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|Title:||Mixed reality classroom - Learning from entertainment||Authors:||Liu, W.
Technology acceptance model
|Issue Date:||2007||Citation:||Liu, W.,Cheok, A.D.,Mei-Ling, C.L.,Theng, Y.-L. (2007). Mixed reality classroom - Learning from entertainment. ACM International Conference Proceeding Series 274 : 65-72. ScholarBank@NUS Repository. https://doi.org/10.1145/1306813.1306830||Abstract:||The new digital landscape is influencing and challenging conventional delivery modes in education. Mixed Reality (MR), one of the newest technologies explored in edutainment, promises the potential to revolutionise learning and teaching, making learners' experience more "engaging". In this paper, we will introduce a MR classroom developed for a local primary school in Singapore. Currently, two modules on Solar System and Plant System had been developed in our MR classroom, providing support for classroom teaching and self-learning. This novel, interesting learning experience is provided by combining tangible interactions and mixed reality technologies. History has shown us that as new technologies evolve, there is a need to carry out user studies as early as possible, to identify and address usability and usefulness issues. There is little known work carried out to understand students' acceptance of the MR technology for learning, and the factors pertinent to influence their intention to use it. A study on our MR classroom was conducted. Participants were surveyed on their perceptions towards the Plant Mixed Reality program. Preliminary results seemed to indicate participants' intention to use MR for learning, and it was influenced directly by perceived usefulness, and indirectly through perceived ease of use and social influence. The paper concludes with a discussion on design implications on MR systems. © 2007 ACM.||Source Title:||ACM International Conference Proceeding Series||URI:||http://scholarbank.nus.edu.sg/handle/10635/70956||ISBN:||9781595937087||DOI:||10.1145/1306813.1306830|
|Appears in Collections:||Staff Publications|
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