通过通用设计的增强现实增强学习:对增强和传统学习材料的比较研究
Attila Bekkvik Szentirmai1, Pietro Murano2
1Department of Design, Norwegian University of Science and Technology - NTNU, Bygg 118, 315, Gjøvik, Norway. attila.b.szentirmai@ntnu.no.
Studies in health technology and informatics
|November 19, 2024
概括
全面设计 (UD) 增强现实 (AR) 应用程序增强了各种用户的可访问性和学习能力,包括残疾人. 与传统方法相比,UD AR提高了可用性和结果,促进了数字包容.
科学领域:
- 教育技术的教育技术
- 人与计算机的交互
- 可访问性研究 可访问性研究
背景情况:
- 传统的教育材料往往会给不同需求的用户带来可访问性障碍.
- 增强现实 (AR) 提供了沉浸式学习潜力,但需要仔细设计包容性.
- 全面设计 (UD) 的原则旨在创造出可以被所有人使用的产品,尽可能多.
研究的目的:
- 将普遍设计 (UD) 增强现实 (AR) 应用程序与传统纸质材料的有效性进行比较.
- 评估UD AR对不同用户群体的可访问性,可用性,用户体验和学习成果的影响.
- 调查UD AR在支持具有特定需求的学习者,如视力障碍和阅读障碍等方面的潜力.
主要方法:
- 一项涉及36名具有不同能力和残疾的参与者的比较研究.
- 两个实验条件:UD设计的AR应用程序和传统的纸质材料.
- 评估可访问性,可用性,用户体验和海洋生物学,人体解剖学和文化历史方面的短期学习成果.
主要成果:
- 用UD设计的AR应用程序显著改善了特殊需求用户的可访问性和可用性.
- 视觉用户通过UD AR增强了学习表现,特别是在空间任务中.
- 阅读障碍的用户表现出有效的信息回忆;盲人用户在没有外部辅助技术的情况下与AR内容互动.
结论:
- 在AR开发中纳入UD原则对于提高可访问性和可用性至关重要.
- 像AR这样的沉浸式技术,当被设计为通用时,可以显著改善教育体验并促进数字包容.
- UD AR为传统的学习材料提供了可行和有效的替代方案,特别适用于多元化的学习者.
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