Evaluating Students’ Emotional Response in Augmented Reality-Based Mobile Learning Using Kansei Engineering
Communications in Computer and Information Science, 2018
Augmented reality (AR) is believed to be the next wave of online learning. New user experiences b... more Augmented reality (AR) is believed to be the next wave of online learning. New user experiences become possible to afford AR capabilities with the advent of powerful smartphones. Most studies related to the use of augmented reality in education focused on cognition with little consideration given to emotions which is important in learning. Therefore, this research aims to identify salient connections between emotions and design elements of augmented reality-based mobile learning material by applying Kansei Engineering (KE) approach. In this research, mobile augmented reality application related to the human heart was prepared to be used as a case study. Seven specimens of the mobile augmented reality application were evaluated with 55 emotions of Kansei Words (KW). 28 students from one of the public universities performed the evaluation experiment. The gathered data were then analyzed using Factor Analysis and Principal Component Analysis. The results revealed the important pillars of emotions or kansei semantic space emotions for augmented reality-based mobile learning materials. Based on Factor Analysis, it revealed four main pillars; professional-motivated, confused, wandering-thrilled and one additional pillar; trustable. Besides that, this research described design elements of augmented reality-based mobile learning material that might evoke specific emotions based on five identified pillars. Ultimately, this research is an attempt to guide the design with affective elements during preparation of augmented reality learning materials in the future.
Uploads
Papers by Nor Aziah Daud
WBL also has its limitations, thus an innovative design should be provided to complement the existing
design. This research proposes the appropriate persuasive features of WBL. Those features are then adapted
into WBL to encourage adult learners to engage and use the WBL approach in Islamic education (WBLIE).
In prior work, an initial persuasive model for Islamic education was constructed. Experts in the
appropriate domains of expertise were identified to evaluate the persuasive features, and the Delphi
technique (DT) was used to implement the verification process. Therefore, this paper also discusses the
Delphi process and analyses the results. The process began by establishing preliminary priorities among the
persuasive features that include dimensions, components and elements. To accomplish the process, an
instrument in the form of a questionnaire based on five levels of agreement was created. The questionnaire
was used by the Delphi experts to evaluate the persuasive features and the median score of the evaluation
was analyzed using median score determination. The results from the first cycle of the Delphi process
showed that all three dimensions, 23 components and most of the proposed elements should be accepted as
persuasive features in the WBL design. The features were further discussed in depth in the second cycle of
the Delphi process. The discussion covered comments and suggestions from experts regarding the agreed
features. The redundancy of components and support elements when applied in a Web environment were
identified. The experts concluded that three dimensions should remain in the model and only 18
components together with appropriate support elements should be included in the persuasive design model
for WBL-IE.