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首页> 外文期刊>International Journal of Emerging Technologies in Learning (iJET) >Effects of Mobile Augmented Reality (MAR) towards Students’ Visualization Skills when Learning Orthographic Projection
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Effects of Mobile Augmented Reality (MAR) towards Students’ Visualization Skills when Learning Orthographic Projection

机译：学习正交投影时，移动增强现实（MAR）对学生可视化技能的影响

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摘要

Recent study shows an increasing interest towards the implementation of augmented reality in teaching and learning. Majority of the studies in this area focuses on how this technology could impact students’ performance and various skills including visualization skills. Hence, the purpose of this study was to examine the differences in students’ visualization skills after utilizing Mobile Augmented Reality (MAR) and conventional learning in orthographic projection classroom. This study involved 60 students and was conducted in Universiti Teknologi Malaysia: 30 students in experimental group used MAR; 30 students in control group used conventional learning. In this study, mental rotation skills were measured using Purdue Spatial Visualization Test of Rotation (PSVT:R) due to its importance to ensure students understanding in orthographic projection. Results from this study showed a significant difference between students in both group where students in experimental group displayed a significantly higher level of visualization skills in terms of mental rotation skills compared to students in control group. At the end of their study, respondents were given a set of questionnaires to obtain their feedback on the use of MAR. Based on students’ positive feedback on MAR, the result proved that it can be an effective spatial visualization tool. MAR is also practical to be used in classrooms since it has low production cost.
机译：最近的研究表明，对在教学中实施增强现实的兴趣日益浓厚。该领域的大部分研究都集中于该技术如何影响学生的表现以及包括可视化技能在内的各种技能。因此，本研究的目的是研究在正交投影教室中利用移动增强现实（MAR）和常规学习后学生的可视化技能的差异。这项研究涉及60名学生，是在马来西亚科技大学进行的：实验组的30名学生使用了MAR;对照组中有30名学生使用了常规学习方法。在这项研究中，心理旋转技巧是使用Purdue空间旋转视觉测试（PSVT：R）进行测量的，这是因为它对于确保学生理解正投影法很重要。这项研究的结果表明，两组学生之间存在显着差异，其中实验组的学生在心理旋转技能方面的可视化技能水平明显高于对照组。在研究结束时，向受访者提供了一套问卷，以获取他们对MAR使用的反馈。根据学生对MAR的积极反馈，结果证明它可以作为有效的空间可视化工具。 MAR具有较低的生产成本，因此在教室中也很实用。

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