Skip to main content

Advertisement

SpringerLink
Log in

Reality matters? exploring a tangible user interface for augmented-reality-based fire education

  • Long Paper
  • Published:
Universal Access in the Information Society Aims and scope Submit manuscript

Abstract

When fire disasters are imminent, disaster prevention measures and relief plans are critical. However, “fire education” to equip civilians with the know-how to cope with various emergencies and protect themselves is perhaps more important. To provide learning materials which are interesting, appealing, flexible, safe, and efficient for fire education, this study adopts an augmented reality (AR) technique to create an interactive fire education learning environment. This study constructs an interactive learning environment for fire education and examines the learning effectiveness between an AR card and tangible-user-interface-based (TUI) AR in motivation, fire prevention attitude, and cognitive learning outcome. In the proposed AR interactive learning environment, Kolb’s experiential learning cycle is used to guide students’ learning process. There were 170 experimental participants in this study; 86 were assigned to the experimental group using the TUI, and 84 to the control group using AR cards. The AR system integrated with experiential learning could improve students’ fire prevention attitudes and learning outcomes in both groups. Moreover, the experimental group performed better in the cognitive learning outcome and had lower mental loads than the control group. However, no difference in the fire prevention attitude between the two groups was found. In other words, the “object-linked” characteristics provided by TUI-AR benefits cognitive performance rather than attitude. To conclude, this research presents an important perspective on the introduction of technology into fire education that contributes to the broader body of teaching and learning on school fire education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10

Similar content being viewed by others

References

  1. Anderson, L.W., Krathwohl, D.R. (eds.): A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. Addison Wesley Longman, New York (2001)

    Google Scholar 

  2. Araiza-Alba, P., Keane, T., Matthews, B., Simpson, K., Strugnell, G., Chen, W.S., Kaufman, J.: The potential of 360-degree virtual reality videos to teach water-safety skills to children. Comput. Educ. 163, 104096 (2020)

    Article  Google Scholar 

  3. Ausubel, D.P., Novak, J.D., Hanesian, H.: Educational psychology. Holt, Rinehart and Winston, New York (1978)

    Google Scholar 

  4. Azuma, R. T. (1997). A survey of augmented reality. presence: virtual and augmented reality, 6(4), 355–385.

  5. Bell, B., Feiner, S., & Höllerer, T. (2001). View management for virtual and augmented reality. paper presented at the proceedings of the 14th annual acm symposium on user interface software and technology, Orlando, FL.

  6. Bursali, H., Yilmaz, R.M.: Effect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Comput. Hum. Behav. 95, 126–135 (2019)

    Article  Google Scholar 

  7. Çakiroğlu, Ü., Gökoğlu, S.: Development of fire safety behavioral skills via virtual reality. Comput. Educ. 133, 56–68 (2019)

    Article  Google Scholar 

  8. Chang, K.E., Zhang, J., Huang, Y.S., Liu, T.C., Sung, Y.T.: Applying augmented reality in physical education on motor skills learning. Interact. Learn. Environ. (2019). https://doi.org/10.1080/10494820.2019.1636073

    Article  Google Scholar 

  9. Chen, C.C., Huang, T.C.: Learning in a u-museum: developing a context-aware ubiquitous learning environment. Comput. Educ. 59(3), 873–883 (2012)

    Article  Google Scholar 

  10. Cheng, Y.W., Wang, Y., Cheng, I.L., Chen, N.S.: An in-depth analysis of the interaction transitions in a collaborative augmented reality-based mathematic game. Interact. Learn. Environ. 27(5–6), 782–796 (2019)

    Article  Google Scholar 

  11. Chiang, T.H., Yang, S.J., Hwang, G.-J.: Students’ online interactive patterns in augmented reality-based inquiry activities. Comput. Educ. 78, 97–108 (2014)

    Article  Google Scholar 

  12. Di Serio, Á., Ibáñez, M.B., Kloos, C.D.: Impact of an augmented reality system on students’ motivation for a visual art course. Comput. Educ. 68, 586–596 (2013). https://doi.org/10.1016/j.compedu.2012.03.002

    Article  Google Scholar 

  13. Hao, K.C., Lee, L.C.: The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: an analysis of learning. Interact. Learn. Environ. (2019). https://doi.org/10.1080/10494820.2019.1619590

    Article  Google Scholar 

  14. Hsiao, K.L., Huang, T.C., Chen, M.Y., Chiang, N.T.: Understanding the behavioral intention to play austronesian learning games: from the perspectives of learning outcome, service quality, and hedonic value. Interact. Learn. Environ. 26(3), 372–385 (2018)

