Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments
Abstract
:1. Introduction
2. Materials and Methods
2.1. Background
2.2. Research Design
2.3. Method of AR-Based Education
2.4. Survey
2.5. Method of Analysis
3. Results
3.1. Awareness of Fine Dust
3.2. Attitude toward Fine Dust (Pretest Survey)
3.3. Level of Satisfaction with the Most Recent Education Received on Fine Dust (Pretest Survey)
3.4. Effect of AR-Based Fine Dust Education (Posttest Survey)
3.5. Level of Satisfaction with AR-Based Education
4. Discussion
4.1. The Effect of AR Utilization
4.2. Awareness of and Attitudes towards Fine Dust among Students before the Application of AR
4.3. Benefits of AR-Based Education
4.4. Students’ Attitudes toward the Use of AR
4.5. Students’ Understanding and Motivation regarding Fine Dust
4.6. Effect of AR-Based Fine Dust Education
4.7. Issues and Limitations
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
- Shin, D.W.; Joo, H.S.; Lee, G.E. Fine Dust Public Awareness Survey; Korea Environment Institute Sejong: Sejong, Korea, 2019. [Google Scholar]
- Dede, C. Immersive interfaces for engagement and learning. Science 2009, 323, 66–69. [Google Scholar] [CrossRef] [Green Version]
- Arvanitis, T.N.; Petrou, A.; Knight, J.F.; Savas, S.; Sotiriou, S.; Gargalakos, M.; Gialouri, E. Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Pers. Ubiquitous Comput. 2009, 13, 243–250. [Google Scholar] [CrossRef]
- Dunleavy, M.; Dede, C.; Mitchell, R. Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. J. Sci. Educ. Technol. 2009, 18, 7–22. [Google Scholar] [CrossRef]
- Squire, K.D.; Jan, M. Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. J. Sci. Educ. Technol. 2007, 16, 5–29. [Google Scholar] [CrossRef]
- Alahmari, M.; Issa, T.; Issa, T.; Nau, S.Z. Faculty awareness of the economic and environmental benefits of augmented reality for sustainability in Saudi Arabian universities. J. Clean. Prod. 2019, 226, 259–269. [Google Scholar] [CrossRef]
- Cai, S.; Wang, X.; Chiang, F.-K. A case study of Augmented Reality simulation system application in a chemistry course. Comput. Hum. Behav. 2014, 37, 31–40. [Google Scholar] [CrossRef] [Green Version]
- Klopfer, E.; Sheldon, J. Augmenting your own reality: Student authoring of science-based augmented reality games. New Dir. Youth Dev. 2010, 2010, 85–94. [Google Scholar] [CrossRef] [PubMed]
- Liu, W.; Cheok, A.D.; Mei-Ling, C.L.; Theng, Y.-L. Mixed Reality Classroom: Learning from Entertainment; Association for Computing Machinery: Perth, Australia, 2007; pp. 65–72. [Google Scholar]
- Kerawalla, L.; Luckin, R.; Seljeflot, S.; Woolard, A. “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Real. 2006, 10, 163–174. [Google Scholar] [CrossRef]
- Wu, H.-K.; Lee, S.W.-Y.; Chang, H.-Y.; Liang, J.-C. Current status, opportunities and challenges of augmented reality in education. Comput. Educ. 2013, 62, 41–49. [Google Scholar] [CrossRef]
