Faculty of Engineering, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania.
Faculty of Medicine, Lucian Blaga University of Sibiu, 550024 Sibiu, Romania.
Sensors (Basel). 2024 Aug 8;24(16):5138. doi: 10.3390/s24165138.
The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.
沉浸式技术一词是指各种类型的技术和视角，它们在不断变化和发展。它可以用于不同的目的和领域，如教育、医疗保健、娱乐、艺术和工程。本文旨在比较教育中使用的沉浸式技术（即使用 Microsoft HoloLens 2 生成的混合现实）与传统教学方法的效果。该实验涉及比较两组接受不同培训方法的学生：第一组观看了带有人类肌肉系统图像的 PowerPoint 幻灯片，而第二组观看了显示与 PowerPoint（PPT）中相同肌肉群的人体 3D 全息图。通过将参与者的智商（IQ）水平作为预测变量进行整合，该研究旨在确定混合现实技术的采用是否可以显著影响学习者的学习成果和保留能力。本研究旨在通过提供有关先进教育技术在不同学习环境中的潜在优势的经验证据，为不断发展的教学环境做出贡献。本研究的主要发现表明，虽然混合现实具有潜力，但它的效果与互动性密切相关。在内容保持静态且非互动的情况下，与传统的 PPT 方法相比，混合现实并不会显著提高信息保留率。此外，该研究还强调，应该根据个体的认知特征来调整教学策略，因为当呈现的信息相同时，技术类型（MR 或 PPT）本身并不会显著影响学习成果。
