EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
Theoretical Framework Regarding the Usability of Augmented Reality in Open and Distance Learning Systems Hakan Altinpulluk Open Education Faculty Anadolu University Eskisehir, Turkey
[email protected] Gulsun Eby Group Coordinatorship of R&D and International Relations Anadolu University Eskisehir, Turkey
[email protected] Abstract: Open and Distance Learning (ODL) systems require the use of new and unique technological mediums, and are strengthened this way. Augmented Reality (AR) is an innovative medium which is defined as enriching objects and locations in the physical world using artificial elements. AR, which is applied through various hardware and software components, can also be used in ODL mediums. However there has not been much research into the usability of this medium. Within this context, benefitting from dimensions of the Universal Design Principles (UDP) and ODL, a theoretical framework would be a useful guide. In this study, the term AR is first defined and its usage areas are investigated. Then we look at studies in which AR and ODL systems are associated. And in the last section, we provide an explanation of UDP and construct the theoretical framework of the study.
Introduction AR is implemented with the physical world objects onto digital additions which were derived computer systems. AR can be used in various fields from an games to museums and also used in traditional learning environment. However, this may not apply in the same way for ODL environments. ODL environments include very different approaches in terms of philosophy, design, theory and practice according to the traditional learning activities (Aydın, 2011; Eby, 2013). ODL as a new way of life, should not be considered as the integration of advanced technology applications into the learning activities (Eby, 2013). Therefore, while the theoretical framework of the study is created, the dimension of the ODL environments will not only "Technology" are discussed, but also the "Learning" and "Communication" aspects of relationships will be taken into consideration. In this context, theoretical basis of this study will include "Learning", "Communication" and "Technology" which are the dimensions of ODL and UDP. UDP are used primarily in the areas of architecture and engineering, these principles have proven to be adaptable to a wide variety of disciplines. These principles aim to offer accessibility to everyone, regardless of gender, ethnicity, age, status, disability and learning style. There are quite limited numbers of studies in terms of AR with UDP in ODL whereas there is no research directly focusing on usability issue in the related literature. Therefore, this study will be the first one in the related literature. This is the original value of the study, and also brings a new vision to ODL to build accessible milieus. The main purpose of the study is aimed at achieving the following results in the framework: To help to design/build an approach for interactive, efficient, rich and innovative ODL experiences with AR, To prepare a roadmap for integrating an exist structure with AR in ODL environments, and To design/build the main guidelines for establishing the necessary infrastructure for the future use of AR in ODL environments.
-481-
EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016
What is Augmented Reality? AR is a variation of a virtual reality (VR) as it is more commonly called (Kipper & Rampolla, 2012). VR attempts to create an artificial world that a person can experience interactively, predominantly through his or her sense of vision, but also via audio, tactile, and other senses (Höllerer & Feiner, 2004). In contrast, AR is taking digital or computer generated information, whether it be images, audio, video, and touch or haptic sensations and overlaying them over in a real time environment (Kipper & Rampolla, 2012). AR also brings about an interactive experience, but aims to supplement the real world, rather than creating an entirely artificial/synthetic environment (Höllerer & Feiner, 2004). Instead of a technological novelty, AR should be considered as a medium (Craig, 2013). AR has three basic features (Azuma, 1997): 1. AR combines real and virtual. 2. AR is interactive in real time. 3. AR is registered in 3D environment. AR aims at simplifying the user’s life by bringing virtual information not only to his immediate surroundings, but also to any indirect view of the real-world environment (Carmigniani & Furth, 2011). Although AR has been used in various ways since the 1950s, it began to be more popular after the start of the millennium with the introduction of the internet, through the diversity of mobile devices that gained ever more powerful features, and with wearable technologies becoming widespread. At present, there exist highly developed platforms that are related to the production of virtual content through software and hardware, and the integration of this with real world elements. These four platforms can be ordered as follows (Kipper & Rampolla, 2012): 1. Personal Computers with Webcams 2. Kiosks, Digital Signage, and Window Displays 3. Smartphones and Tablets 4. AR Glasses and Head-Mounted Displays By means of these platforms, AR is used in various fields, from advertising to healthcare, from the military to the entertainment sectors. It is also observed that it is being used in the field of education in various forms. A study conducted by Billinghurst and Duenser (2012) showed that the high interaction level AR provides actually increases learners’ kinesthetic and visual / spatial skills, while also enriching their problem solving skills and increasing their motivation levels. In addition to this, the authors of the same study conclude that AR develops literacy skills and facilitates the development of spatial comprehension skills in people with low literacy skills. AR can be described as a medium, one which can be used in many different educational disciplines and which contributes to the learning experience.
