The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension
There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video...
| Main Authors: | , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
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MDPI
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/7679 |
| _version_ | 1789406710866116608 |
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| author | Río Guerra, Marta Sylvia del Garza Martínez, Alejandra Estefanía Martin Gutierrez, Jorge López Chao, Vicente Adrián |
| author_facet | Río Guerra, Marta Sylvia del Garza Martínez, Alejandra Estefanía Martin Gutierrez, Jorge López Chao, Vicente Adrián |
| author_sort | Río Guerra, Marta Sylvia del |
| collection | DSpace |
| description | There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-7679 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-76792023-04-12T19:15:33Z The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension Río Guerra, Marta Sylvia del Garza Martínez, Alejandra Estefanía Martin Gutierrez, Jorge López Chao, Vicente Adrián istening comprehension augmented reality video education usability There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design. 2020-01-21T07:32:57Z 2020-01-21T07:32:57Z 2020-01-10 info:eu-repo/semantics/article 2076-3417 http://hdl.handle.net/10835/7679 en https://www.mdpi.com/2076-3417/10/2/527 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | istening comprehension augmented reality video education usability Río Guerra, Marta Sylvia del Garza Martínez, Alejandra Estefanía Martin Gutierrez, Jorge López Chao, Vicente Adrián The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title | The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title_full | The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title_fullStr | The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title_full_unstemmed | The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title_short | The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension |
| title_sort | limited effect of graphic elements in video and augmented reality on children’s listening comprehension |
| topic | istening comprehension augmented reality video education usability |
| url | http://hdl.handle.net/10835/7679 |
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