Evaluating Learning with Tangible and Virtual Representations of Archaeological Artifacts

Technological advances offer new methods of representing physical objects in tangible and virtual forms. This study compares learning outcomes from 61 students as they interact with ancient Egyptian sculptures using three increasingly popular educational technologies: HoloLens AR headset, 3D model viewing website (SketchFab), and plastic extrusion 3D prints. We explored how differences in interaction styles affect the learning process, quantitative and qualitative learning outcomes, and critical analysis.

[1]  Ann Morrison,et al.  Like bees around the hive: a comparative study of a mobile augmented reality map , 2009, CHI.

[2]  Jorge Bacca,et al.  Augmented Reality Trends in Education: A Systematic Review of Research and Applications , 2014, J. Educ. Technol. Soc..

[3]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[4]  Helen J. Chatterjee,et al.  Staying Essential: Articulating the Value of Object Based Learning , 2009 .

[5]  Orit Shaer,et al.  HoloMuse: Enhancing Engagement with Archaeological Artifacts through Gesture-Based Interaction with Holograms , 2017, TEI.

[6]  Saiganesh Swaminathan,et al.  Linespace: A Sensemaking Platform for the Blind , 2016, CHI.

[7]  Andy Cockburn,et al.  Evaluating the effectiveness of spatial memory in 2D and 3D physical and virtual environments , 2002, CHI.

[8]  Justus Thies,et al.  Real-time pixel luminance optimization for dynamic multi-projection mapping , 2015, ACM Trans. Graph..

[9]  Á. Pascual-Leone,et al.  The Multisensory Museum: Cross-Disciplinary Perspectives on Touch, Sound, Smell, Memory, and Space , 2017 .

[10]  Ole Iversen,et al.  Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom , 2016, FabLearn.

[11]  G. Olympiou,et al.  Physical versus Virtual Manipulative Experimentation in Physics Learning. , 2011 .

[12]  B. Bloom,et al.  Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , 1966 .

[13]  Helen J. Chatterjee,et al.  Object-based learning in higher education: The pedagogical power of museums , 2011 .

[14]  Corrado Petrucco,et al.  Apprendere con il digital storytelling , 2009 .

[15]  Kun Zhou,et al.  Computational hydrographic printing , 2015, ACM Trans. Graph..

[16]  Davis Baird,et al.  Thing Knowledge: A Philosophy of Scientific Instruments , 2004 .

[17]  Bronwyn Bevan,et al.  Equity-Oriented Pedagogical Strategies and Student Learning in After School Making , 2016, FabLearn.

[18]  Alyssa Friend Wise,et al.  Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design , 2013, Interact. Comput..

[19]  Matt Bower,et al.  Augmented reality in Education — Cases, places, and potentials , 2013, 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM).

[20]  S. Hart,et al.  Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research , 1988 .

[21]  Orit Shaer,et al.  BacPack: Exploring the Role of Tangibles in a Museum Exhibit for Bio-Design , 2017, TEI.

[22]  Ricardo Dutra Goncalves,et al.  Designing Learning Environments for Social Dreaming: From Inquiry to Insight, and Action , 2016, FabLearn.

[23]  Maria del Carmen Juan Lizandra,et al.  Lessons learnt from an experience with an augmented reality iPhone learning game , 2011, Advances in Computer Entertainment Technology.

[24]  Chris North,et al.  An insight-based methodology for evaluating bioinformatics visualizations , 2005, IEEE Transactions on Visualization and Computer Graphics.

[25]  H. Rheinberger.  Toward a History of Epistemic Things: Synthesizing Proteins in the Test Tube , 1997 .

[26]  N. Nersessian.  The Cognitive Basis of Science: The cognitive basis of model-based reasoning in science , 2002 .

[27]  Jennifer Loy,et al.  eLearning and eMaking: 3D Printing Blurring the Digital and the Physical , 2014 .

[28]  Danae Stanton Fraser,et al.  Literature Review in Learning with Tangible Technologies , 2004 .

[29]  Francis K. H. Quek,et al.  Toward a Making Community of Practice: The Social Aspects of Elementary Classroom-Based Making , 2016, FabLearn.

[30]  Rosemary Luckin,et al.  Tangibles in the balance: a discovery learning task with physical or graphical materials , 2010, TEI '10.

[31]  Richard Halstead-Nussloch,et al.  Teaching and learning ubiquitous CHI (UCHI) design: suggestions from the Bauhaus Model , 2002, CHI Extended Abstracts.

[32]  Stacey Kuznetsov,et al.  Crafting Colorful Objects: a DIY Method for Adding Surface Detail to 3D Prints , 2017, CHI Extended Abstracts.

[33]  Nancy J. Nersessian,et al.  Creating Scientific Concepts , 2008 .

[34]  Andreas Butz,et al.  If Your Mind Can Grasp It, Your Hands Will Help , 2016, TEI.

[35]  Foad Hamidi,et al.  Using Robotics and 3D Printing to Introduce Youth to Computer Science and Electromechanical Engineering , 2017, CHI Extended Abstracts.

[36]  J. M. Andújar Márquez,et al.  A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education , 2012 .

[37]  Paul Marshall,et al.  Do tangible interfaces enhance learning? , 2007, TEI.

[38]  Jonathan W. Kelly,et al.  Haptic experiences influence visually acquired memories: Reference frames during multimodal spatial learning , 2011, Psychonomic bulletin & review.

[39]  Gilles Simon,et al.  An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study , 2013, IHM.

[40]  Lara M. Triona,et al.  Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments , 2003 .

[41]  S. A. Becker,et al.  NMC Horizon Report: 2016 Higher Education Edition , 2015 .

[42]  C. Matuk.  The Learning Affordances of Augmented Reality for Museum Exhibits on Human Health , 2016 .

[43]  Eyal Ofek,et al.  NormalTouch and TextureTouch: High-fidelity 3D Haptic Shape Rendering on Handheld Virtual Reality Controllers , 2016, UIST.

[44]  Danielle Harlow,et al.  Educating Teachers for the Maker Movement: Pre-service Teachers' Experiences Facilitating Maker Activities , 2016, FabLearn.

[45]  Leonie Hannan,et al.  Object Based Learning: a powerful pedagogy for higher education , 2013 .

[46]  Pierre Dragicevic,et al.  Evaluating the efficiency of physical visualizations , 2013, CHI.

[47]  Tom Yeh,et al.  Toward 3D-Printed Movable Tactile Pictures for Children with Visual Impairments , 2015, CHI.

[48]  David Kirsh,et al.  Complementary Strategies: Why we use our hands when we think , 1995 .

[49]  Covadonga Lorenzo,et al.  Digital Fabrication as a Tool for Teaching High-School Students STEM at the University , 2017, IDC.

[50]  Gabriela Celani,et al.  Digital Fabrication Laboratories: Pedagogy and Impacts on Architectural Education , 2012 .

[51]  Embedded Interaction.  International Conference on Tangible and Embedded Interaction : TEI , 2007 .

[52]  Albrecht Schmidt,et al.  Integrating material and digital: a new way for cultural heritage , 2013, INTR.

[53]  John T. Sherrill.  Teaching Documentation through 3D Printing and Instructables , 2016, SIGDOC.

[54]  Ronald Azuma,et al.  Recent Advances in Augmented Reality , 2001, IEEE Computer Graphics and Applications.

[55]  Paul P. Maglio,et al.  On Distinguishing Epistemic from Pragmatic Action , 1994, Cogn. Sci..