Comparison of AR and physical experiential learning environment in supporting product innovation. (15th April 2019)

• Record Type: Journal Article
• Authors: Liu, Ying-Chieh; Lu, Su-Ju; Kao, Ching-Yu; Chung, Leanne; Tan, Kim Hua
• Is Part Of: International journal of engineering business management. Volume 11(2019)
• Publication Date: 2019-04-15
• Subjects: Experiential learning theory -- AR-based aid -- legacy physical aid -- design innovations -- intelligent learning environment; Engineering -- Periodicals; Industrial management -- Periodicals; Engineering; Industrial management; Periodicals; 620.0068
• DOI: 10.1177/1847979019839578
• Languages: English
• ISSNs: 1847-9790

Abstract

This article compares how virtual and physical learning aids enhance learners' product innovation capability, that is, design experiences and domain knowledge. The virtual aid utilises augmented reality (AR) allowing learners to experience a range of animated mechanisms using smart devices. The legacy physical aid mechanisms were made using three-dimensional printers. We studied the effects of both manipulatives on learners' understanding of mechanical movements, for example, rack and pinion, and Geneva mechanism. To investigate learning impact of each aid, we compared the experimental results derived from two learners groups (13 participants each). This study provides a case to support product innovation education under an experiential learning environment. The outcomes showed that both aids were useful in enhancing design experiences and domain knowledge. Pre-and-post attention, relevance, confidence and satisfaction motivation of both aids was found to be similar. However, distinctive differences were observed in terms of divergent search for ideation, suggesting for further research in combining both aids. We also found that learners' learning motivation is lower in AR-based aid.