The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension
Abstract
:1. Introduction
2. Related Works
2.1. Listening Comprehension
2.2. Augmented Reality and Comprehension in Children
2.3. Effects of Visual Content Characteristics on Comprehension
3. Materials and Methods
3.1. Objective and Hypotheses
- H1A: People who hear AR lesson will have more successful marks in comprehension test (CT).
- H2A: People who hear AR lesson will take longer to complete the comprehension test (CT).
3.2. Sample
- Augmented Reality Group (AR group)
- High Reading Comprehension (HighAR): 8 participants
- Low Reading Comprehension: (LowAR): 8 participants
- Video Group (VIDEO group)
- High Reading Comprehension (HighVideo): 8 participants
- Low Reading Comprehension (LowVideo): 8 participants
3.3. Software and Resources
3.4. Procedure
“I am [insert Monitor Name] and I will be with you throughout this activity. I’m studying computers and I like to learn how to use computers, tablets and cell phones to help people.
I asked you to be here today because I need your help. I’m trying to figure out how to make a reading app for kids like you. So, I want you to help me by doing an activity. It’s going to take about 25 min.
Don’t get nervous; we are testing the application, not you. Really, you’re not going to make a mistake here. There are no right answers or wrong answers but if I see that you’re paying attention I’ll give you a prize (I’ll give every participant a prize). […]. Now I am going to explain what we’re going to do. You know how in some classes professors show you videos to teach you something? Well, we’re going to show you a video and I want you to listen carefully while you watch it […].”
- What was the goal of the experiment?
- ○
- To experiment with a dog in order to test whether humans could survive in space.
- ○
- To watch animal behavior in situations of extreme fear.
- ○
- Build an intelligent ship to explore the Moon and to find aliens.
- ○
- Send living beings into space for them to live in another galaxy.
- How did scientists know that Laika was alive in space?
- ○
- By her barking.
- ○
- By her pulse.
- ○
- Because of movements in the ship.
- ○
- They saw her from their lab’s telescope.
- What was the name of the ship that Laika travelled in?
- ○
- Sputnik 2.
- ○
- Odyssey.
- ○
- Apollo 2.
- ○
- Hubble.
4. Results
4.1. Comparison of the Number of Successes in the Comprehension Test
4.2. Comparison of Times for Comprehension Test Completion
4.3. Usability
- Question #1: How much do you like the application? It is entertaining, boring, it attracts attention, you don’t like it.
- Question #2: Have you been surprised by the virtual 3D drawings integrated into the real environment?
- Question #3: Did you find it difficult to use the app?
- Question #4: Would you like to have more AR apps to study or do you prefer the video version?
4.4. Observational Findings
5. Discussion and Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Study | Sample | Education | Scope/Results | Format |
---|---|---|---|---|
[25] Hamdan and Al-Hawamde | 60 | University and graduate students. Foreign language. | Listening comprehension in foreign language affected by flat audio and audio + video. | Audio and video on computer. |
[33] Lesnov | 73 | Foreign language students. | Listening comprehension in foreign language affected by flat audio, audio + relevant visuals and audio + non-relevant visuals. No statistical difference in second language test-takers’ performance on an academic listening test in an audio-only mode versus an audio-video mode. | Audio and video on computer. |
[38] Roohani, Jafarpour and Zarei | 80 | Foreign language students. | Listening comprehension in foreign language affected by flat audio, audio + relevant visuals and audio + non-relevant visuals. The animation type of visualization was more effective than the static one and embedding animations with question advance organizers improved reading comprehension significantly. | Text, animations and static images on computer. |
