Motivation and Academic Improvement Using Augmented Reality for 3D Architectural Visualization
Abstract This paper discuss about the results from the evaluation of the motivation, user profile and level of satisfaction in the workflow using 3D augmented visualization of complex models in educational environments. The study shows the results of different experiments conducted with first and second year students from Architecture and Science and Construction Technologies (Old Spanish degree of Building Engineering, which is recognized at a European level). We have used a mixed method combining both quantitative and qualitative student assessment in order to complete a general overview of using new technologies, mobile devices and advanced visual methods in academic environments. The results show us how the students involved in the experiments improved their academic results and their implication in the subject, which allow us to conclude that the hybrid technologies improve both spatial skills and the student motivation, a key concept in the actual educational framework composed by digital-native students and a great range of different applications and interfaces useful for teaching and learning.
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Área, M. A., San-Nicolás, M. B., & Fariña, E. (2010). Buenas prácticas de aulas virtuales en la docencia universitaria semipresencial Revista de Teoría de la Educación Sociedad de la Información (TESI), 11(3), pp. 7-31.
Bevan, N. (1999). Quality in use: Meeting user needs for quality. Journal of System and Software, 49(1), pp. 89-86.
http://dx.doi.org/10.1016/S0164-1212(99)00070-9
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M. & Rumble, M. (2011). Defining 21st century skills. In Griffin, P., McGaw, B. & Care, E. (Eds.), Assessment and Teaching of 21st Century Skills. New York: Springer, pp. 17-66.
Davis, F., (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology, MIS Quaterly, 13(3), pp. 319-340.
http://dx.doi.org/10.2307/249008
Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), pp. 282–303.
http://dx.doi.org/10.1080/002202700182763
Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2014). Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models. Computers in Human Behavior, 31, 434-445.
http://dx.doi.org/10.1016/j.chb.2013.03.006
Fonseca, D., Redondo, E., & Villagrasa, S. (2014). Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies. Universal Access in the Information Society, 14(3), 311-332.
http://dx.doi.org/10.1007/s10209-014-0361-4
Fonseca, D., Villagrasa, S., Valls, F., Redondo, E., Climent, A. & Vicent, L. (2014). Motivation assessment in engineering students using hybrid technologies for 3D visualization, Computers in Education (SIIE). International Symposium, 12-14 Nov. 2014 (pp. 111-116).
http://dx.doi.org/10.1109/SIIE.2014.7017714
Georgina, D. A., & Olson, M. R., (2007). Integration of technology in higher education: A review of faculty self-perceptions. Internet and Higher Education, 11, 1–8.
http://dx.doi.org/10.1016/j.iheduc.2007.11.002
Green, S., Chase, G., Chen, X., & Billinghurst, M., (2008). Evaluating the augmented reality humanrobot collaboration system. 15th International Conference on Mechatronics and Machine Vision in Practice, (pp. 548-553). IEEE Computer Press.
http://dx.doi.org/10.1109/mmvip.2008.4749586
Guidano, V., (1989). Constructivist psychotherapy: A theoretical framework. In Neimeyer R. A, & Mahoney M. J. (Eds.), Constructivism in Psychotherapy. Cambridge: Cambridge University Press.
Higueras, J. (2011). La Salle Open University, Scenario Centered Curriculum, el learning-by-doing de éxito en La Salle Open University, extracted the 25 of july, 2014 from http://blogs.uols.org/mba/scenario-centered-curriculum-el-learning-by-doing-de-exito-en-uols/
Kaufmann, H., & Du?nser, A. (2007). Summary of usability evaluations of an educational augmented reality application. In Proceedings of Human-Computer Interaction Internacional Conference, Lecture Notes in Computer Science, Vol. 4563, R. Shumaker (Ed.). Springer-Verlag Berlin Heidelberg, pp.660–669.
http://dx.doi.org/10.1007/978-3-540-73335-5_71
Kreijns, K., Acker, F. V., Vermeulen, M., & Buuren, H. V. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29, 217-225.
http://dx.doi.org/10.1016/j.chb.2012.08.008
Lewis, J. (1995). IBM computer usability satisfaction questionnaires: Psychometric evaluation and instructions for use. International Journal of Human-Computer Interaction, 7(1), 57-78.
http://dx.doi.org/10.1080/10447319509526110
Martín-Gutiérrez, J. (2010). Estudio y evaluación de contenidos didácticos en el desarrollo de las habilidades espaciales en el ámbito de la ingeniería, Tesis doctoral, pp. 690-691.
Massy, W. F., & Zemsky, R. (1995). Using information technology to enhance academic productivity. CAUSE Conference. http://www.educase.edu/nlii/keydocs/massy.html
Milgram, P., & Takemura, H. (1994). Augmented Reality: A Class of Displays on the Reality-Virtuality Continuum. Presented at Telemanipulator and Telepresence Technologies, 2351, 282-292.
http://dx.doi.org/10.1117/12.197321
Nielsen, J. (1993). Usability Engineering. San Francisco: Morgan Kaufmann.
