Advanced Displays and Natural User Interfaces to Support Learning

Autor/inn/en	Martin-SanJose, Juan-Fernando; Juan, M. -Carmen; Mollá, Ramón; Vivó, Roberto
Titel	Advanced Displays and Natural User Interfaces to Support Learning
Quelle	In: Interactive Learning Environments, 25 (2017) 1, S.17-34 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1090455
Schlagwörter	Computer Interfaces; Visual Aids; Teaching Methods; Computer Games; History Instruction; Computer Simulation; Comparative Analysis; Children; Learning Processes; Learner Engagement; Student Satisfaction; Statistical Significance; Depth Perception; Usability; Educational Games; Educational Technology; Computer Software; Elementary School Students; Questionnaires; Pretests Posttests; Statistical Analysis + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; History lessons; Geschichtsunterricht; Computergrafik; Computersimulation; Child; Kind; Kinder; Learning process; Lernprozess; Depth psychology; Tiefenpsychologie; Educational game; Lernspiel; Unterrichtsmedien; Fragebogen; Statistische Analyse
Abstract	Advanced displays and natural user interfaces (NUI) are a very suitable combination for developing systems to provide an enhanced and richer user experience. This combination can be appropriate in several fields and has not been extensively exploited. One of the fields that this combination is especially suitable for is education. Nowadays, children are growing up playing with computer games, using mobile devices, and other technological devices. New learning methods that use these new technologies can help in the learning process. In this paper, two new methods that use advanced displays and NUI for learning about a period of history are presented. One of the methods is an autostereoscopic system that lets children see themselves as a background in the game and renders the elements in 3D without the need for special glasses; the second method is a frontal projection system that projects the image on a table in 2D and works similarly to a touch table. The Microsoft Kinect© is used in both systems for the interaction. A comparative study to check different aspects was carried out. A total of 128 children from 7 to 11 years old participated in the study. From the results, we observed that the different characteristics of the systems did not influence the children's acquired knowledge, engagement, or satisfaction. There were statistically significant differences for depth perception and presence in which the autostereoscopic system was scored higher. However, of the two systems, the children considered the frontal projection to be easier to use. We would like to highlight that the scores for the two systems and for all the questions were very high. These results suggest that games of this kind (advanced displays and NUI) could be appropriate educational games and that autostereoscopy is a technology to exploit in their development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01