INVESTIGATION OF STUDENTS' LEARNING DYNAMICS IN AN AUGMENTED REALITY ENVIRONMENT TO SUPPORT INDIVIDUALISATION, COLLABORATION AND CREATIVITY
PRINCIPAL RESEARCHER
ASSOCIATE PROFESSOR DR SAZILAH SALAM
FACULTY OF COMMUNICATION AND INFORMATION l'ECHNOLOGY UNIVERSITI TEKNIKAL MALAYSIA MELAKA
ACKNOWLEDGEMENTS
Special thanks to Prof. Dr. Shahrin Sahib @ Sahibuddin and Prof Dr. Nanna Suryana Hennan as our mentors in giving the ideas and guidance to initiate the project. We
would also like to thank CRJM for giving us this valuable experience and support
throughout this short tenn grant research. Last but not least, our sincere appreciations are given to those who were involved in this project directly or indirectly.
This Report contains of two parts:
Part 1 is research on Development Of A Mobile Learning Object Design For Concept Comprehension Using Modified Reciprocal Teaching Strategies.
ABSTRACT
Concept comprehension is a necessary skill today. It is the process of understanding and extracting the required information from any medium of information. This research is aiming to model a learning object design using Reciprocal Teaching strategy in order to utilizes student ability to actively engage in reading or absorbing information. In the Reciprocal Teaching
(Rn
method, there are 4 main strategies applied in order to improve concept comprehension, those are (i)Predicting, (ii)Summarizing, (iii)Questioning, and (iv)Clarifying. This research proposed on additional strategy to modifiy RT that is the fifth strategy called (v)visualizing. Visualization plays an important role in understanding abstract and complex concepts and its refer to the usage of animation and 3D model. This research also aims to determine whether the use of 3D visualization (include animation and 3D model) combined with text, contributes to semester I students learning process. In the preliminary analysis, we implement traditional Reciprocal Teaching method to teach55
undergraduate engineering students on comprehending the concept of basic circuit instruments including the concept of D' Arsonval principle, basic construction of a meter, measuring circuit resistance and circuit component arrangement. During the pre assessment result, we found that students have difficulties in concept comprehension for the subject especialy in visualizing the circuit component. Therefore, we propose a mobile learning application that uses modified Reciprocal Teaching method provided as a learning aid tool for assisting student in visualizing the concept. The development methodology used is Courseware Development Process. Instrument used to assess student performance is The four levels of Kirkpatrick's evaluation model, it is used to measure (i)Reaction of student, (ii)Learning capability, and (iii) Results performance. The results indicate that multimedia applications with interactive mobile learning application as well as with 3D and animations do in fact increase the interest of students and make the application more appealing to them during self-paced learning time. The fmdings also suggest that the most obvious and essential benefit of visualizations (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load.Principal Researchers:
Associate Professor
Dr.
Sazilah SalamEmail: [email protected] Project No.: PJP/2010/FTMK (13E) 8787
Table of Contents
ACKN'OWLEDGEME,NTS ... I
ABSTRA.Cf ...
m
LIST OF TABLE ... VllLIST OF FIGURE ......... VID
CHAnE.R 1 INTRODUCTION
...
