Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-28T00:18:16.509Z Has data issue: false hasContentIssue false
  • English
  • Français

Design of an Intrinsically Motivating AR Experience for Environmental Awareness

Published online by Cambridge University Press:  26 May 2022

S. Porro ,
E. Spadoni ,
M. Bordegoni  and
M. Carulli
S. Porro
Affiliation:
Politecnico di Milano, Italy
E. Spadoni
Affiliation:
Politecnico di Milano, Italy
M. Bordegoni
Affiliation:
Politecnico di Milano, Italy
M. Carulli*
Affiliation:
Politecnico di Milano, Italy
*
[email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions.

Keywords

augmented reality (AR)sustainabilityuser experiencedigital learning
Type
Article
Information
Proceedings of the Design Society , Volume 2: DESIGN2022 , May 2022 , pp. 1679 - 1688
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2022.

References

Barrow, J., Forker, C., Sands, A., O'Hare, D., Hurst, W., 2019. Augmented Reality for Enhancing Life Science Education 7.Google Scholar
Ceschin, F., Gaziulusoy, I., 2016. Evolution of design for sustainability: From product design to design for system innovations and transitions. Design Studies 47, 118–163. 10.1016/j.destud.2016.09.002Google Scholar
Chen, Y., 2019. Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research 57, 1695–1722. 10.1177/0735633119854036Google Scholar
Dunleavy, M., 2014. Design Principles for Augmented Reality Learning. TECHTRENDS TECH TRENDS 58, 28–34. 10.1007/s11528-013-0717-2CrossRefGoogle Scholar
Gardoni, F., Mojetta, F., Sorrentino, C., Etzi, R., Gallace, A., Bordegoni, M., Carulli, M., 2020. Raising Awareness about the Consequences of Human Activities on Natural Environments through Multisensory Augmented Reality: Amazon Rainforest and Coral Reef Interactive Experiences. Computer-Aided Design and Applications, 2020, 18(4), 815–830, 10.14733/cadaps.2021.815-830Google Scholar
Ivanko, A., Ivanko, M., Vinokur, A., Kulikova, E., 2018. Norwegian Journal of development of the International Science, Norwegian Journal of development of the International Science 24, 47–51.Google Scholar
Kellems, R.O., Cacciatore, G., Osborne, K., 2019. Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities. Career Development and Transition for Exceptional Individuals 42, 253–258. 10.1177/2165143418822800Google Scholar
Lampe, M., Hinske, S., 2007. Integrating Interactive Learning Experiences into Augmented Toy Environments 9.Google Scholar
Lee, M.K.O., Cheung, C.M.K., Chen, Z., 2005. Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management 42, 1095–1104. 10.1016/j.im.2003.10.007CrossRefGoogle Scholar
Leng, G.S., Lada, S., Muhammad, M.Z., Ibrahim, A.A.H.A., Amboala, T., 2011. An Exploration of Social Networking Sites (SNS) Adoption in Malaysia Using Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB) And Intrinsic Motivation. The Journal of Internet Banking and Commerce 16, 1–27.Google Scholar
Lindeque, P.K., Cole, M., Coppock, R.L., Lewis, C.N., Miller, R.Z., Watts, A.J.R., Wilson-McNeal, A., Wright, S.L., Galloway, T.S., 2020. Are we underestimating microplastic abundance in the marine environment? A comparison of microplastic capture with nets of different mesh-size. Environmental Pollution 265, 114721. 10.1016/j.envpol.2020.114721Google ScholarPubMed
Liu, P., Teng, M., Han, C., 2020. How does environmental knowledge translate into pro-environmental behaviors?: The mediating role of environmental attitudes and behavioral intentions. Science of The Total Environment 728, 138126. 10.1016/j.scitotenv.2020.138126CrossRefGoogle Scholar
Malone, T.W., 1981. Toward a Theory of Intrinsically Motivating Instruction. Cognitive Science 5, 333–369. 10.1207/s15516709cog0504_2Google Scholar
Nat Geo's Instagram interactive shows what the world will feel like in 2070 [online], 2020. Pages. Available at: https://www.nationalgeographic.com/pages/article/earth-day-instagram-ar-experience (accessed 3.13.21).Google Scholar
New #CleanSeas augmented reality experience merges the real world and the virtual [online], 2019. UN Environment. Available at: http://www.unep.org/news-and-stories/story/new-cleanseas-augmented-reality-experience-merges-real-world-and-virtual (accessed 3.13.21).Google Scholar
Preradovic, N.M., Lesin, G., 2016. Introduction of Digital Storytelling in Preschool Education: a Case Study from Croatia, Digital Education Review - 30, http://greav.ub.edu/der/Google Scholar
Ronimus, M., Kujala, J., Tolvanen, A., Lyytinen, H., 2014. Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education 71, 237–246. 10.1016/j.compedu.2013.10.008Google Scholar
Safadel, P., White, D., 2019. Facilitating Molecular Biology Teaching by Using Augmented Reality (AR) and Protein Data Bank (PDB). TechTrends 63, 188–193. 10.1007/s11528-018-0343-0Google Scholar
Selwyn, N., 2013. Discourses of digital ‘disruption’ in education: a critical analysis.Google Scholar
Storytelling for cultural heritage [online], n.d. Available at: https://emotiveproject.eu/ (accessed 3.13.21).Google Scholar
The Last three Northern White Rhinos Brought to Life in Augmented Reality [online], INDE - The world leader in Augmented Reality. Available at: https://www.indestry.com/blog/the-last-three-northern-white-rhinos-brought-to-life-in-augmented-reality (accessed 3.13.21).Google Scholar
“Unexpected Growth” augmented reality public art installation, Whitney Museum commission for the Anthropocene [online], n.d. Available at: http://www.tamikothiel.com/unexpectedgrowth/ (accessed 3.13.21).Google Scholar
Wildeverse, a mobile game for wildlife [online], Internet of elephants. Available at: https://www.internetofelephants.com/wildeverse (accessed 3.13.21).Google Scholar
Yilmaz, R.M., 2016. Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior 54, 240–248. 10.1016/j.chb.2015.07.040Google Scholar
Zhang, S., Zhao, J., Tan, W., 2008. Extending TAM for online learning systems: An intrinsic motivation perspective. Tinshhua Sci. Technol. 13, 312–317. 10.1016/S1007-0214(08)70050-6CrossRefGoogle Scholar