Evaluation of Memory Retention among Students Using Augmented Reality Based Geometry Learning Assistant

Autor/inn/en	Gargrish, Shubham; Mantri, Archana; Kaur, Deepti Prit
Titel	Evaluation of Memory Retention among Students Using Augmented Reality Based Geometry Learning Assistant
Quelle	In: Education and Information Technologies, 27 (2022) 9, S.12891-12912 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gargrish, Shubham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11147-9
Schlagwörter	Mathematics Instruction; Geometry; Computer Simulation; Teaching Methods; Visualization; Long Term Memory; Geometric Concepts; Concept Formation; Elementary Secondary Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Geometrie; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Langzeitgedächtnis; Elementare Geometrie; Concept learning; Begriffsbildung; Unterrichtserfolg
Abstract	The teaching of Mathematics -- in particular, Geometry, through conventional methods has been a challenging task for tutors. Augmented Reality (AR) based applications available in commercial space, have not followed any structured pedagogical approach in the designing process, and also do not ensure that the learning time of students is spent prolifically. In this paper, we explore the use of AR in mathematics for geometry education, to aid visualization of multidimensional objects and long-term retention of concepts by the learners. For designing an appropriate AR application it is necessary to identify some principles which support better memory retention of the students. The application has been specifically designed on the basis of identified principles affecting memory retention. We further explain the development of an AR-based Geometry Learning Assistant (AR-GLA), using a structural approach to pedagogical-design for teaching 3-dimensional geometry to higher school students through improved visualization and enhance their memory retention for related concepts. A sample of 54 K-12 students and 2 teachers with expertise in mathematics were part of the experiment. The students were divided into two different groups; one of the groups was taught with AR-based content whereas the other group was given Interactive Simulation (IS) based learning. The results illustrated that AR-based learning provides better retention of memory as compared to IS-based learning were tested over a period of two months. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01