!1.1 Introduction ... ]
1.2 Project Background ... 3
1.3 Problem Statement ... 5
1.4 Research Question ... 6
1.5 Research Objectives ... 7
1.6 Research Hypothesis ... 7
1. 7 Research Expected Output ... 8
1.8 Scope ... 8
1.9 Project Significant ... 1 0 1.10 Research Methodology ... 11
1.11 Overview of Thesis ... 17
1.12 Summary ... l8 CHA.P'I'ER 2 LITERATURE REVIEW ......... 19
2.1 Introduction ... 19
22 Definition and Features of Reciprocal Teaching ... 20
2.2.1 Reciprocal Teaching Strategy and Characteristic ... 26
2.2.2 Concept Comprehension Principle ... 29
2.3 Defmition ofVisualization Technique ... 32
2.3.1 20 and 30 Visualization Technique ... 33
2.3.2 Animation Production of2D and 3D ... 34
2.3.3 Augmented Reality Technique ... 35
2.3.3.1 Features of Augrnented Reality ... 39
2.5 Proposed outline for MLAR ... 46
2.5.1 Compatibility ofDevice ... 46
2.5.2 Mobility & Architecture ... 47
2.5.3 Interactivity of application ... 49
2.5.4 Usability of User Interface l)esign ... 52
2.5.4.1 Learnability ... 53
2.5.4.2 Efficiency ... 53
2.5.4.3 Memorability ... 54
2.5.4.4 Errors ... 54
2.5.4.5 Satisfaction ... 55
2.5.5 Effectiveness ofReciprocal Teaching Strategy ... 55
2.5.6 Mobile Learning Framework ... 55
2.6 Summary ... 59
CHAPTER 3 DESIGN AND RESEARCH MEmODOLOGY ·--··-··--··-····60
3.1 lntroduction ... 60
3.2 M-Learning I>evelopment Process ... 63
3.3 System Architecture ... 65
3.4 MLAR Conceptual Model Framework ... 68
3.4.1 Topic and Learning Object. ... 69
3 .4.2 Reciprocal Teaching Module in MLAR Prototype ... 71
3.4.3 Instructionall)esign ... 72
3.4.4 Content For Engineering Subject ... 72
3.4.5 Storyboard l)esign ... 73
3.5 Interface I>esign ... 74
3.6 Experimental I>esign ... 76
3.6.1 Research l)esign Framework ... 76
3 .6.2 Sample Selection ... 77
3.6.3 Data Collection and Evaluation Instrument ... 78
3.6.3.1 Evaluation of Content ... 79
3.6.3.2 Evaluation ofPresentation and Organization ofContent ... 81
3.6.3.3 Evaluation ofLearning ... 82
3.6.4 Experimental Procedure ... 83
3.7 Summary ... 84
CHAFfER 4 RE-S"ULT AND DISC'USSION ...................... 85
4.1 Introduction ... 85
4.2 Preliminary Analysis ... 85
4.3 Treatment setting ... 88
4.3.1 Subjects ... 88
4.3.2 Instrument for Assessing Student Achievement and Motivation ... 88
4.4 Summary ... 90
CRAnER S CONCLUSION ... 91
5.1 Introduction ... 91
5.2 Experimental Observation ... 91
5.3 Observation on Weaknesses and Strength ... 92
5.4 Preposition for Improvement ... 93
5.5 Contribution ... 93
RE-:FE-RE-N CE ...... 94
LIST OF TABLE
Table 1.1: Teacher vs. Learner-Centered Instruction (NCLR Centered website, 201 0) .... 2
Table 1.2 : MLAR Development Milestone ... 14
Table 2.1 : RT strategy characteristic ... 26
Table 2.2 : Feature Comparison AR tool for education ... 40
Table 2.3: Various Mobile SDK comparison ... 42
Table 2.4: Flash Lite Version Compatibility with Actionscript Comparison (Adobe, 2010) ..................................................... 44
Table 2.5 :Specification Platform for application (Nokia Malaysia, 2010) ... 47
[image:9.510.58.452.365.747.2]Table 2.6 : Interactivity levels and associated learning levels. (Handbook Development Of Interactive Multimedia Instruction, 2001) ... 49
Table 3.1 :Correlation of Research Questions, Objectives, Hypothesis, Activities, and Deliverables ... 61
Table 4.1 :Student Background for BENP2183 ... 86
LIST OF FIGURE
Figure 1.1 : Research Methodology ... 11
Figure 2.1 :Fabulous Four strategies ofReciprocal Teaching (Donna Ahlrich et al, 2005) ... 21
Figure 2.2: Reality- Virtuality Continum (Metaio Unifeye, 2010) ... 36
Figure 2.3: How AR works in PC-Platfonn (Metaio Unifeye, 2010) ... 36
Figure 2.4 : Usability Requirement Framework form-learning (Parsons, et al., 2007) .. 57
Figure 3.1 : Mlearning Development Process (Mostakhdemin -Hosseini,2005) ... 63
Figure 3.2 : Flash Lite Architecture (Janousek S., 2006) ... 65
Figure 3.3: MLAR Architecture for RT Module and Collaborative Module ... 66
Figure 3.4: MLAR Conceptual Framework ... 68
Figure 3.5 : Reciprocal Teaching Strategy Module in MLAR ... 71
Figure 3.6 : MLAR-Course Content ... 72
Figure 3.7: MLAR (Rl) Research Design ... 76
Figure 3.8: Diagram of Evaluation Framework (Elissavet, G., & Economides, A. A. 2003) ... 79
Figure 4.3: Research procedure ... 83
Chapter 1 Introduction
1.1 Introduction
A learning approach in overall can be divided into Teacher-centered Learning
(TCL) and Student-centered Learning (SCL). SCL is an approach of learning
characterized by students' abilities to direct process and outcomes. It is where an
education are the center for students, while its environment facilitates the exploration of
meaning and content knowledge through personal and interpersonal discovery. The
learning process of SCL implies an active involvement by the student and the integration