[39] Nirme et al. | 55 | Children aged 8 to 9 (Swedish elementary schools). | Listening comprehension in noise and silence conditions by audio and audiovisual. The results are inconclusive regarding how seeing a virtual speaker affects listening comprehension. | Audio and audiovisual (virtual speaker video). |
[42] Dünser | 21 | Children aged 6 to 7 (primary school students). | Reading comprehension for traditional picture books and for AR picture books. No statistical difference in the number of interactive lessons read between high and low reading comprehension groups. Readers with high reading comprehension remembered more events. | Text, images, AR on computer. A webcam is used to capture bookmarks. |
Present study | 32 | Children aged 9 to 11 (primary school students). | Listening comprehension affected by visual elements of video and visual elements of AR. See Section 4. | Audio, video on computer, AR on mobile device. |
Part | Main Idea | 3D Model 1 | Duration (s) |
---|---|---|---|
1 | The description of an experiment to find out if humans could survive in space. | An astronaut (Brewton, 2018) | 41″ |
2 | Capturing the dog that would be the test subject in the experiment. | A dog (Pillen, 2018) | 26″ |
3 | Description of the training that Laika underwent. | A washing machine (Coldesina, 2017) | 25″ |
4 | Russian scientists publicly announce the upcoming launch of Laika. | A dog in an astronaut suit (Morcillo, 2018) | 40″ |
5 | Laika is launched into space and vital signs are recorded. | A space rocket (Tvalashvili, 2016) | 48″ |
6 | Laika and Sputnik II continue their mission around the Earth and Laika dies. | Planet Earth (Guggisberg, 2018) | 48″ |
7 | Scientists announce their findings, causing unrest among the population. | A person protesting (Tepapalearninglab, 2017) | 42″ |
8 | Protesters achieve the prevention of future animal abuse for scientific purposes and Laika is thanked for marking the beginning of the mission to send humans into space. | A rocket standing on a star (Lukashov, 2016) | 33″ |
High | Low | Boys | Girls | All Participants | ||||||
---|---|---|---|---|---|---|---|---|---|---|
Score | Time | Score | Time | Score | Time | Score | Time | Score | Time | |
AR Group | 7.75 (0.89) | 288.88 (256.97) | 5.12 (3.00) | 304.75 (124.36) | 6.00 (2.80) | 255.08 (119.38) | 7.75 (0.5) | 422.00 (332.24) | 6.44 (2.53) | 296.81 (195.19) |
n = 8 | n = 8 | n = 12 | n = 4 | N = 16 | ||||||
Score | Time | Score | Time | Score | Time | Score | Time | Score | Time | |
VIDEO Group | 7.63 (0.74) | 161.88 (64.96) | 6.63 (0.92) | 391.75 (259.75) | 7.11 (1.05) | 33,700 (248.36) | 7.14 (0.90) | 199.42 (154.56) | 7.12 (0.96) | 276.81 (217.77) |
n = 8 | n = 8 | n = 9 | n = 7 | N = 16 |
Factor | p-Value |
---|---|
Level of Reading Comprehension | 0.005 |
Lesson format | 0.254 |
Level of Reading Comprehension * Lesson Format | 0.180 |
Subgroup | Mean | Tukey Group | |
---|---|---|---|
HighAR | 7.75 | A | |
HighVIDEO | 7.63 | A | |
LowVIDEO | 6.63 | A | B |
LowAR | 5.12 | B |
Factor | p-Value |
---|---|
Reading comprehension level | 0.017 |
Lesson Format | 0.731 |
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del Río Guerra, M.S.; Garza Martínez, A.E.; Martin-Gutierrez, J.; López-Chao, V. The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension. Appl. Sci. 2020, 10, 527. https://doi.org/10.3390/app10020527
del Río Guerra MS, Garza Martínez AE, Martin-Gutierrez J, López-Chao V. The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension. Applied Sciences. 2020; 10(2):527. https://doi.org/10.3390/app10020527
Chicago/Turabian Styledel Río Guerra, Marta Sylvia, Alejandra Estefanía Garza Martínez, Jorge Martin-Gutierrez, and Vicente López-Chao. 2020. "The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension" Applied Sciences 10, no. 2: 527. https://doi.org/10.3390/app10020527
APA Styledel Río Guerra, M. S., Garza Martínez, A. E., Martin-Gutierrez, J., & López-Chao, V. (2020). The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension. Applied Sciences, 10(2), 527. https://doi.org/10.3390/app10020527