Augment Reality-Based Teaching Practice
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Biomedical Engineering Education ( 2020) https://doi.org/10.1007/s43683-020-00040-x
Teaching Tips - Special Issue (COVID)
Augment Reality-Based Teaching Practice YOU WU,1 MINGZHEN ZHANG,2 XIAOSI LI,1 YU GAN,3 and CHAO ZHAO
1
1 Department of Chemical and Biological Engineering, The University of Alabama, P. O. Box870203, Tuscaloosa, AL 35401, USA; 2Computational Structural Biology Section, Basic Science Program, Frederick National Laboratory for Cancer Research, Frederick, MD 21702, USA; and 3Department of Electrical and Computer Engineering, The University of Alabama, P. O. Box870286, Tuscaloosa, AL 35401, USA
(Received 1 July 2020; accepted 28 October 2020)
The COVID-19 pandemic has shut down society in an unprecedented way. The past Spring 2020 semester has witnessed a rapid transition from in-person to online teaching. For teachers and students, such transition has been progressing with challenges, especially for courses that usually require laboratory settings. Here, we describe the challenges that we encountered during such transition and discuss a virtual laboratory setting based on augmented reality (AR) to improve online learning. The challenges concentrate on hands-on skill learning, knowledge gain, and social interaction.
able to secure a solution that would enable the students to visualize or mimic the process of data acquisition. Instead, we were left with the option that distributes previously acquired data with modifications to students for laboratory reports purpose. Consequently, students have to skip experimental setup, which may prevent them from understanding the mechanisms of how the instruments deliver the designated measures. Also, students are fed with data to complete laboratory reports, rather than engaging in acquiring data independently or collaboratively. Students essentially have the minimal, if not zero, opportunity to strengthen their on-the-ground observational skills.
Hands-On Skill Learning
Knowledge Gain
Lack of access to laboratory facilities, a key loss after transition to online teaching, imposes the first challenge particularly in courses requiring a wet laboratory. With a short responding time to COVID-19 and a rapid transition to online teaching, we were not
A physical classroom setting enables vivid instruction of concepts/ideas that span into a threedimentional (3D) space with geometry, morphology, and texture features. The instructor could utilize a model or demo to explain during lectures. In an online class, unfortunately, it is converted into a plain, verbal delivery of messages and additional teaching strategy will need to be implanted to stimulate students’ conceptual digestion. Moreover, it has been shown that distraction becomes easier in audio settings without actual eye contact,1 a fact that could cause delays for students to receive the messages. Also, the online pattern provides minimal physical space change (e.g. classroom from one teaching building to another) but constrains the students in their chosen space and it could worsen tediousness, especia
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