    Article  Google Scholar 

  15. Huang, T.C.: Seeing creativity in an augmented experiential learning environment. Univ. Access Inf. Soc. 18(2), 301–313 (2019)

    Article  Google Scholar 

  16. Huang, T.C., Chen, M.Y., Hsu, W.P.: Do learning styles matter? motivating learners in an augmented geopark. Educ. Technol. Soc. 22(1), 70–81 (2019)

    Google Scholar 

  17. Huang, T.C., Chen, C.C., Chou, Y.-W.: Animating eco-education: to see, feel, and discover in an augmented reality-based experiential learning environment. Comput. Educ. 96, 72–82 (2016). https://doi.org/10.1016/j.compedu.2016.02.008

    Article  Google Scholar 

  18. Hwang, G.J., Chang, H.F.: A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Comput. Educ. 56(4), 1023–1031 (2011)

    Article  Google Scholar 

  19. Hwang, G.J., Yang, L.H., Wang, S.Y.: A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Comput. Educ. 69, 121–130 (2013). https://doi.org/10.1016/j.compedu.2013.07.008

    Article  Google Scholar 

  20. Ishii, H., & Ullmer, B. (1997). Tangible bits: towards seamless interfaces between people, bits and atoms. Paper presented at the Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, Atlanta, GA.

  21. Jafri, R., Aljuhani, A.M., Ali, S.A.: A tangible user interface-based application utilizing 3D-printed manipulatives for teaching tactual shape perception and spatial awareness sub-concepts to visually impaired children. Int. J. Child-Comput. Interact. 11, 3–11 (2017). https://doi.org/10.1016/j.ijcci.2016.12.001

    Article  Google Scholar 

  22. Keller, J.M.: Development and use of the ARCS model of instructional design. J. Instr. Dev. 10(3), 2–10 (1987)

    Article  Google Scholar 

  23. Kolb, D.A.: Experiential learning: experience as the source of learning and development. Prentice-Hall, Englewood Cliffs, NJ (1984)

    Google Scholar 

  24. Kolb, D.A.: Experiential learning: experience as the source of learning and development. FT Press, New Jersey (2014)

    Google Scholar 

  25. Konak, A., Clark, T.K., Nasereddin, M.: Using Kolb’s experiential learning cycle to improve student learning in virtual computer laboratories. Comput. Educ. 72, 11–22 (2014). https://doi.org/10.1016/j.compedu.2013.10.013

    Article  Google Scholar 

  26. Lin, T.-J., Duh, H.B.-L., Li, N., Wang, H.-Y., Tsai, C.-C.: An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Comput. Educ. 68, 314–321 (2013). https://doi.org/10.1016/j.compedu.2013.05.011

    Article  Google Scholar 

  27. Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M.D., Mora, C.E.: Augmented reality to promote collaborative and autonomous learning in higher education. Comput. Hum. Behav. 51, 752–761 (2015)

    Article  Google Scholar 

  28. Milgram, P., Takemura, H., Utsumi, A., Kishino, F.: Augmented reality: A class of displays on the reality-virtuality continuum. Paper presented at the photonics for industrial applications, Boston, MA (1995)

    Google Scholar 

  29. Osborn, A. F. (1963). Applied imagination principles and procedures of creative thinking (3rd ed.). New York, NY Charles Scribner’s Sons.

  30. Paas, F., Renkl, A., Sweller, J.: Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instr. Sci. 32(1–2), 1–8 (2004)

    Article  Google Scholar 

  31. Pai, H.-C.: An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: a longitudinal study. Nurse Educ. Today 45, 156–162 (2016). https://doi.org/10.1016/j.nedt.2016.07.011

    Article  Google Scholar 

  32. Pedram, S., Palmisano, S., Skarbez, R., Perez, P., Farrelly, M.: Investigating the process of mine rescuers’ safety training with immersive virtual reality: a structural equation modelling approach. Comput. Educ. 153, 103891 (2020)

    Article  Google Scholar 

  33. Petal, M.: Disaster risk reduction education material development, organization, and evaluation. Reg. Dev. Dialogue 28(2), 1 (2007)

    Google Scholar 

  34. Radosavljevic, S., Radosavljevic, V., Grgurovic, B.: The potential of implementing augmented reality into vocational higher education through mobile learning. Interact. Learn. Environ. 28(4), 404–418 (2020)

    Article  Google Scholar 

  35. Reigeluth, C.M.: The elaboration theory: guidance for scope and sequence decisions. Instr. Des. Theor. Models New Paradig Instruct. Theory 2, 425–453 (1999)