Augmented Reality in Open and Distance Learning Systems Despite the fact that many applications have been made and research conducted on the use of AR in traditional education, the usability of AR in ODL systems, which contain unique approaches in terms of philosophy, design, theory and application (Aydın, 2011; Eby, 2013), should be questioned, and how it will enrich these systems should be determined. Our literature review reveals that studies in which AR is associated with ODL are limited in number. This study is important in that it is the first study to explore how AR, under the guidance of UDP, can add value to the sub-components that facilitate usability in ODL systems (ensure their usability is effective, efficient and pleasant). It does not consider AR and ODL mediums to be only a matter of technological integration, but deals with learning and communication dimensions as well, and is expected to make a contribution to the literature. “Whether” and “How” AR can be used in ODL mediums should be determined. From this perspective, it is important to enrich and diversify ODL mediums, and to enhance their interaction levels. Likewise, it is equally necessary to bring a new perspective to the field, and determine how the integration of different technologies can be realized, how this new technology can be made accessible and how it can constitute an example for other institutions. Kaufmann, Csisinko and Totter (2006), whose objective was to integrate AR and ODL systems, designed software that was aimed at teaching geometry, with a motivation to distribute this learning medium to remote
-482-
EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016 learners. Lee, Choi and Park (2009) developed an interactive e-learning system using AR. In this system, which included some auditory and visual enrichment, they particularly emphasized the self-learning processes of remote learners. Coffin et al. (2010) developed a learning medium for remote learners, designing an AR-based video conference system. Vargas et al. (2013) sought to use AR as an innovative method of engineering education and to enhance visualization at remote laboratories. He used a java-based approach in the study. With the motto “the classroom of the future”, Cooperstock (2001) aimed to draw students and instructors who were at remote places closer together, and to introduce a new generation approach to the classroom. Alsina-Jurnet and Guardia-Ortiz (2015) mentioned that there were not many studies about the application of AR in online educational mediums. Within the scope of the UOC educational model, the author gathered data using an online survey method that contained fixed-choice and open ended questions. However, these studies cannot serve as a guide to researchers interested in the usability of AR in ODL systems. Rather they are the studies that touch upon different points, and their objective is to design and evaluate a particular system. There is no study with the aim of exploring the usability of AR in ODL systems.
