Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum

Abstract

This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids.

Keywords:

• augmented reality
• manipulative aids
• evaluation of multimedia resources
• bridging different learning environments
• academic achievement
• learning motivation

Acknowledgements

This paper was sponsored in part by “Aim for the Top University Project” of National Taiwan Normal University, and the National Science Council, Taiwan, R.O.C. under Contract No. 101-2511-S-003-035-, 101-2511-S-003-056-MY3, 102-2622-S-003-001-.

Notes on contributors

Dr Hsien-Sheng Hsiao is now professor in the Department of Technology Application and Human Resource Development of National Taiwan Normal University. He received his PhD degree in Information Science from National Chia-Tung University in Taiwan. His research interests mainly focus on game-based learning, ubiquitous learning, innovative technology for education, and cloud-based computing systems. He is also a Dean of the Office of Research and Development of National Taiwan Normal University.

Cheng-Sian Chang received his PhD degree from the Department of Information and Learning Technology, National University of Tainan, Taiwan. His research interests include agent-based system, computer-assisted language learning, mobile learning, game-based learning, and education cloud.

Chien-Yu Lin is a PhD candidate of the Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan. His research interests include intelligent classroom, mobile learning, game-based learning, and education cloud.

Yau-Zng Wang is an MS Candidate of the Department of Technology Application and Human Resource Development, National Taiwan Normal University. His research interests include augmented reality and mobile learning.

Notes

1. Formal learning consists of learning that occurs within a planned and structured context (such as formal education, in-company training, etc.), whereas non-formal learning consists of learning embedded in planned activities in a meaningful context (such as museums, zoos, or planetariums) that may be fascinate with the student's learning motivation; informal learning is defined as learning resulting from daily life activities related to work, family, or leisure (Coombs & Ahmed, 1974; Eshach, 2007; Mocker & Spear, 1982).