Perception and skill learning for augmented and virtual reality learning environments

Abstract

This research modeled previously unarticulated experience of perception and skill learning in two different learning environments, namely Augmented Reality Learning Environment (ARLE) and Virtual Reality Learning Environment (ViRLE). An analytical literature review, primarily from Augmented Reality (AR) and Virtual Reality (VR) learning environments, human factor approach, user-based experimentation domains, methodological and contextual variations, was carried out to bring the dispersed research evidences together, organize and develop them into a meaningful conceptual structure. Sixty undergraduate participants, who were illiterate in computer subjects were selected based on participants’ background. They provided their consent and actively participated as two equal groups of thirty participants, in both environments. This experiment was guided primarily by cognitive task analysis and user modelling techniques. Data elicited from this experiment included verbal protocols, video recording, observers’ field notes, performance tests and responses to questionnaires. Participants’ implicit mental models, such as Cognitive Model, Artefact Model and Task Model gradually evolved from numerous iterative cycles of re-construction, analyses and refinement from these data.