Theoretical Framework As a new lifestyle, ODL should not be perceived as the integration of advanced technology applications with learning activities (Eby, 2013). In discussions about the usability of advanced technology applications such as AR in ODL systems, not only the technological dimension of ODL systems, but also their communication and learning dimensions should be considered. Within this context, when the theoretical framework is prepared, the horizontal line will comprise the “Learning”, “Technology” and “Communication” dimensions of ODL systems. The other approach that constitutes the theoretical framework is UDP. UDP is defined as the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design (Story, 1998). When the universal design term was first used by Ron Mace (1991) in architecture, he underlined that it was not a new science or a style or a unique or unchanging way. It was an approach based on awareness of needs, which could be used not only by the disabled but by everybody, and that could be adaptable to different sectors (Mace, Hardy and Place, 1991). In 1997, a group of architects, designers and engineers from North Carolina State University came up with a series of wide-ranging design principles that included environmental planning, production and communication processes, and they also determined the seven principles of universal design (Connell et al., 1997). These can be listed as follows: 1. Equitable Use: The design should be usable and purchasable by individuals with very different skill levels, and equal means should be provided in this regard. 2. Flexibility in Use: The design should accommodate a wide range of individual preferences and abilities. 3. Simple and Intuitive Use: The design should be easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. 4. Perceptible Information: The design should communicate necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. 5. Tolerance for Error: The design should minimize hazards and the adverse consequences of accidental or unintended actions. 6. Low Physical Effort: The design should be used efficiently and comfortably and minimize fatigue. 7. Size and Space for Approach and Use: Appropriate size and space should be provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. Although UDP was initially used in the fields of architecture and engineering, it later drew attention in different fields too. Despite the fact that there are many publications on traditional learning processes in the literature (King-Sears, 2009; Rose ve Meyer, 2002; Scott vd., 2003), there are also studies in which UDP is rearranged and used in ODL (Elias, 2010) and mobile learning (Elias, 2011). Silver, Bourke and Strehorn (1998), who first combined the UDP and learning processes and introduced the idea of “Universal Instructional Design”, mentioned that accessibility was the most fundamental component in all instruction planning. According to Burgstahler (2007), although courses are prepared at traditional teaching institutions by narrowing down to the average student level, with universal instructional design the main purpose is to provide courses accessible by everybody, without considering gender, race, ethnicity, age, status, disability or different
-483-
EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016 learning types. Designs which have this purpose have the objective of minimizing the need for additional devices, customized designs and the need for others’ help. A usable and meaningful design for learning processes is important not only for disabled people but for all individuals (Howard, 2003). The UDP, which is adaptable to many different disciplines, is expected to serve as a guide in structuring this study. The accessibility of ODL systems being of foremost importance, in order to form interactive, efficient and enriched learning mediums, these principles should be taken as the baseline. The theoretical framework (Table 1), which will be formed by crossing the seven principles of universal design with the learning, communication and technology dimensions of ODL systems, will serve as the base for this study and for future applications. Within this framework we aim to shed light on the usability of AR in ODL mediums. THEORETICAL FRAMEWORK OF THE STUDY DIMENSIONS OF OPEN AND DISTANCE LEARNING Usability of Augmented Reality in Open And Distance Learning Systems U N I V E R S A L D E S I G N P R I N C I P L E S
Learning
Communication
Technology
It gives equal opportunity to everybody in the learning process
It forms accessible and usable mediums, regardless of time and space
Design includes interaction in a way that will appeal to all users
It allows for personal learning
It adapts to the user’s speed
It can be quickly adapted to different skill sets and it provides a wide spectrum of choices
Simple and Intuitive Use
It can be easily understood
It responds to user feelings and meets expectations
It motivates
Perceptible Information
It uses different forms of content (e.g. pictures, verbal, tactile) to show the necessary information
It is not affected by environmental conditions
It involves techniques or interfaces that will facilitate compatibility in a way to encompass users who have sensory limitations
Tolerance for Error
The learning environment is isolated from dangers
Behavior types and design elements that can give way to accidents and errors are clearly stated
It provides correction and feedback against users’ personal and simple mistakes
Low Physical Effort
It provides comfort in use
It is efficient
It easily concretizes concepts that are hard to comprehend or dangerous
Size and Space for Approach and Use
Independent of user characteristics, it provides appropriate conditions
It is accessible
It provides adequate space for supplementary devices
Equitable Use
Flexibility in Use
Table 1: Theoretical Framework of the Study
Conclusions In this study we touch upon the very limited number of studies in the literature in which AR and ODL are analyzed, and propose a framework under the guidance of UDP. This framework is in the shape of a road map that shows that AR can be used in ODL systems and illustrates how it can be used. While new technologies are integrated in ODL systems, designs are made without taking many critical points into account. In this study,
-484-
EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016 however, we propose a guide for this integration and shed light on future studies with regards to how an innovative medium such as AR can contribute to ODL systems. In our future studies on this subject we will work under the guidance of this framework.
Acknowledgements This paper was supported by Anadolu University Scientific Research Projects Commission under the grant no: 1506E479
Author’s Note This study derived from a part of doctoral dissertation entitled “Usability of Augmented Reality with Universal Design Principles in Open and Distance Learning”.
