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Unequal Impacts of Augmented Reality on Learning and Collaboration During Robot Programming with Peers

Authors:

Bertrand SchneiderAuthors Info & Claims

Proceedings of the ACM on Human-Computer Interaction, Volume 4, Issue CSCW3

Article No.: 245, Pages 1 - 23

https://doi.org/10.1145/3432944

Published: 05 January 2021 Publication History

Abstract

Augmented reality (AR) applications are growing in popularity in educational settings. While the effects of AR experiences on learning have been widely studied, there is relatively less research on understanding the impact of AR on the dynamics of co-located collaborative learning, specifically in the context of novices programming robots. Educational robotics are a powerful learning context because they engage students with problem solving, critical thinking, STEM (Science, Technology, Engineering, Mathematics) concepts, and collaboration skills. However, such collaborations can suffer due to students having unequal access to resources or dominant peers. In this research we investigate how augmented reality impacts learning and collaboration while peers engage in robot programming activities. We use a mixed methods approach to measure how participants are learning, manipulating resources, and engaging in problem solving activities with peers. We investigate how these behaviors are impacted by the presence of augmented reality visualizations, and by participants? proximity to resources. We find that augmented reality improved overall group learning and collaboration. Detailed analysis shows that AR strongly helps one participant more than the other, by improving their ability to learn and contribute while remaining engaged with the robot. Furthermore, augmented reality helps both participants maintain a common ground and balance contributions during problem solving activities. We discuss the implications of these results for designing AR and non-AR collaborative interfaces.

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Efthymiou E(2024)The Synergy of Augmented Reality (AR) and Universal Design for Learning (UDL) in Inclusive EducationRevolutionizing Inclusive Education10.4018/979-8-3693-1405-0.ch006(129-152)Online publication date: 21-Aug-2024
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Johansen SBrophy CRittenbruch MDonovan J(2024)Characterising CSCW Research on Human-Robot CollaborationProceedings of the ACM on Human-Computer Interaction10.1145/36409998:CSCW1(1-31)Online publication date: 26-Apr-2024
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Lee GHealey JManocha D(2024)DocuBits: VR Document Decomposition for Procedural Task Completion2024 IEEE Conference Virtual Reality and 3D User Interfaces (VR)10.1109/VR58804.2024.00053(309-319)Online publication date: 16-Mar-2024
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Index Terms

Unequal Impacts of Augmented Reality on Learning and Collaboration During Robot Programming with Peers
1. Applied computing
  1. Education
    1. Collaborative learning
2. Human-centered computing
  1. Human computer interaction (HCI)
    1. Interaction paradigms
      1. Mixed / augmented reality

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cover image Proceedings of the ACM on Human-Computer Interaction

Proceedings of the ACM on Human-Computer Interaction Volume 4, Issue CSCW3

CSCW

December 2020

1825 pages

EISSN:2573-0142

DOI:10.1145/3446568

Editor:
Jeff Nichols
Apple Inc., United States

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Published: 05 January 2021

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Cited By

Efthymiou E(2024)The Synergy of Augmented Reality (AR) and Universal Design for Learning (UDL) in Inclusive EducationRevolutionizing Inclusive Education10.4018/979-8-3693-1405-0.ch006(129-152)Online publication date: 21-Aug-2024
https://doi.org/10.4018/979-8-3693-1405-0.ch006
Johansen SBrophy CRittenbruch MDonovan J(2024)Characterising CSCW Research on Human-Robot CollaborationProceedings of the ACM on Human-Computer Interaction10.1145/36409998:CSCW1(1-31)Online publication date: 26-Apr-2024
https://dl.acm.org/doi/10.1145/3640999
Lee GHealey JManocha D(2024)DocuBits: VR Document Decomposition for Procedural Task Completion2024 IEEE Conference Virtual Reality and 3D User Interfaces (VR)10.1109/VR58804.2024.00053(309-319)Online publication date: 16-Mar-2024
https://doi.org/10.1109/VR58804.2024.00053
Friedl-Knirsch JStach CPointecker FAnthes CRoth D(2024)A Study on Collaborative Visual Data Analysis in Augmented Reality with Asymmetric Display TypesIEEE Transactions on Visualization and Computer Graphics10.1109/TVCG.2024.337210330:5(2633-2643)Online publication date: 4-Mar-2024
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Grubišić VCrnokić B(2024)A Systematic Review of Robotics’ Transformative Role in EducationDigital Transformation in Education and Artificial Intelligence Application10.1007/978-3-031-62058-4_16(257-272)Online publication date: 3-Jul-2024
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Venigalla AChimalakonda SChoppella VPhatak DLuxton-Reilly ACraig M(2023)FlowARP - Using Augmented Reality for Visualizing Control Flows in ProgramsProceedings of the ACM Conference on Global Computing Education Vol 110.1145/3576882.3617922(161-167)Online publication date: 5-Dec-2023
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Radu ISchneider B(2023)How Augmented Reality (AR) Can Help and Hinder Collaborative Learning: A Study of AR in Electromagnetism EducationIEEE Transactions on Visualization and Computer Graphics10.1109/TVCG.2022.316998029:9(3734-3745)Online publication date: 1-Sep-2023
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