    Google Scholar 

  36. Ruhi, U.: An experiential learning pedagogical framework for enterprise systems education in business schools. Int. J. Manag. Educ. 14(2), 198–211 (2016). https://doi.org/10.1016/j.ijme.2016.04.006

    Article  Google Scholar 

  37. Schmitz, B., Klemke, R., Walhout, J., Specht, M.: Attuning a mobile simulation game for school children using a design-based research approach. Comput. Educ. 81, 35–48 (2015). https://doi.org/10.1016/j.compedu.2014.09.001

    Article  Google Scholar 

  38. Shaw, R., Kobayashi, K.S.H., Kobayashi, M.: Linking experience, education, perception and earthquake preparedness. Disaster Prev Manag 13(1), 39–49 (2004)

    Article  Google Scholar 

  39. Skulmowski, A., Pradel, S., Kühnert, T., Brunnett, G., Rey, G.D.: Embodied learning using a tangible user interface: the effects of haptic perception and selective pointing on a spatial learning task. Comput. Educ. 92–93, 64–75 (2016). https://doi.org/10.1016/j.compedu.2015.10.011

    Article  Google Scholar 

  40. Smith, S., Ericson, E.: Using immersive game-based virtual reality to teach fire-safety skills to children. Virtual Real. 13(2), 87–99 (2009)

    Article  Google Scholar 

  41. Song, H.S., Pusic, M., Nick, M.W., Sarpel, U., Plass, J.L., Kalet, A.L.: The cognitive impact of interactive design features for learning complex materials in medical education. Comput. Educ. 71, 198–205 (2014). https://doi.org/10.1016/j.compedu.2013.09.017

    Article  Google Scholar 

  42. Tanaka, K., Dam, H.C., Kobayashi, S., Hashimoto, T., Ikeda, M.: Learning how to learn through experiential learning promoting metacognitive skills to improve knowledge co-creation ability. Procedia Computer Science 99, 146–156 (2016). https://doi.org/10.1016/j.procs.2016.09.107

    Article  Google Scholar 

  43. Tsai, C.W.: The applications of augmented reality for universal access in online education. Univ. Access Inf. Soc. 18, 217–219 (2019)

    Article  Google Scholar 

  44. Vaz, R.I.F., Fernandes, P.O., Veiga, A.C.R.: Proposal of a tangible user interface to enhance accessibility in geological exhibitions and the experience of museum visitors. Procedia Comput. Sci. 100, 832–839 (2016). https://doi.org/10.1016/j.procs.2016.09.232

    Article  Google Scholar 

  45. Vidal, E.C.E., Jr., Ty, J.F., Caluya, N.R., Rodrigo, M.M.T.: MAGIS: mobile augmented-reality games for instructional support. Interact. Learn. Environ. 27(7), 895–907 (2019)

    Article  Google Scholar 

  46. Wei, X., Weng, D., Liu, Y., Wang, Y.: Teaching based on augmented reality for a technical creative design course. Comput. Educ. 81, 221–234 (2015). https://doi.org/10.1016/j.compedu.2014.10.017

    Article  Google Scholar 

  47. Yl, N., Flora, M., Frederick, H., Patrick, I., Kw, F.: Effectiveness of virtual and augmented reality-enhanced exercise on physical activity, psychological outcomes, and physical performance: a systematic review and meta-analysis of randomized controlled trials. Comput. Hum. Behav. 99, 278–291 (2019)

    Article  Google Scholar 

  48. Zhang, J., Huang, Y. T., Liu, T. C., Sung, Y. T., & Chang, K. E. (2020). Augmented reality worksheets in field trip learning. Interactive Learning Environments, 1–18.

Download references

Acknowledgements

The authors wish to thank the Ministry of Science and Technology of the Republic of China for financially supporting this research under Contract No. MOST 105-S-025-002-MY2, MOST 106-2511-S-025-003-MY3, MOST 108-2628-H-025-001-MY3 and MOST 109-2511-H-025-005-MY3.

Author information

Authors and Affiliations

  1. National Taichung University of Science and Technology, Taichung, Taiwan

    Hsiu-Mei Huang, Tien-Chi Huang & Ching-Yu Cheng

Authors
  1. Hsiu-Mei Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tien-Chi Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ching-Yu Cheng
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tien-Chi Huang.

Ethics declarations

Conflict of interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Huang, HM., Huang, TC. & Cheng, CY. Reality matters? exploring a tangible user interface for augmented-reality-based fire education. Univ Access Inf Soc 21, 927–939 (2022). https://doi.org/10.1007/s10209-021-00808-0

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10209-021-00808-0

Keywords

Search

Navigation