- Chytas, D.; Johnson, E.O.; Piagkou, M.; Mazarakis, A.; Babis, G.C.; Chronopoulos, E.; Nikolaou, V.S.; Lazaridis, N.; Natsis, K. The role of augmented reality in Anatomical education: An overview. Ann. Anat.-Anat. Anz. 2020, 229, 151463. [Google Scholar] [CrossRef]
- Shelton, B.E.; Hedley, N.R. Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Proceedings of the First IEEE International Workshop Agumented Reality Toolkit, Darmstadt, Germany, 29 September 2002; p. 8. [Google Scholar]
- Ma, M.; Fallavollita, P.; Seelbach, I.; Von Der Heide, A.M.; Euler, E.; Waschke, J.; Navab, N. Personalized augmented reality for anatomy education. Clin. Anat. 2016, 29, 446–453. [Google Scholar] [CrossRef] [PubMed]
- Kamphuis, C.; Barsom, E.; Schijven, M.; Christoph, N. Augmented reality in medical education? Perspect. Med. Educ. 2014, 3, 300–311. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Yammine, K.; Violato, C. A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Anat. Sci. Educ. 2015, 8, 525–538. [Google Scholar] [CrossRef] [PubMed]
- Brenton, H.; Hernandez, J.; Bello, F.; Strutton, P.; Purkayastha, S.; Firth, T.; Darzi, A. Using multimedia and Web3D to enhance anatomy teaching. Comput. Educ. 2007, 49, 32–53. [Google Scholar] [CrossRef]
- Garg, A.; Norman, G.R.; Spero, L.; Maheshwari, P. Do virtual computer models hinder anatomy learning? Acad. Med. 1999, 74, S87–S89. [Google Scholar] [CrossRef] [PubMed]
- Garg, A.X.; Norman, G.; Sperotable, L. How medical students learn spatial anatomy. Lancet 2001, 357, 363–364. [Google Scholar] [CrossRef]
- Garg, A.X.; Norman, G.R.; Eva, K.W.; Spero, L.; Sharan, S. Is there any real virtue of virtual reality?: The minor role of multiple orientations in learning anatomy from computers. Acad. Med. 2002, 77, S97–S99. [Google Scholar] [CrossRef]
- Son, Y.-A.; Park, J.-E.; Min, B.-M.; Choi, D.-H. Analyzing the Status of Environment-related Teaching in Elementary and Secondary Schools. Korean J. Environ. Educ. 2007, 20, 45–62. [Google Scholar]
- An, S.H.; Kim, H.S.; Hwang, J.S.; Ju, G.H.; Seo, J.H.; An, S.H.; Lee, S.H.; Lee, J.T. A study on Analysis of Actual Use of Digital Textbooks and Future Plans. In KR 2020-2; Korea Education and Research Information Service: Daegu, Korea, 2020. [Google Scholar]
- Markowitz, D.M.; Laha, R.; Perone, B.P.; Pea, R.D.; Bailenson, J.N. Immersive virtual reality field trips facilitate learning about climate change. Front. Psychol. 2018, 9, 2364. [Google Scholar] [CrossRef]
- Kamarainen, A.M.; Metcalf, S.; Grotzer, T.; Browne, A.; Mazzuca, D.; Tutwiler, M.S.; Dede, C. EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Comput. Educ. 2013, 68, 545–556. [Google Scholar] [CrossRef] [Green Version]
- Akçayır, M.; Akçayır, G. Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educ. Res. Rev. 2017, 20, 1–11. [Google Scholar] [CrossRef]