of academics with the student's total development
National Capital Language Resource Centered (NCLRC, 201 0), state that SCL
education places the student at the center of education, while its environment facilitates
the exploration of meaning and content knowledge through personal and interpersonal
discovery. Table 1 shows the comparison between TCL and SCL characteristic that
would assist to elaborate the types of learning environment will be used together with
Table 1.1: Teacher vs. Learner-Centered Instruction (NCLR Centered website,
I L i l h l t · < l t t t u · l d l l. l l l l l l ( l l l l l t l d
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and Focus is on language use in typical situations structures (what the instructor knows (how students will use the language)
about the language)
Instructor talks; students listen Instructor models; students interact with instructor and one another
Students work alone Students work in pairs, in groups, or alone dependin_g_ on the purpose of the activ!!r_
Instructor monitors and corrects Students talk without constant instructor every student utterance monitoring; instructor provides
feedback/correction when questions arise
Instructor answers students' Students answer each other's questions, using questions about lan_gua_ge instructor as an information resource
Instructor chooses topics Students have some choice of t~ics
Instructor evaluates student learning Students evaluate their own learning; instructor also evaluates
Based on Table 1.1, by applying SCL will outcomes skill mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.
Maryellen Weimer offers good definitions of the two terms in her book Learner-Centered Teaching: Five Key Changes to Practice. Weimer explains that in order to be
learner-centered, instructional practice needs to change in five key areas. Those are the
PT is one of several learning method listed under SCL category. PT method is a
part of learner-centered orientations which may be consistent if have better support and
flexibility for managing the learning situation by lecturer, especially in a small
interactive pair/group for example, a college or university.
This research study is intended to identify Reciprocal Teaching (RT) strategy
under PT method that can be implemented at higher education level, especially in
university, as a tool to support concept comprehension for a subject.
1.2 Project Background
UTeM has placed its general educational goals as to conduct academic and
professional programmes based on relevant needs of the industries. The industries are
using more electronic systems in machine and process control as well as automatic
manufacturing. Among the main application of electronic systems in the factories are
robot control system, electrical machine drives and PLC (Programmable Logic
Controller).
Therefore, UteM focused to produce university graduates that possess the ability
to analyze and design the required electronic circuits. They must also possess the
practical skills in industrial control system, thus being the first choice by industry.
For this reason, Reciprocal Teaching (Rl) strategy will be investigate and analyse to produce a mobile learning object design (mLO design) for industrial electronic course to assist students in becoming professional engineers that are skilful and possess strong fundamental knowledge in industrial electronic engineering through the uses of mobile learning application.
Research approach begins with understanding each of RT strategy through literature review. This research aim is to design and develop a Mobile Learning application with RT strategy. The module is specifically targeted to be implemented as a tool to assist learning for BENP2183 subject.
BENP2183 (Introduction to Electronic Instrumentation) chapter 2 content was selected for the application module based on lecturers comment in meeting held between research team and the lecturers. During the meeting, lecturer of the subject describe that their student have difficulty to comprehend the principle in circuit instrumentation.
From the lecturer experiences, she found that, it is because of the student were lack of references during the subject material especially when the resources they have are limited to textbook and lecture notes.
Therefore, she would like to have an application for helping student with
The strategy or technique to be used must be able to help students become
self-regulated readers and learners. In order to attain this goal, Lecturer or instructor must help students become knowledgeable about strategies and why the information is
important for them to use. Each of components in the strategy is responsible on building student basic understanding about the subject taken.
