Tan Sin Yin, Tay Noel Nuo Wi
Faculty of Information Science and Technology, Multimedia University, Melaka, 75450, Malaysia.
F1000Res. 2022 Mar 21;10:987. doi: 10.12688/f1000research.72948.2. eCollection 2021.
Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors. A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically. Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching. Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study.
教育工作者在解释诸如向量等抽象概念时常常面临困难。在当前的2019冠状病毒病（COVID-19）大流行期间，完全在线的课程也给使用传统教学方法带来了额外挑战。为了解释二维以上的向量概念，可视化成为一个问题。尽管Microsoft PowerPoint可以集成动画，但图示仍为二维。建议使用增强现实（AR）技术来帮助教育工作者和学生进行向量的教学，即通过向量个人计算机增强现实系统（VPCAR），以满足对支持向量学习和教学工具的需求。利用AR技术在三维坐标系中开发了一个向量的个人计算机学习模块。通过在线调查采用目的抽样法从马来西亚的教育工作者和学生那里获取反馈。基于六个项目（吸引力、易用性、可视化、概念理解、启发性和帮助性）对使用VPCAR的支持度在5点李克特量表上进行记录。研究结果以描述性和图形方式呈现。令人惊讶的是，学生和教育工作者都很容易适应这项新技术，并分别针对每个测量项目提供了显著的积极反馈，显示出左偏态和J形分布。事实证明，学生和教育工作者之间的分布存在显著差异，教育工作者的支持水平结果高于学生。本研究除了移动应用程序外还引入了一个个人计算机学习模块，因为学生大多使用笔记本电脑参加在线课程，教育工作者在教学中也会使用其他信息技术工具。基于这些发现，VPCAR在支持教育工作者和学生的在线教学过程中具有良好的前景。然而，由于采用了目的抽样法，这些发现可能不适用于马来西亚的所有学生和教育工作者。进一步的研究可能会聚焦于使用新开发的VPCAR系统的政府资助学校，这是本研究的新颖之处。