- Nincarean, D.; Alia, M.B.; Halim, N.D.A.; Rahman, M.H.A. Mobile Augmented Reality: The potential for education. Procedia-Soc. Behav. Sci. 2013, 103, 657–664. [Google Scholar] [CrossRef] [Green Version]
- Dewey, D.P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Stud. Second Lang. Acquis. 2004, 26, 303–327. [Google Scholar]
- Lave, J.; Wenger, E. Situated Learning Legitimate Peripheral Participation; Cambridge University Press: Cambridge, UK, 1991. [Google Scholar]
- Kwon, C. Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Real. 2019, 23, 101–118. [Google Scholar] [CrossRef] [Green Version]
- Somyurek, S. Attracting Z generation’s attention in learning process: Augmented reality. Educ. Technol. Theory Implement. 2014, 4, 63–80. [Google Scholar]
- Walczak, K.; Wojciechowski, R.; Cellary, W. Dynamic interactive VR network services for education. In Proceedings of the ACM symposium on Virtual reality software and technology, Limassol, Cyprus, 1–3 November 2006; pp. 277–286. [Google Scholar]
- Chen, C.-M.; Tsai, Y.-N. Interactive augmented reality system for enhancing library instruction in elementary schools. Comput. Educ. 2012, 59, 638–652. [Google Scholar] [CrossRef]
- Hackett, M.; Proctor, M. Three-dimensional display technologies for anatomical education: A literature Review. J. Sci. Educ. Technol. 2016, 25, 641–654. [Google Scholar] [CrossRef]
- Falah, J.; Charissis, V.; Khan, S.; Chan, W.; Alfalah, S.F.; Harrison, D.K. Development and evaluation of virtual reality medical training system for anatomy education. J. Sci. Math.Technol. 2015, 591, 369–383. [Google Scholar]
- Said, C.S.; Shamsudin, K.; Mailok, R.; Johan, R.; Hanaif, H.F. The development and evaluation of a 3D visualization tool in anatomy education. J. Sci. Math. Technol. 2015, 2, 48–56. [Google Scholar]
- Choi, S.-H. A study on the factors affecting fine dust cognition, knowledge, and attitude among college students. J. Korea Contents Assoc. 2018, 18, 281–290. [Google Scholar]
- Park, E.; Oh, H.-J.; Kim, S.-H.; Min, A. The relationships between particulate matter risk perception, knowledge, and health promoting behaviors among college students. J. Korean Biol. Nurs. Sci. 2018, 20, 20–29. [Google Scholar] [CrossRef]
- Hall, E.; Chai, W.; Koszewski, W.; Albrecht, J. Development and validation of a social cognitive theory-based survey for elementary nutrition education program. Int. J. Behav. Nutr. Phys. Act. 2015, 12, 47. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Morgan, M.G.; Fischhoff, B.; Bostrom, A.; Atman, C.J. Risk Communication: A Mental Models Approach; Cambridge University Press: Cambridge, UK, 2002; pp. 1–350. [Google Scholar]
- Paul, S. The perception of risk. In Risk, Society, and Policy Series; Earthscan Publications: Washington, DC, USA, 2016; pp. 179–182. [Google Scholar]
- Kim, Y.; Lee, H.; Lee, H.; Jang, Y. A study on differences between experts and lay people about risk perceptions toward particular matter: A focus on the utilization of mental models. Commun. Theor. 2016, 12, 53–117. [Google Scholar]