1.3 Problem Statement
An observation on students result for semester 1/2010 on students that enrolled Introduction to Electronic Instrumentation subject has been conducted to see the trend of student achievement in this subject. Result for each test, quizzes, mid-tenn examination and fmal examination were recorded for comparison.
According to the observation, it was found that students are facing problem in understanding the topic principle, components function and formulation, thus gives them difficulty to achieve the objective of subject learning outcome.
Another difficulty faced by the students when designing the circuit is lack of attractive references or assisting tool. Students have limited resource of reference and experimentation of designing the circuit and exercising to apply the concept principle.
So there is a requirement to have an application that could assist students in comprehending concept on theoretical and practical way, using an Augmented Reality technology as visualization technique.
Hence, this project focuses on developing a mobile application as a tool to assist student in understanding the concept principles and help to give clear visualization of how the circuit arrangement and calculation need to be done.
1.4 Research Question
There are several important questions that need to be explored and answered throughout this research. Those are:
i. What step or process in Reciprocal Teaching strategy that can be used to assist students in improving concept comprehension for AC and DC Meter topic?
ii. How to design a learning object design using those step or process for a mobile learning application?
1.5 Research Objectives
There are three objectives to answer the research questions and at the same time to
achieve research objectives in this research, those are:
i. To investigate the characteristic or steps of Reciprocal Teaching strategy to be
implemented in a mobile learning environment.
ii. To design a concept comprehension module and develop a prototype for
applying Reciprocal Teaching method.
iii. To measure the effectiveness of reciprocal teaching strategy in a mobile
application.
1.6 Research Hypothesis
i. The used of RT strategy in a mobile learning application will assist students to
perform a significant improvement in concept comprehension.
ii. The used of Reciprocal Teaching strategy in a limited location such as PC
platform will lead to a marginal improvement in student performance for concept
comprehension.
1. 7 Research Expected Output
ROI: The step or process or characteristic of Reciprocal Teaching strategy is
described to know how its helps and how it can be done in a mobile learning
environment.
R02: A learning design, storyboard, interface design and flows of application is
developed for a Reciprocal Teaching module.
R03: A Difference in student performance for implementing Reciprocal
Teaching strategy is differ between in a mobile learning environment and PC platform.
1.8 Scope
Here are the list subject covered, platform of development and implementation, sample
selection and limitation of this project.
Subject covered
1. ONLY Chapter 2 AC and DC Meter from BENP2183 syllabus.
ii. This chapter will be designed for concept comprehension in RTway. iii. Concept comprehension will have to cover on principles, component
Platform covered
i. Development platform is using Personal Computer and a Notebook
ii. Device testing for development is Nokia Express Music model 5800 and Symbian S60 latest than 3rd edition based smart phone.
iii. Testing platform for the control group is Personal Computer. PC that installed in the tutorial lab.
Sample Selection
i. Participant is selected from student that enrolled BENP2183. n. 50 students as sample population.
iii. 5 students as pilot testing sample.
iv. Total of 55 students were participated.
v. Studnets are divided into control groupd and experimental group.
Limitation:
The following limitations to the investigation are noted:
i. Only those students that registered for the subject will participate in the
study. This may adversely affect the composition of the sample population.
ii. The project duration will directly affecting the treatment duration. This is because the syllabus not to burden student with additional task/take home
assignment.
1.9 Project Significant
The implementation of RT strategy in mobile learning application will
encourages students to actively participate in learning process. RT is used to increase
student understanding of topic learned by improving visualization of circuit design using
30 object views. It is motivates students by strategies offered in RT such as predicting.
questioning. clarifying and summarizing.
The development of this project is stressed on learning object design with the
used of multimedia elements such as image, text, audio, video, interaction and
visualization of 3D object through AR manipulation. AR is a new visualization
technique that help student to figure out the component design in various contextual
elements. AR in this application is just an additional features to support concept
comprehension through RT strategy.
In
the other perspective, student can have this application with them at anytimeand anywhere as their reference while performing basic circuit design using given
component. Therefore, student will also be able to use this application on their self-pace
learning time for preparation on their exam or future benefit. This application also can
be embedded in UTeM learning management system for further application.
