TY - JOUR
T1 - Students’ Learning Experience in a Mixed Reality Environment
T2 - Drivers and Barriers
AU - John, Blooma
AU - Kurian, Jayan Chirayath
AU - Fitzgerald, Robert
AU - Goh, Dion Hoe Lian
N1 - Funding Information:
Jayan Chirayath Kurian is a Lecturer at School of Science, Technology and Engineering, University of Sunshine Coast, Australia. He has a PhD in Communication & Media Studies from University of Canberra, Australia. He was appointed as a Subject Matter Expert by the Computing Technology Industry Association and as a Judge in the Singapore National Skills Competition. He received the eINDIA award for the best ICT enabled University of the year while working on a project funded by Google and DSpace Foundation at the Nanyang Technological University, Singapore. His research examines the communication patterns on the Social Networking Sites of Emergency Management Organisations and has been published in Journals, Conferences and Book Chapters.
Publisher Copyright:
© 2022 by the Association for Information Systems.
PY - 2022/1/27
Y1 - 2022/1/27
N2 - Mixed reality technologies have the potential to provide students with an effective learning experience by bridging the gap between the digital and physical world. Mixed reality enables the user to see their real-world surroundings with virtual features overlayed in order to create a digitally enhanced experience. As we strategically move towards large-scale integration of mixed reality technologies to maximize the learning affordances in the future, there is a need to understand the drivers of and barriers to students’ learning in a mixed reality environment. We present in this paper a multi-site case study to evaluate the feedback from 223 students on their learning experiences after using Microsoft HoloLens, a mixed reality device, in their classroom. While we found that interactivity, immersion, and presence are the main drivers, the key barriers identified were difficulty using the device, accessibility issues, and the lack of flexibility. Affordances and fatigue are the two themes that evolved in this study. We recommend three design principles that will contribute toward designing mixed reality technologies to effectively build new embodied learning environments.
AB - Mixed reality technologies have the potential to provide students with an effective learning experience by bridging the gap between the digital and physical world. Mixed reality enables the user to see their real-world surroundings with virtual features overlayed in order to create a digitally enhanced experience. As we strategically move towards large-scale integration of mixed reality technologies to maximize the learning affordances in the future, there is a need to understand the drivers of and barriers to students’ learning in a mixed reality environment. We present in this paper a multi-site case study to evaluate the feedback from 223 students on their learning experiences after using Microsoft HoloLens, a mixed reality device, in their classroom. While we found that interactivity, immersion, and presence are the main drivers, the key barriers identified were difficulty using the device, accessibility issues, and the lack of flexibility. Affordances and fatigue are the two themes that evolved in this study. We recommend three design principles that will contribute toward designing mixed reality technologies to effectively build new embodied learning environments.
KW - Design Science Research
KW - Mixed reality
KW - Flow theory
KW - hololens
KW - Flow Theory
KW - Mixed Reality
UR - https://aisel.aisnet.org/cais/vol50/iss1/28/
UR - http://www.scopus.com/inward/record.url?scp=85134366479&partnerID=8YFLogxK
U2 - 10.17705/1CAIS.05024
DO - 10.17705/1CAIS.05024
M3 - Article
SN - 1529-3181
VL - 50
SP - 510
EP - 535
JO - Communications of the Association for Information Systems
JF - Communications of the Association for Information Systems
IS - 1
M1 - 28
ER -