- Damman, O.C.; Timmermans, D.R. Educating health consumers about cardio-metabolic health risk: What can we learn from lay mental models of risk? Patient Educ. Couns. 2012, 89, 300–308. [Google Scholar] [CrossRef]
- Hibbard, J.H.; Greene, J.; Daniel, D. What is quality anyway? Performance reports that clearly communicate to consumers the meaning of quality of care. Med. Care Res. Rev. 2010, 67, 275–293. [Google Scholar] [CrossRef] [PubMed]
- Lee, H.; Cha, S.-A.; Kwon, H.-N. Study on the effect of augmented reality contents-based instruction for adult learners on academic achievement, interest and flow. J. Korea Contents Assoc. 2016, 16, 424–437. [Google Scholar] [CrossRef] [Green Version]
- Borrero, A.M.; Márquez, J.A. A pilot study of the effectiveness of augmented reality to enhance the use of remote labs in electrical engineering education. J. Sci. Educ. Technol. 2012, 21, 540–557. [Google Scholar] [CrossRef]
- Sahin, D.; Yilmaz, R.M. The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Comput. Educ. 2020, 144, 103710. [Google Scholar] [CrossRef]
- Gundogdu, T. The Analysis of the Relationship between 8th Grade Students’ Success and Conceptual Understanding of Astronomy and Their Attitudes towards Science Courses; Marmara University Institute of Educational Sciences: Istanbul, Turkey, 2014. [Google Scholar]
- Thomas, R.G.; William John, N.; Delieu, J.M. Augmented reality for anatomical education. J. Vis. Commun. Med. 2010, 33, 6–15. [Google Scholar] [CrossRef]
- Ferrer-Torregrosa, J.; Torralba, J.; Jimenez, M.; García, S.; Barcia, J. ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. J. Sci. Educ. Technol. 2015, 24, 119–124. [Google Scholar] [CrossRef]
- Küçük, S.; Kapakin, S.; Göktaş, Y. Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anat. Sci. Educ. 2016, 9, 411–421. [Google Scholar] [PubMed]
- Ferrer-Torregrosa, J.; Jiménez-Rodríguez, M.Á.; Torralba-Estelles, J.; Garzón-Farinós, F.; Pérez-Bermejo, M.; Fernández-Ehrling, N. Distance learning ects and flipped classroom in the anatomy learning: Comparative study of the use of augmented reality, video and notes. BMC Med. Educ. 2016, 16, 230. [Google Scholar]
- Wang, C.-H.; Chi, P.-H. Applying augmented reality in teaching fundamental earth science in junior high schools. In Computer Applications for Database, Education, and Ubiquitous Computing; Kim, T.-H., Ma, J., Fang, W.-C., Zhang, Y., Cuzzocrea, A., Eds.; Springer: New York, NY, USA, 2012; Volume 352, pp. 23–30. [Google Scholar]
- Abdüsselam, M.S. Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Eğitim ve Öğretim Dergisi 2014, 4, 59–74. [Google Scholar]
- Kugelmann, D.; Stratmann, L.; Nühlen, N.; Bork, F.; Hoffmann, S.; Samarbarksh, G.; Pferschy, A.; von der Heide, A.M.; Eimannsberger, A.; Fallavollita, P. An augmented reality magic mirror as additive teaching device for gross anatomy. Ann. Anat.-Anat. Anz. 2018, 215, 71–77. [Google Scholar]
