Exploring the Virtuality Continuum for Complex Rule-Set Education in the Context of Soccer Rule Comprehension
AbstractWe present an exploratory study to assess the benefits of using Augmented Reality (AR) in training sports rule comprehension. Soccer is the chosen context for this study due to the wide range of complexity in the rules and regulations. Observers must understand and holistically evaluate the proximity of players in the game to the ball and other visual objects, such as the goal, penalty area, and other players. Grounded in previous literature investigating the effects of Virtual Reality (VR) scenarios on transfer of training (ToT), we explore how three different interfaces influence user perception using both qualitative and quantitative measures. To better understand how effective augmented reality technology is when combined with learning systems, we compare results on the effects of learning outcomes in three interface conditions: AR, VR and a traditional Desktop interface. We also compare these interfaces as measured by user experience, engagement, and immersion. Results show that there were no significance difference among VR and AR; however, these participants outperformed the Desktop group which needed a higher number of adaptations to acquire the same knowledge. View Full-Text
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Vargas González, A.N.; Kapalo, K.; Koh, S.L.; LaViola, J.J. Exploring the Virtuality Continuum for Complex Rule-Set Education in the Context of Soccer Rule Comprehension. Multimodal Technologies Interact. 2017, 1, 30.
Vargas González AN, Kapalo K, Koh SL, LaViola JJ. Exploring the Virtuality Continuum for Complex Rule-Set Education in the Context of Soccer Rule Comprehension. Multimodal Technologies and Interaction. 2017; 1(4):30.Chicago/Turabian Style
Vargas González, Andrés N.; Kapalo, Katelynn; Koh, Seng L.; LaViola, Joseph J. 2017. "Exploring the Virtuality Continuum for Complex Rule-Set Education in the Context of Soccer Rule Comprehension." Multimodal Technologies Interact. 1, no. 4: 30.
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