Browsing by Author "Kelley, Brendan, author"

Now showing 1 - 2 of 2

Open Access
Does modality make a difference? A comparative study of mobile augmented reality for education and training
(Colorado State University. Libraries, 2022) Kelley, Brendan, author; Humphrey, Michael, advisor; Martey, Rosa, committee member; Ortega, Francisco, committee member; Tornatzky, Cyane, committee member
As augmented reality (AR) technologies progress they have begun to impact the field of education and training. Many prior studies have explored the potential benefits and challenges to integrating emerging technologies into educational practices. Both internal and external factors may impact the overall adoption of the technology, however there are key benefits identified for the schema building process, which is important for knowledge acquisition. This study aims to elaborate and expand upon prior studies to explore the question does mobile augmented reality provide for stronger knowledge retention compared to other training and education modalities? To address this question this study takes a comparative experimental approach by exposing participants to one of three training modalities (AR, paper manual, or online video) and evaluating their knowledge retention and other educational outcomes.
Open Access
Guiding gaze, evaluating visual cue designs for augmented reality
(Colorado State University. Libraries, 2024) Kelley, Brendan, author; Ortega, Francisco R., advisor; Tornatzky, Cyane, committee member; Arefin, Mohammed Safayet, committee member
Visual cueing is an interdisciplinary and complex topic. It has garnered interest for implementation with extended reality (XR). Both augmented reality (AR) and virtual reality (VR), are often employed for visual search tasks. Visual search, a paradigm rooted in cognitive psychology (in particular attention theory), can often benefit from cueing interventions. However, there are several potential pitfalls with using cueing techniques in AR; namely, automation bias, clutter, and cognitive overload. These factors are tied to design and implementation choices, such as modality, representation, dimensionality, reference frame, conveyed information, purpose, markedness, or the task domain. Design factors are subject to both the cognitive factors, as well as, technical specifications of the display technology. To address these factors, this work proposes a within-subject four factor design addressing the question how do different cue designs affect visual search performance? Four cueing conditions are used: no cue (baseline), gaze line, 2D wedge, and 3D arrow. Results support the use of cues for visual search, however the gaze line condition provided for the fastest search time, accuracy, and greatest reduction in head rotation. Additionally, the gaze line cue was preferred by participants and was produced more favorable NASA TLX scores.