- Arici, F.; Yildirim, P.; Caliklar, S.; Yilmaz, R. Research Trends in Using Augmented Reality in Scientific Education: Content-Bibliometric Cartographic Analysis. Comput. Educ. 2019, 142, 103647. [Google Scholar]
Title (Reference) | Abstract | Conclusions |
---|---|---|
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips [24] | The EcoMOBILE project combined an augmented reality (AR) experience with the use of environmental probeware during a field trip to a local pond environment. |
|
Advantages and challenges associated with augmented reality for education: A systematic review of the literature [25] | This study presented a systematic review of the literature on AR used in educational settings considering factors such as publication year, learner type, technologies in AR, and the advantages and challenges of using AR in educational settings |
|
Mobile Augmented Reality: The Potential for Education [26] | This paper reviewed several studies on mobile augmented reality and exemplified the potential of the technology for education. |
|
Lesson 1 | Lesson 2 | ||
---|---|---|---|
Title | Fine dust concepts and basic theory | Title | AR practical training |
Teaching Method | Lecture, discussion | Teaching Method | Lectures, practice, discussions, quiz |
Contents | Concepts of Fine dust Measurement method The relationship between Fine dust and weather Human health risk Emergency response | Contents | [Step 1] AR Application operation AR Application practice [Step 2] Experience educational contents of fine dust using AR |
Questions |
---|
(Q1) Check weather conditions through broadcasting, the Internet, etc. |
(Q2) I adjust my commuting time to and from school and check whether the school is closed. |
(Q3) I prepare personal hygiene products such as yellow dust masks, handkerchiefs, and tissues. |
(Q4) If yellow dust or fine dust is severe, make sure to wear a mask when going to and from school. |
(Q5) On days with high concentrations of fine dust, I close the windows and avoid outdoor activities. |
(Q6) I perform personal hygiene activities thoroughly, such as washing hands and brushing teeth. |
(Q7) Thorough recycling and cleaning. |
(Q8) Not running or playing too much in the classroom. |
(Q9) I try to reduce the amount of fine dust when I change into or out of my gym clothes or during physical education classes. |
(Q10) Ventilate indoor air after yellow dust and fine dust warnings. |
(Q11) I use an air purifier, humidifier, etc. to maintain clean air indoors. |
(Q12) Periodically ventilate indoor air on days when yellow dust and fine dust are not severe. |
Type | Sample | Likert Scale | Mean (Std.) | |||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | ||||
Total | 182 | 1.6 | 11.5 | 35.7 | 42.9 | 8.2 | 3.45 (0.86) | |
Education Experience | Yes | 99 | 1.0 | 9.1 | 34.3 | 45.5 | 10.1 | 3.55 (0.84) |
