Abstract:

In recent years, multiple augmented reality systems for education have been developed. In these systems, we can observe the use of distinct types of digital content, including images, videos, three-dimensional objects and sounds that overlap, in the most diverse forms, the physical world. However, when designing this type of systems in the area of education, this question arises: what content will enable students to learn better? If, on the one hand, activities that require thinking strategies not yet acquired by the students, do not involve them in learning, on the other hand, activities that imply concepts from previous learning stages are not challenging enough and thus do not involve the student neither. Therefore the creation of the right stimulus is fundamental.

In this study, we developed two different types of augmented reality content to explain the same process - the solar system - one using video and the other using three-dimensional content. We describe the comparative analysis of using the augmented three-dimensional content versus the augmented video content. This research was developed with a quasi-experimental study with 30 students in an elementary school. The results show that the augmented three-dimensional content can have a positive impact on the perception of understanding, satisfaction and emotional induction. The results, also indicate, no significant differences between video or three-dimensional objects on the perception of innovation nor on the perception of understanding

Keywords:

Augmented reality, Augmented reality systems for education, Augmented reality design, Augmented reality video, Augmented reality three-dimensional content.