Search

A mixed methodology study measuring the use of Augmented Reality (AR) information overlay mapping in online instructional design courses, and the impact on participant's working memory is presented. Novel AR technological expansions, and the rapid proliferation of powerful computing tools embodied by emerging mobile and wearable computing devices, illustrate a significant shift in 21st century learning strategies. This study may help to increase the body of knowledge on effective AR integration plans, adapted working memory utilization in technology-enhanced classrooms, and the viability of AR assistive devices in online learning domain studies. This study investigated whether AR systems provided a uniquely beneficial learning context due to AR's native function to overlay information onto manifold electronic and physical domain settings. While the quantitative data collected in this study was limited due to a minor sample size (n=27), the qualitative results indicated that AR users were exceedingly engaged, and recalled content readily; indicating greater student engagement. The results of the study indicated several data points that posit affirmative correlation in regard to recall and memory with the AR only group. However, the general combination of qualitative and quantitative data to triangulate a discernible relationship between AR and working memory gains remained inconclusive overall, with marginal statistical distinctions. Future studies with mobile AR implementations are recommended with larger statistically significant participant sample sizes to measure potential impact on working memory and associative information processing.

The structure of the literature review features the current trajectory of Augmented Reality in the field including the current literature detailing how Augmented Reality has been applied in educational environments; how Augmented Reality has been applied in training environments; how Augmented Reality has been used to measure cognition and the specific instruments used to measure cognitive load with AR; previous working memory testing and foundational working memory practices that might be adapted in order to measure AR's potential impact on working memory; and how AR technology might be adapted to support working memory in future studies. There is evidence in the literature to support the assertion that AR technology can impact working memory and can be adapted to longstanding testing and foundational practices measuring cognitive load, novel iterations of AR in education can also be updated to be mobile friendly, aid in enriching student feedback and provide information on the overall learning experiences of the student.

There are a multitude of different theories on intelligence and achievement. While intelligence theory remains a highly contentious issue, there are commonalties among prominent research based and non-research based theories, particularly the adoption of belief over testable theory by researchers. The embracing of speculative theory exemplifies a serious dilemma when combining multiple theories to create an archetypal definition. Conjecture can often take the place of measurable analysis. Shedding light on a single pinnacle theory of intelligence remains conjectural, due to the highly complex and nuanced nature of human development. Furthermore, there are immeasurably different perspectives on the meaning of intelligence, and the implications of intelligence theory in general. However, exhaustive research based theories often produce the greatest impact when tested effectively and placed within the context of investigative evaluation. This paper seeks to examine the various components of intelligence theory in order to develop a more comprehensive approach that identifies how intelligence is a complex combination of many different factors.

Mobile technology is one of the fastest developing communications tools in the history of humankind. Perhaps now more than ever, one of the biggest questions educators and instructors face is how to engage learners in the digital age as mobile technology rapidly evolves. Current research indicates that Augmented Reality (AR) mobile learning applications, when functioning as electronic performance support systems, can increase student's spatial and working memory, response times, and has a significant impact on student engagement. With pedagogically enhanced support systems, AR-enabled courses increase learner's cognitive ability, their response to behavioral demands, and overall positively influence learner's working memory. The significance of this study will help illustrate how assistive and mobile devices are facilitating learning and autonomous help-seeking behavior in technology-enhanced learning environments. The longitudinal study utilizing Augmented Reality screen reading applications indicates that mobile AR technology can function as assistive and help-seeking instruments to increase user visual and spatial memory recall while simultaneously providing learners with tailored and systematized learning content. The study applies mixed methodologies, utilizing quantitative and qualitative data to aid in triangulation. The results show that Augmented Reality applications offer a uniquely beneficial learning context compared to the traditional computer lab setup due to the nature of mobile application's ability to unlock content anywhere and anytime versus traditional electronic learning methods.

The Mobile Learning Just-in-Time Cognitive Support Software Application Systems research study was conducted in three fully online graduate courses. Multiple rounds of data analytic activity includes; mobile app downloads, app visits, time in app, application time on task, and frequently used application tabs (n=78). A second round of collection included volunteer graduate student participant post m-Learning survey instrument feedback (n=38). Data was collected utilizing open ended responses while also including application analytics data to help serve to triangulate participant responses and time on task utilizing the mobile app, while tracking what learning content was selected within the application framework. The results of this research may help to shed light on the functionalities of m-Learning in the modern-day online classroom, it's effectiveness as a learning medium, and how student learners respond to the prospect of anywhere anytime access with their course content, available to them almost instantaneously via a mobile application framework. According to the app analytics and participant respondents survey feedback, m-Learning was perceived as a beneficial help seeking mechanism, providing an add-on access point to the online learning environment, with enhanced ease of use through accessibility of course content, and as a facilitation medium for anywhere, anytime learning.

The purpose of this study is to measure the outcome of a comprehensive learning management system implemented at a Spinal Cord Injury (SCI) hospital in the Southeast United States. Specifically this SCI hospital has been experiencing an evident volume of patients returning seeking more information about the nature of their injuries. Recognizing the need to disseminate SCI information, the hospital seeks to overhaul the current patient and family education program and to incorporate a blended learning model. The researchers' investigation seeks to identify and bridge a gap between patient access to health related learning content and vital learning materials related to spine and neck injuries. The preliminary findings suggest that the e-learning and software development community can benefit from implementing a multimodal learning management system, and adaptive online learning content database, as previous international spinal cord injury studies have also successfully demonstrated.

The aim of this paper is to examine the potential and effectiveness of m-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from m-learning and the link to adaptive learning, to the uninitiated learner and capacities of m-learning. Followed by a model using direct examples from contemporary literature, looking at m-learning and feedback, m-learning tools, augmented reality and what are the ultimate implications for m-learning's long-term uses, and where the future of mobile technology and education is heading, m-learning is becoming a fundamental form of technology that can enhance and contribute to adaptive learning. The results of this study show that m-learning is transforming the way learners access and disseminate learning content through mobility, ease of access and ability to provide instantaneous feedback, and the tacit link to other innovative forms of technology such as mobile applications and augmented reality tools.

This study details the second iterative data collection cycle of an Augmented Reality mobile application platform for three months at an Art Museum in the Southern United States. Data was collected utilizing a mobile Augmented Reality application implementation within the informal learning environment. The immersive experience campaign tracked participants' use of the mobile AR application, time on task, and how long each learning artifact was engaged with within the museum site. The AR app was downloaded and activated by a total of (N =149) unique users between February and April. Users reported increased engagement with the informal learning environment and returned to use the app 76.4% of the time.