No | 83 | 2.4 | 14.5 | 37.3 | 39.8 | 6.0 | 3.33 (0.88) |
Type | Sample | Likert Scale | Ave. (Std.) | t/F | |||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | |||||
Total | 182 | 48.9 | 45.1 | 6.0 | 4.43 (0.61) | ||
Interest on Fine Dust | (A) High | 93 | 67.7 | 32.3 | 0 | 4.68 (0.47) | F = 22.196 p = 0.000 (A > B,C) |
(B) Moderate | 65 | 30.8 | 63.1 | 6.2 | 4.25 (0.56) | ||
(C) Low | 24 | 25.0 | 45.8 | 29.2 | 3.96 (0.75) | ||
Education Experience | Yes | 99 | 51.5 | 46.5 | 2.0 | 4.49 (0.54) | t = 1.590 p = 0.114 |
No | 83 | 45.8 | 43.4 | 10.8 | 4.35 (0.67) |
Type | Sample | Likert Scale | Ave. (Std.) | t/F | |||||
---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | N/A | |||||
Total | 182 | 11.0 | 33.0 | 47.8 | 7.7 | 0.5 | 3.48 (0.79) | ||
Interest on Fine Dust | (A) High | 93 | 16.1 | 40.9 | 37.6 | 5.4 | 0 | 3.68 (0.81) | F = 7.574 p = 0.001 (A > B,C) |
(B) Moderate | 65 | 6.2 | 26.2 | 60.0 | 6.2 | 1.5 | 3.33 (0.69) | ||
(C) Low | 24 | 4.2 | 20.8 | 54.2 | 20.8 | 0 | 3.08 (0.78) | ||
Education Experience | Yes | 99 | 10.1 | 34.3 | 53.5 | 2.0 | 0 | 3.53 (0.7) | t = 0.914 p = 0.362 |
No | 83 | 12.0 | 31.3 | 41.0 | 14.5 | 1.2 | 3.41 (0.89) |
Type | Sample | Mean (Std.) | F/t | |
---|---|---|---|---|
Total | 182 | 3.35 (0.63) | ||
Interst on Fine Dust | (A) High | 93 | 3.63 (0.56) | F = 27.204 p = 0.000 (A > B,C) |
(B) Moderate | 65 | 3.14 (3.14) | ||
(C) Low | 24 | 2.83 (0.63) | ||
Education Experience | Yes | 99 | 3.46 (0.63) | t = 2.583 p = 0.011 |
No | 83 | 3.22 (0.62) |
Type | Sample | Lecture·Video | Experience (Group) Activities | N/A | χ2 | |
---|---|---|---|---|---|---|
Total | 101 | 80.2 | 8.9 | 10.9 | ||
Education Place | In school | 89 | 83.1 | 7.9 | 9.0 | χ2 = 27.823 p = 0.000 |
Outside school | 9 | 77.8 | 22.2 | 0.0 | ||
N/A | 3 | 0.0 | 0.0 | 100.0 | ||
Education Teacher | School teacher | 13 | 100.0 | 0.0 | 0.0 | χ2 = 63.700 p = 0.000 |
External Instructor | 81 | 84.0 | 11.1 | 4.9 | ||
N/A | 7 | 0.0 | 0.0 | 100.0 |
Type | Sample | Likert Scale | t | |||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | N/A | Mean (Std.) | ||||
Total | 101 | 3.0 | 6.9 | 52.5 | 26.7 | 4.0 | 6.9 | 3.23 (0.78) | ||
Education Place | In school | 89 | 3.4 | 6.7 | 55.1 | 25.8 | 4.5 | 4.5 | 3.22 (0.79) | t = −0.399 p = 0.691 |
Outside school | 9 | 0.0 | 11.1 | 44.4 | 44.4 | 0.0 | 0.0 | 3.33 (0.71) | ||
N/A | 3 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 100.0 | - | ||
Education Teacher | School | 13 | 0.0 | 7.7 | 76.9 | 15.4 | 0.0 | 0.0 | 3.08 (0.49) | t = −1.238 p = 0.228 |
External | 81 | 2.5 | 7.4 | 53.1 | 29.6 | 4.9 | 2.5 | 3.28 (0.78) | ||
N/A | 7 | 14.3 | 0.0 | 0.0 | 14.3 | 0.0 | 71.4 | 2.50 (2.12) | ||
Teaching Method | Lecture· Video | 81 | 2.5 | 8.6 | 55.6 | 25.9 | 4.9 | 2.5 | 3.23 (0.78) | t = −0.394 p = 0.695 |
Activities | 9 | 0.0 | 0.0 | 66.7 | 33.3 | 0.0 | 0.0 | 3.33 (0.50) | ||
N/A | 11 | 9.1 | 0.0 | 18.2 | 27.3 | 0.0 | 45.5 | 3.17 (1.17) |