Overall for UTeM as an innovative institution, this research finding can be
applied suitable engineering subject that may require visualization of design or
component. It can help student to master the subtopic and will lead to increase of student
1.10 Resear~h Methodology
The proposed research methodology for the whole research is starts with preliminary
analysis that will come out with literature review and framework of research, followed
by treatment, data, analysis and documentation.
Preliminary analysis • literature review on Reciprocal Teaching strategies, learning tool, features and instrument.
• Investigate the reciprocal
Teaching Models for this research.
• Propose research design activity, • Design Specification, and technical
I
TreatmentI
framework, instrument and
requirement. procedure.
• Instructional Design of each LO. • Early design for content and
interface.
• Refinement of prototype design. • Pilot testing
Data Collection
• Refinement development • Implementation on sample and
control group.
• Perform pre-test, post-test and questionnaire
Data Analysis & Justification
• Data analysis and discussion • Graph and Justification.
Documentation & reporting
• Documentation report
[image:21.510.44.470.203.712.2]T • User manual
Figure 1.1 : Research Methodology
Preliminary Ana/vsis
In first stage is Preliminary Analysis, investigations will be done to identify how
Reciprocal Teaching strategies help students to improve their reading comprehension.
This phase is gathering information from literature reviews of previous researches and
published material.
The goal of this phase is to produce description of each strategy in Reciprocal
Teaching and its characteristic. The characteristic is used to propose learning object
designs for a mobile learning application.
In general, the information collected in the first stage is being used to refines the
objectives, answer research question number one and produce hypothesis. Besides,
during preliminary analysis step, the students were seating for pre-test questionnaire and
the result will be recorded and compared at the end of data collection stage later.
Trutlnl!nt
The second stage is called Treatment. It is conducted after the learning object
designs are developed. In this stage, the instructional storyboard will be created
according to the learning object.
The learning objects have to meet the chapter's learning outcome. The prototype
were developed using rapid prototyping development methodology. The prototype will
have some refinement before being tested to pilot group. The outcome from pilot group
Data Collection
The third stage is called Data Collection stage. This stage is responsible for
conducting the implementation of prototype into sample environment for a period. Participants will be given with a copy of the mobile application to test it within allocated time and at the end of the period, they need to seat for post test.
The result in post test will be compared to pre test result in preliminary analysis to prove whether the reciprocal teaching strategy improving their concept comprehension or not. At the end of this phase, it will produce a graph to show how much students improves on their achievement.
Data Anglvsis
In the final stage is Data Analysis, data collected through the third stage will be analysed using the independent samples test procedure to evaluate the significant differences between the variables.
Besides, the difference of pre-test result and post test result will be analysed. The performance of the experimental groups is to be measured and compared against the controlled groups. The both group result for both test is presented using chart and justification of any moderator influencing the outcome.
Milestone
In order to keep track the project development, the project has come out with list
of milestone for periodic outcome. Here is the milestone for this project:
Table 1.2 : MLAR Development Milestone
SCHEDULE OF MLAR DELIVERY
No. Outcome Deliverable Notes.
Phase 1
Examples of reciprocal
1 Reciprocal teaching 1. Description of each teaching implementation
strategy strategy notes.
2. Characteristic of each strategy
3. Example of application
Start 11/1/2010 for each of strategy
4. Literature review on
End 11/412010 learning using reciprocal
teachin2
Phase2
1. Design interaction for
2 Content (BENE1183) 1. Comparison table on covered content in MLAR.
analysis ofMLAR. existing model/ Data collection procedure
interaction design for of implementation
Start 24/6/10 collaborative AR apps 2. LO list for chapter 2 AC
2. List ofLO. and DC meter.
End30/6/10 3. Data Collection 3. Date of implementation.
procedure& procedure of
instruments to assess implementation for these
eachLO. LOs, Instruments to assess
4. Propose model for eachLO.
reciprocal and team 4. Features and model
Meeting on 25/6/10 learning for comparison on existing
& 0217/10 implementation. AR apps or collaborative model need to be done in a
[image:24.512.45.453.61.732.2]
