An Augmented Reality Application and User Study for Understanding and Learning Spatial Transformation Matrices

TL;DR

This paper presents BRICKxAR/T, an augmented reality application designed to improve understanding of spatial transformation matrices through embodied and visual learning, validated by a user study showing enhanced student learning outcomes.

Contribution

The paper introduces a novel AR application for teaching spatial transformations, combining physical and virtual manipulatives, and demonstrates its effectiveness through a comparative user study.

Findings

Students' math scores improved significantly after AR workshop.

Students found BRICKxAR/T interesting and useful.

Participants spent more time learning with AR than without.

Abstract

Understanding spatial transformations and their mathematical representations are essential in computer-aided design, robotics, etc. This research has developed and tested an Augmented Reality (AR) application (BRICKxAR/T) to enhance students' learning of spatial transformation matrices. BRICKxAR/T leverages AR features, including information augmentation, physical-virtual object interplay, and embodied learning, to create a novel and effective visualization experience for learning. BRICKxAR T has been evaluated as a learning intervention using LEGO models as example physical and virtual manipulatives in a user study to assess students' learning gains. The study compared AR (N=29) vs. non-AR (N=30) learning workshops with pre- and post-tests on Purdue Visualization of Rotations Test and math questions. Students' math scores significantly improved after participating in both workshops with the AR workshop tending to show greater improvements. The post-workshop survey showed students were inclined to think BRICKxAR/T an interesting and useful application, and they spent more time learning in AR than non-AR.