Evaluating the effectiveness of learning design with mixed reality (MR) in higher education

Virtual reality (VR) is rapidly developed and bringing advancement in various related technologies through the virtual world. It has high potential and plays an important role in education and training fields. Mixed reality (MR) is a type of hybrid system that involves both physical and virtual elem...

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Published in:	Virtual reality : the journal of the Virtual Reality Society Vol. 24; no. 4; pp. 797 - 807
Main Authors:	Tang, Y. M., Au, K. M., Lau, H. C. W., Ho, G. T. S., Wu, C. H.
Format:	Journal Article
Language:	English
Published:	London Springer London 01.12.2020 Springer Nature B.V
Subjects:	Artificial Intelligence Colleges & universities Computer Graphics Computer Science Creativity Education Effectiveness Hybrid systems Image Processing and Computer Vision Instructional design Learning Mixed reality MR) and Immersive Learning Environments S.I.: XR (VR Students User Interfaces and Human Computer Interaction Virtual reality Learning Design Extended reality University Education Mixed reality Virtual reality HoloLens
ISSN:	1359-4338, 1434-9957
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Abstract	Virtual reality (VR) is rapidly developed and bringing advancement in various related technologies through the virtual world. It has high potential and plays an important role in education and training fields. Mixed reality (MR) is a type of hybrid system that involves both physical and virtual elements. While VR/MR has proved to be an effective way to improve the learning attitude and effectiveness for secondary students, however, not much work has been conducted on university students to compare the MR experience and traditional teaching approaches in learning design subjects. In this project, we investigated the effectiveness of students in learning design subjects with the support of MR. The effectiveness was measured based on their creativity and systematic approaches in design. Pretests and posttests were conducted to measure the learning effects. We also compared the learning effectiveness of a student’s study with the MR and traditional teaching materials. Nonparametric analyses were conducted to investigate whether the improvements were significant. Experimental results showed that after studying with the support of the MR technology, the students’ abilities in geometric analysis (mean difference = 4.36, p < 0.01) and creativity (mean difference = 1.59, p < 0.05) were significantly improved. The students’ ability in model visualization was also significantly better than the control group (mean difference = 3.08, p < 0.05). It indicated that the results were positive by using the MR to support their study. The MR was also better than using traditional teaching notes in various measured effects.
AbstractList	Virtual reality (VR) is rapidly developed and bringing advancement in various related technologies through the virtual world. It has high potential and plays an important role in education and training fields. Mixed reality (MR) is a type of hybrid system that involves both physical and virtual elements. While VR/MR has proved to be an effective way to improve the learning attitude and effectiveness for secondary students, however, not much work has been conducted on university students to compare the MR experience and traditional teaching approaches in learning design subjects. In this project, we investigated the effectiveness of students in learning design subjects with the support of MR. The effectiveness was measured based on their creativity and systematic approaches in design. Pretests and posttests were conducted to measure the learning effects. We also compared the learning effectiveness of a student’s study with the MR and traditional teaching materials. Nonparametric analyses were conducted to investigate whether the improvements were significant. Experimental results showed that after studying with the support of the MR technology, the students’ abilities in geometric analysis (mean difference = 4.36, p < 0.01) and creativity (mean difference = 1.59, p < 0.05) were significantly improved. The students’ ability in model visualization was also significantly better than the control group (mean difference = 3.08, p < 0.05). It indicated that the results were positive by using the MR to support their study. The MR was also better than using traditional teaching notes in various measured effects. Virtual reality (VR) is rapidly developed and bringing advancement in various related technologies through the virtual world. It has high potential and plays an important role in education and training fields. Mixed reality (MR) is a type of hybrid system that involves both physical and virtual elements. While VR/MR has proved to be an effective way to improve the learning attitude and effectiveness for secondary students, however, not much work has been conducted on university students to compare the MR experience and traditional teaching approaches in learning design subjects. In this project, we investigated the effectiveness of students in learning design subjects with the support of MR. The effectiveness was measured based on their creativity and systematic approaches in design. Pretests and posttests were conducted to measure the learning effects. We also compared the learning effectiveness of a student’s study with the MR and traditional teaching materials. Nonparametric analyses were conducted to investigate whether the improvements were significant. Experimental results showed that after studying with the support of the MR technology, the students’ abilities in geometric analysis (mean difference = 4.36, p < 0.01) and creativity (mean difference = 1.59, p < 0.05) were significantly improved. The students’ ability in model visualization was also significantly better than the control group (mean difference = 3.08, p < 0.05). It indicated that the results were positive by using the MR to support their study. The MR was also better than using traditional teaching notes in various measured effects.
Author	Tang, Y. M. Lau, H. C. W. Au, K. M. Ho, G. T. S. Wu, C. H.
Author_xml	– sequence: 1 givenname: Y. M. orcidid: 0000-0001-8215-4190 surname: Tang fullname: Tang, Y. M. email: mfymtang@polyu.edu.hk organization: Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University – sequence: 2 givenname: K. M. orcidid: 0000-0002-9653-2997 surname: Au fullname: Au, K. M. organization: Community College, HKU School of Professional and Continuing Education (SPACE) – sequence: 3 givenname: H. C. W. surname: Lau fullname: Lau, H. C. W. organization: School of Business, Western Sydney University – sequence: 4 givenname: G. T. S. orcidid: 0000-0002-8550-4974 surname: Ho fullname: Ho, G. T. S. organization: Department of Supply Chain and Information Management, The Hang Seng University of Hong Kong – sequence: 5 givenname: C. H. orcidid: 0000-0003-1259-4048 surname: Wu fullname: Wu, C. H. organization: Department of Supply Chain and Information Management, The Hang Seng University of Hong Kong
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Snippet	Virtual reality (VR) is rapidly developed and bringing advancement in various related technologies through the virtual world. It has high potential and plays...
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SubjectTerms	Artificial Intelligence Colleges & universities Computer Graphics Computer Science Creativity Education Effectiveness Hybrid systems Image Processing and Computer Vision Instructional design Learning Mixed reality MR) and Immersive Learning Environments S.I.: XR (VR Students User Interfaces and Human Computer Interaction Virtual reality
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Title	Evaluating the effectiveness of learning design with mixed reality (MR) in higher education
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