

Neumann

(2001). Support of Crew Problem-Solving and Performance with Augmented Reality. Galveston, TX: Bioastronautics Investigators' Workshop.

10.

Neumann

Majoros

(1998). Cognitive, Performance, and System Issues for Augmented Reality Applications in Manufacturing and Maintenance. Proceedings of IEEE the Virtual Reality Annual International Symposium (VRAIS), 4–11.

11.

Valimont

(2002). The Effectiveness of an Augmented Reality Learning Paradigm. Unpublished Masters Thesis. Embry-Riddle Aeronautical University. Daytona Beach, FL.

12.

Yeh

Wickens

(2001). Display Signaling in Augmented Reality: Effects of Cue Reliability and Image Realism on Attention Allocation and Trust Calibration. Human Factors, 43(3), 355–365.