Main Subcommittee Category
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AcademiaAbstract
This paper examines the theory and design considerations of effective learning applications built with Augmented Reality (AR) to better prepare Basic Combat training candidates for the tasks and stressors associated with training. The research questions focused on the evaluation of learning outcomes, emotional experiences, and transfer results compared between traditional multimedia material and a multimodal AR application designed and developed for this study. A primary interest is to discover if informal learning can prime basic training candidates for the rigors of basic training and increase their successful completion. A mixed-methods, between-subject research design was executed as a pilot study (n = 10). Two groups were compared. The control group (n = 5) represented the standard educational practices that use-multimedia slides and the experimental group (n = 5) introduced a novel-AR App. A variety of instruments were used to measure declarative knowledge, conceptual knowledge, procedural task knowledge, and emotional states, followed by a time delayed transfer test on the same outcomes. Results were evaluated using non-parametric statistics show there are no differences in actual learning or transfer between the two groups but that there are strong trends in perceived learning, perceived stress, homesickness, rankings regarding the utility of AR, and subjective evaluation (immersion and engagement). Interesting correlations were found to be different between the AR and the control conditions that may inform the use of technology in training applications and design. Qualitative data was gathered using interviews, think aloud protocols, and field notes. This quantitative data combined with qualitative evidence supports further study with an increased sample size to better evaluate immersive learning application design.