Nielsen, J., (1994). Usability Laboratories: A 1994 survey. Usability Labs survey. Behaviour & Information Technology, 13.
http://dx.doi.org/10.1080/01449299408914577
Pifarré, M., & Tomico, O. (2007). Bipolar laddering (BLA): a participatory subjective exploration method on user experience. In Proceedings of the 2007 conference on Designing for User eXperiences (DUX '07). ACM, New York, NY, USA, Article 2, 12.
http://dx.doi.org/10.1145/1389908.1389911
Redondo, E., & Santana, G. (2010). Teaching methodologies based on touch interfaces for the teaching of drawing and architectural projects, Arquitetura revista, 6(2), 90-105.
http://dx.doi.org/10.4013/arq.2010.62.02
Redondo, E. (2010). Dibujo digital: hacia una nueva metodología docente para el dibujo arquitectónico: un estudio de caso. Revista Pixel-Bit. Revista de Medios y Educación. http://www.sav.us.es/pixelbit/actual/7.pdf.
Redondo, E., Sánchez, A., Fonseca, D., & Navarro, I. (2014). Geo-Elearning for urban projects. New educational strategies using mobile devices. A case study of educational research, Architecture, City and Environment, 8(24), 100-132.
http://dx.doi.org/10.5821/ace.8.24.2714
Retalis, S., & Sloep, P. B. (2011). Virtual Environments for Collaborative Innovation and Learning, Journal of Universal Computer Science, 17(12), pp.1634-1637.
Roca, J., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace. A self-determination theory perspective. Computers in Human Behavior, 24, 1585–1604.
http://dx.doi.org/10.1016/j.chb.2007.06.001
Rodriguez-Izquierdo, R. M. (2010). El impacto de las TIC en la transformación de la enseñanza universitaria: repensar los modelos de enseñanza y aprendizaje. Teoría de la Educación, Educación y Cultura en la Sociedad de la Información, 11(3), 32-68.
Rogers, D. L. (2000). A paradigm shift: Technology Integration for Higher Education in the New Millennium. Educational Technology Review, 13, 19-33.
Sánchez, A., Redondo, E., & Fonseca, D. (2012). Developing an augmented reality application in the framework of architecture degree. In Proceedings of ACM workshop on User experience in e-learning and augmented technologies in education. ACM, New York, NY, USA, pp. 37-42.
http://dx.doi.org/10.1145/2390895.2390905
Seokhoee, J., Hyeongseop, S., & Gerard, J. (2006). Viewpoint usability for desktop augmented reality, International Journal of Virtual Reality, 5(3), 33-39.
Shen, C. X., Liu, R. D., & Wang, D. (2013). Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 29(1), 185-192.
http://dx.doi.org/10.1016/j.chb.2012.08.004
Vartiainen, H., Liljeström, A., & Enkenberg, J. (2012). Design-Oriented Pedagogy for Technology-Enhanced Learning to Cross Over the Borders between Formal and Informal Environments. Journal of Universal Computer Science, 18(15), 2097-2119.
Bevan, N. (1999). Quality in use: Meeting user needs for quality. Journal of System and Software, 49(1), pp. 89-86.
http://dx.doi.org/10.1016/S0164-1212(99)00070-9
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M. & Rumble, M. (2011). Defining 21st century skills. In Griffin, P., McGaw, B. & Care, E. (Eds.), Assessment and Teaching of 21st Century Skills. New York: Springer, pp. 17-66.
Davis, F., (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology, MIS Quaterly, 13(3), pp. 319-340.
http://dx.doi.org/10.2307/249008
Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), pp. 282–303.
http://dx.doi.org/10.1080/002202700182763
Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2014). Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models. Computers in Human Behavior, 31, 434-445.
http://dx.doi.org/10.1016/j.chb.2013.03.006
Fonseca, D., Redondo, E., & Villagrasa, S. (2014). Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies. Universal Access in the Information Society, 14(3), 311-332.
http://dx.doi.org/10.1007/s10209-014-0361-4
Fonseca, D., Villagrasa, S., Valls, F., Redondo, E., Climent, A. & Vicent, L. (2014). Motivation assessment in engineering students using hybrid technologies for 3D visualization, Computers in Education (SIIE). International Symposium, 12-14 Nov. 2014 (pp. 111-116).
http://dx.doi.org/10.1109/SIIE.2014.7017714
Georgina, D. A., & Olson, M. R., (2007). Integration of technology in higher education: A review of faculty self-perceptions. Internet and Higher Education, 11, 1–8.
http://dx.doi.org/10.1016/j.iheduc.2007.11.002
Green, S., Chase, G., Chen, X., & Billinghurst, M., (2008). Evaluating the augmented reality humanrobot collaboration system. 15th International Conference on Mechatronics and Machine Vision in Practice, (pp. 548-553). IEEE Computer Press.
http://dx.doi.org/10.1109/mmvip.2008.4749586
Guidano, V., (1989). Constructivist psychotherapy: A theoretical framework. In Neimeyer R. A, & Mahoney M. J. (Eds.), Constructivism in Psychotherapy. Cambridge: Cambridge University Press.
