Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502807
Title: Modelling skill learning for augmented and virtual reality learning environments
Author: Ng, Giap Weng
ISNI:       0000 0004 2674 1552
Awarding Body: University of Salford
Current Institution: University of Salford
Date of Award: 2007
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Abstract:
This study modelled skill learning in Augmented Reality (AR) and Virtual Reality (VR) learning environments. An analytical literature review, primarily from the domains of AR and VR, Learning, Human-Computer Interaction (HCI) including user-based experimentation, methodological and contextual variations, was carried out to bring the dispersed research work together, organize and develop it into a meaningful conceptual structure. The development of AR Learning Environment (ARLE) system was an extension ofan existing system while VR Learning Environment (ViRLE) was developed solely the author. A total of 70 undergraduate students, who were not literate in computer subjects, were divided into equal two groups for assessing both ARLE and ViRLE with standardized experimental theories and procedures guided by Cognitive Task Analysis (CTA) and User Modelling techniques. In particular, 'think-aloud' and observation, Performance tests and Usability questionnaires were conducted to assess the two technologies when learning the skills required for assembly/maintenance tasks involving computer accessories. The Independent-Sample T-Test was used to determine if there was a statistically significant difference in the means of the dependent variables for the two (AR and VR) learning technologies. The results of the Performance Tests, Usability Questionnaires, task completion times, errors in the assembly/maintenance tasks and Verbal Protocol analysis supported the hypotheses that firstly, Hi:"An AR learning environment is moderately superior to the VR learning environment for promoting learning because of its tangible nature", and secondly, H 2 :"Self-explanation (a deliberate learning strategy) is appropriate for achieving the learning outcomes in schema-indue ing learning environments". The results obtained are new and an important addition to the paradigm of AR, in terms of its HCI methodology (users' participation) and comparative merits and demerits of AR and VR paradigms. This also showed that both AR and VR technologies are effective tools for promoting skill learning for assembly/maintenance tasks involving computer accessories. Moreover, the data from 'think-aloud' and observation data also indirectly revealed a model for skill learning (user interaction with learning environments).
Supervisor: Not available Sponsor: University Malaysia Sarawak ; Government of Malaysia
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.502807  DOI: Not available
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