Type | Sample | Lack of Information Wanted to Know | Difficult to Understand | Boring Because It Was a Theory-Based Class | |
---|---|---|---|---|---|
Total | 10 | 30 | 10 | 80 | |
Education Place | In school | 9 | 33.3 | 11.1 | 77.8 |
Outside school | 1 | 0 | 0 | 100 | |
Education Teacher | School teacher | 1 | 0 | 0 | 100 |
External Instructor | 8 | 25 | 12.5 | 87.5 | |
N/A | 1 | 100 | 0 | 0 | |
Teaching Method | Lecture·Video | 9 | 22.2 | 11.1 | 88.9 |
N/A | 1 | 100 | 0 | 0 |
Type | Sample | Before Mean (Std.) | After Mean (Std.) | Diff. (A-B) | t/Z | |||
---|---|---|---|---|---|---|---|---|
Total | 182 | 3.35 | (0.63) | 4.23 | (0.65) | 0.88 | t = −12.299 p = 0.000 | |
Degree of Interest in Fine Dust | High | 93 | 3.63 | (0.56) | 4.22 | (0.66) | 0.59 | t = −6.195 p = 0.000 |
Moderate | 65 | 3.14 | (0.53) | 4.25 | (0.61) | 1.11 | t = −10.724 p = 0.000 | |
Low | 24 | 2.83 | (0.63) | 4.22 | (0.75) | 1.39 | t = −6.017 p = 0.000 | |
Learning Experience | Yes | 99 | 3.46 | (0.63) | 4.25 | (0.69) | 0.79 | t = −7.692 p = 0.000 |
No | 83 | 3.22 | (0.62) | 4.21 | (0.61) | 0.99 | t = −10.143 p = 0.000 | |
AR Utilization Experience | Yes | 50 | 3.44 | (0.74) | 4.32 | (0.56) | 0.88 | t = −5.993 p = 0.000 |
No | 132 | 3.32 | (0.59) | 4.20 | (0.68) | 0.88 | t = −10.750 p = 0.000 |
Question | Before Mean (Std.) | After Mean (Std.) | Diff.(A-B) | t | ||
---|---|---|---|---|---|---|
Q1 | 3.53 | (1.11) | 4.23 | (0.81) | 0.70 | t = −6.671, p = 0.000 |
Q2 | 2.93 | (1.20) | 4.26 | (0.84) | 1.33 | t = −12.015, p = 0.000 |
Q3 | 2.94 | (1.16) | 4.14 | (0.89) | 1.20 | t = −11.301, p = 0.000 |
Q4 | 3.21 | (1.22) | 4.25 | (0.83) | 1.04 | t = −9.526, p = 0.000 |
Q5 | 3.63 | (1.09) | 4.20 | (0.91) | 0.57 | t = −5.277, p = 0.000 |
Q6 | 3.80 | (0.90) | 4.33 | (0.77) | 0.53 | t = −5.668, p = 0.000 |
Q7 | 3.42 | (0.96) | 4.10 | (0.98) | 0.68 | t = −6.364, p = 0.000 |
Q8 | 3.54 | (1.15) | 4.20 | (0.91) | 0.66 | t = −5.889, p = 0.000 |
Q9 | 2.70 | (1.09) | 4.13 | (0.90) | 1.42 | t = −12.940, p = 0.000 |
Q10 | 3.18 | (1.08) | 4.21 | (0.85) | 1.03 | t = −9.884, p = 0.000 |
Q11 | 3.77 | (1.07) | 4.40 | (0.75) | 0.63 | t = −6.430, p = 0.000 |
Q12 | 3.59 | (1.08) | 4.35 | (0.75) | 0.76 | t = −7.384, p = 0.000 |
Type | Sample | 1 | 2 | 3 | 4 | Mean (Std.) (Point) | F/t | ||
---|---|---|---|---|---|---|---|---|---|
Total | 182 | 1.1 | 19.8 | 39.6 | 39.6 | 4.18 | (0.78) | ||
Degree of Interest in Fine Dust | High | 93 | 1.1 | 17.2 | 40.9 | 40.9 | 4.22 | (0.76) | F = 0.728 p = 0.484 |
Moderate | 65 | 1.5 | 18.5 | 40.0 | 40.0 | 4.18 | (0.79) | ||
Low | 24 | 0.0 | 33.3 | 33.3 | 33.3 | 4.00 | (0.83) | ||
Learning Experience | Yes | 99 | 1.0 | 16.2 | 36.4 | 46.5 | 4.28 | (0.77) | t = 2.036 p = 0.043 |
No | 83 | 1.2 | 24.1 | 43.4 | 31.3 | 4.05 | (0.78) | ||
AR Utilization Experience | Yes | 50 | 0.0 | 16.0 | 42.0 | 42.0 | 4.26 | (0.72) | t = 0.895 p = 0.372 |
No | 132 | 1.5 | 21.2 | 38.6 | 38.6 | 4.14 | (0.80) |