Higueras, J. (2011). La Salle Open University, Scenario Centered Curriculum, el learning-by-doing de éxito en La Salle Open University, extracted the 25 of july, 2014 from http://blogs.uols.org/mba/scenario-centered-curriculum-el-learning-by-doing-de-exito-en-uols/
Kaufmann, H., & Du?nser, A. (2007). Summary of usability evaluations of an educational augmented reality application. In Proceedings of Human-Computer Interaction Internacional Conference, Lecture Notes in Computer Science, Vol. 4563, R. Shumaker (Ed.). Springer-Verlag Berlin Heidelberg, pp.660–669.
http://dx.doi.org/10.1007/978-3-540-73335-5_71
Kreijns, K., Acker, F. V., Vermeulen, M., & Buuren, H. V. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29, 217-225.
http://dx.doi.org/10.1016/j.chb.2012.08.008
Lewis, J. (1995). IBM computer usability satisfaction questionnaires: Psychometric evaluation and instructions for use. International Journal of Human-Computer Interaction, 7(1), 57-78.
http://dx.doi.org/10.1080/10447319509526110
Martín-Gutiérrez, J. (2010). Estudio y evaluación de contenidos didácticos en el desarrollo de las habilidades espaciales en el ámbito de la ingeniería, Tesis doctoral, pp. 690-691.
Massy, W. F., & Zemsky, R. (1995). Using information technology to enhance academic productivity. CAUSE Conference. http://www.educase.edu/nlii/keydocs/massy.html
Milgram, P., & Takemura, H. (1994). Augmented Reality: A Class of Displays on the Reality-Virtuality Continuum. Presented at Telemanipulator and Telepresence Technologies, 2351, 282-292.
http://dx.doi.org/10.1117/12.197321
Nielsen, J. (1993). Usability Engineering. San Francisco: Morgan Kaufmann.
Nielsen, J., (1994). Usability Laboratories: A 1994 survey. Usability Labs survey. Behaviour & Information Technology, 13.
http://dx.doi.org/10.1080/01449299408914577
Pifarré, M., & Tomico, O. (2007). Bipolar laddering (BLA): a participatory subjective exploration method on user experience. In Proceedings of the 2007 conference on Designing for User eXperiences (DUX '07). ACM, New York, NY, USA, Article 2, 12.
http://dx.doi.org/10.1145/1389908.1389911
Redondo, E., & Santana, G. (2010). Teaching methodologies based on touch interfaces for the teaching of drawing and architectural projects, Arquitetura revista, 6(2), 90-105.
http://dx.doi.org/10.4013/arq.2010.62.02
Redondo, E. (2010). Dibujo digital: hacia una nueva metodología docente para el dibujo arquitectónico: un estudio de caso. Revista Pixel-Bit. Revista de Medios y Educación. http://www.sav.us.es/pixelbit/actual/7.pdf.
Redondo, E., Sánchez, A., Fonseca, D., & Navarro, I. (2014). Geo-Elearning for urban projects. New educational strategies using mobile devices. A case study of educational research, Architecture, City and Environment, 8(24), 100-132.
http://dx.doi.org/10.5821/ace.8.24.2714
Retalis, S., & Sloep, P. B. (2011). Virtual Environments for Collaborative Innovation and Learning, Journal of Universal Computer Science, 17(12), pp.1634-1637.
Roca, J., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace. A self-determination theory perspective. Computers in Human Behavior, 24, 1585–1604.
http://dx.doi.org/10.1016/j.chb.2007.06.001
Rodriguez-Izquierdo, R. M. (2010). El impacto de las TIC en la transformación de la enseñanza universitaria: repensar los modelos de enseñanza y aprendizaje. Teoría de la Educación, Educación y Cultura en la Sociedad de la Información, 11(3), 32-68.
Rogers, D. L. (2000). A paradigm shift: Technology Integration for Higher Education in the New Millennium. Educational Technology Review, 13, 19-33.
Sánchez, A., Redondo, E., & Fonseca, D. (2012). Developing an augmented reality application in the framework of architecture degree. In Proceedings of ACM workshop on User experience in e-learning and augmented technologies in education. ACM, New York, NY, USA, pp. 37-42.
http://dx.doi.org/10.1145/2390895.2390905
Seokhoee, J., Hyeongseop, S., & Gerard, J. (2006). Viewpoint usability for desktop augmented reality, International Journal of Virtual Reality, 5(3), 33-39.
Shen, C. X., Liu, R. D., & Wang, D. (2013). Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 29(1), 185-192.
http://dx.doi.org/10.1016/j.chb.2012.08.004
Vartiainen, H., Liljeström, A., & Enkenberg, J. (2012). Design-Oriented Pedagogy for Technology-Enhanced Learning to Cross Over the Borders between Formal and Informal Environments. Journal of Universal Computer Science, 18(15), 2097-2119.
Fonseca Escudero, D., Redondo Domínguez, E., & Valls, F. (2016). Motivation and Academic Improvement Using Augmented Reality for 3D Architectural Visualization. Education in The Knowledge Society, 17(1), 45–64. https://doi.org/10.14201/eks20161714564
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