Technical Section: Scaffolded learning with mixed reality

Authors:
John Quarles;Samsun Lampotang;Ira Fischler;Paul Fishwick;Benjamin Lok
Affiliations:
Department of Computer & Information Science & Engineering, The University of Florida, E301 CSE Building, P.O. Box 116120, Gainesville, FL 32611, USA;Department of Anesthesiology, The University of Florida, P.O. Box 100254, Gainesville, FL 32610-0254, USA;Department of Psychology, The University of Florida, Psychology Bldg. Room 114, P.O. Box 112250, Gainesville, FL 32611-2250, USA;Department of Computer & Information Science & Engineering, The University of Florida, E301 CSE Building, P.O. Box 116120, Gainesville, FL 32611, USA;Department of Computer & Information Science & Engineering, The University of Florida, E301 CSE Building, P.O. Box 116120, Gainesville, FL 32611, USA
Venue:
Computers and Graphics
Year:
2009

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Abstract

Scaffolding is a widely used educational practice in which directed instruction gradually decreases as student competence increases-resulting in increased independent learning. This research introduces and evaluates an MR-based system for technology-mediated scaffolding in anesthesia education. Through merging real and virtual objects, the system addresses a vital problem in merging abstract and concrete knowledge. To evaluate the system, a user study was conducted (n=130). Results suggest that MR's merging of real and virtual spaces can offer (1) a unique level of educational scaffolding, and (2) an improved learning-transfer from abstract to concrete domains. To classify the presented system, the virtuality continuum is extended to include scaffolding. The presented scaffolding-space continuum classifies technology-mediated scaffolding tools along three orthogonal continuums: (1) virtuality, (2) information (e.g. abstract, concrete), and (3) interaction. Using these 3 orthogonal continuums, effective engineering approaches for technology-mediated educational scaffolding are described.