References Alsina-Jurnet, I., & Guàrdia-Ortiz, L. (2015). Augmented reality in online educational contexts: The UOC case study. Proceedings of the European Distance and E-Learning Network 2015 Annual Conference (EDEN), Barcelona. Aydın, C. H. (2011). Açık ve uzaktan öğrenme: öğrenci adaylarının bakış açısı. Ankara: Pegem Akademi. Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355-385. Billinghurst, M., & Duenser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56-63. Burgstahler, S. (2007). Universal design in education: Principles and applications. Carmigniani, J., & Furth, B. (2011). Augmented Reality: An Overview. In Furth, B. (Ed), Handbook of augmented reality. Springer New York Dordrecht Heidelberg London. Coffin, C., Bostandjiev, S., Ford, J., & Hollerer, T. (2010). Enhancing classroom and distance learning through augmented reality. In World Conference on Educational Multimedia, Hypermedia and Telecommunications(Vol. 2010, No. 1, pp. 1140-1147). Connell, B.R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). The principles of universal design. NCSU. Retrieved January 19, 2015, from http://www.ncsu.edu/ncsu/design/cud/about_ud/udprinciplestext.htm Cooperstock, J. R. (2001). The classroom of the future: enhancing education through augmented reality. In Proc. HCI Inter. 2001 Conf. on Human-Computer Interaction (Vol. 1, pp. 688-692). Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. Newnes. Eby, G. (2013). Uzaktan eğitim ortamlarının tasarımı yazılım mühendisliği yaşam döngüsü yaklaşımı. Ankara: Kültür Ajans. Elias, T. (2010). Universal instructional design principles for Moodle. The International Review of Research in Open and Distance Learning, 11(2), 110-124. Elias, T. (2011). Universal instructional design principles for mobile learning. The International Review of Research in Open and Distance Learning, 12(2), 143-156. Howard, J. B. (2003). Universal design for learning: An essential concept for teacher education. Journal of Computing in Teacher Education, 19(4), 113-118.
-485-
EdMedia 2016 - Vancouver, BC, Canada, June 28-30, 2016 Höllerer, T., & Feiner, S. (2004). Mobile augmented reality. Telegeoinformatics: Location-Based Computing and Services. Taylor and Francis Books Ltd., London, UK, 21. Kaufmann, H., Csisinko, M., & Totter, A. (2006). Long Distance Distribution of Educational Augmented Reality Applications. The Eurographics Association and Blackwell Publishing. King-Sears, M. (2009). Universal design for learning: Technology and pedagogy.Learning Disability Quarterly, 199-201. Kipper, G., & Rampolla, J. (2012). Augmented Reality: an emerging technologies guide to AR. Elsevier. Lee, S. H., Choi, J., & Park, J. I. (2009). Interactive e-learning system using pattern recognition and augmented reality. Consumer Electronics, IEEE Transactions on, 55(2), 883-890. Mace, R., Hardy, G., & Place, K. (1991). Accessible environments: Towards universal design. In W. E. Preiser, J. C. Visher, & E. T. White (Eds.),Design interventions towards a more humane architecture (pp. 155–176). New York: Van Nostrant Reinhold. Moore, M. ve Kearsley, G. (2005). Distance education a systems view. Canada: Thomson Wadsworth. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development. Scott, S. S., McGuire, J. M., & Shaw, S. F. (2003). Universal Design for Instruction A New Paradigm for Adult Instruction in Postsecondary Education. Remedial and Special Education, 24(6), 369-379. Silver, P., Bourke, A., & Strehorn, K. C. (1998). Universal instructional design in higher education: An approach for inclusion. Equity & Excellence, 31(2), 47-51. Story, M. F. (1998). Maximizing usability: The principles of universal design. Assistive technology, 10(1), 4-12. Vargas, H., Farias, G., Sanchez, J., Dormido, S., & Esquembre, F. (2013). Using Augmented Reality in Remote Laboratories. International Journal of Computers Communications & Control, 8(4), 622-634.
-486-