Type | Sample | 3 (%) | 4 (%) | 5 (%) | N/A | Mean (Std.) (Point) | F/t | ||
---|---|---|---|---|---|---|---|---|---|
Total | 182 | 18.1 | 41.8 | 39.0 | 1.1 | 4.21 | (0.73) | ||
Degree of Interest in Fine Dust | High | 93 | 14.0 | 45.2 | 38.7 | 2.2 | 4.25 | (0.69) | F = 0.789 p = 0.456 |
Moderate | 65 | 20.0 | 38.5 | 41.5 | 0.0 | 4.22 | (0.76) | ||
Low | 24 | 29.2 | 37.5 | 33.3 | 0.0 | 4.04 | (0.81) | ||
Learning Experience | Yes | 99 | 13.1 | 46.5 | 39.4 | 1.0 | 4.27 | (0.68) | t = 1.086 p = 0.279 |
No | 83 | 24.1 | 36.1 | 38.6 | 1.2 | 4.15 | (0.79) | ||
AR Utilization Experience | Yes | 50 | 14.0 | 44.0 | 38.0 | 4.0 | 4.25 | (0.70) | t = 0.429 p = 0.669 |
No | 132 | 19.7 | 40.9 | 39.4 | 0.0 | 4.20 | (0.75) |
Type | Sample | 1 | 2 | 3 | 4 | 5 | N/A | Mean (Std.) | F/t | ||
---|---|---|---|---|---|---|---|---|---|---|---|
Total | 182 | 0.5 | 1.6 | 20.9 | 40.7 | 35.2 | 1.1 | 4.09 | (0.82) | ||
Degree of Interest in Fine Dust | High | 93 | 1.1 | 3.2 | 18.3 | 43.0 | 32.3 | 2.2 | 4.04 | (0.87) | F = 0.861 p = 0.424 |
Moderate | 65 | 0.0 | 0.0 | 21.5 | 36.9 | 41.5 | 0.0 | 4.20 | (0.77) | ||
Low | 24 | 0.0 | 0.0 | 29.2 | 41.7 | 29.2 | 0.0 | 4.00 | (0.78) | ||
Learning Experience | Yes | 99 | 0.0 | 0.0 | 17.2 | 46.5 | 35.4 | 1.0 | 4.18 | (0.71) | t = 1.596 p = 0.112 |
No | 83 | 1.2 | 3.6 | 25.3 | 33.7 | 34.9 | 1.2 | 3.99 | (0.94) | ||
AR Utilization Experience | Yes | 50 | 0.0 | 2.0 | 14.0 | 48.0 | 32.0 | 4.0 | 4.15 | (0.74) | t = 0.504 p = 0.615 |
No | 132 | 0.8 | 1.5 | 23.5 | 37.9 | 36.4 | 0.0 | 4.08 | (0.85) |
Type | Sample | 2 | 3 | 4 | 5 | N/A | Mean(Std.) | F/t | ||
---|---|---|---|---|---|---|---|---|---|---|
Total | 182 | 2.7 | 13.7 | 41.2 | 41.2 | 1.1 | 4.22 | (0.79) | ||
Degree of Interest in Fine Dust | High | 93 | 2.2 | 11.8 | 39.8 | 44.1 | 2.2 | 4.29 | (0.76) | F = 1.256 p = 0.287 |
Moderate | 65 | 1.5 | 13.8 | 46.2 | 38.5 | 0.0 | 4.22 | (0.74) | ||
Low | 24 | 8.3 | 20.8 | 33.3 | 37.5 | 0.0 | 4.00 | (0.98) | ||
Learning Experience | Yes | 99 | 2.0 | 10.1 | 46.5 | 40.4 | 1.0 | 4.27 | (0.73) | t = 0.801 p = 0.424 |
No | 83 | 3.6 | 18.1 | 34.9 | 42.2 | 1.2 | 4.17 | (0.86) | ||
AR Utilization Experience | Yes | 50 | 2.0 | 6.0 | 50.0 | 38.0 | 4.0 | 4.29 | (0.68) | t = 0.712 p = 0.477 |
No | 132 | 3.0 | 16.7 | 37.9 | 42.4 | 0.0 | 4.20 | (0.82) |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Huh, J.R.; Park, I.-J.; Sunwoo, Y.; Choi, H.J.; Bhang, K.J. Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments. Sustainability 2020, 12, 9874. https://doi.org/10.3390/su12239874
Huh JR, Park I-J, Sunwoo Y, Choi HJ, Bhang KJ. Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments. Sustainability. 2020; 12(23):9874. https://doi.org/10.3390/su12239874
Chicago/Turabian StyleHuh, Jung Rim, In-Jo Park, Young Sunwoo, Hyo Jeong Choi, and Kon Joon Bhang. 2020. "Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments" Sustainability 12, no. 23: 9874. https://doi.org/10.3390/su12239874