|LEMMA - Learning Environment with Multi-Media Augmentations|
We present LEMMA, a Learning Environment with Multi-Media Augmentations. The goal of our project is to develop and evolve new techniques for producing tutorials for general learning applications. We introduce an authoring system that enables educators to develop tutorials on topics in various domains, without the necessity to program or to be familiar with low-level representation schemes. LEMMA helps educators develop successful multimedia tutorials by enabling them to focus on the content and by providing a direct high-level interface to structured hypermedia creation. These multimedia tutorials can employ variety of modalities (visual, audio, and tactile interaction), enabling the learner to better understand, memorize, and "grasp" the content.
This page gives a brief overview about the ideas behind LEMMA, its mechanisms and features, and the results from a first user study, for which we applied LEMMA in actual undergraduate physics education. Furthermore, it points you to additional resources related to the project, such as screen shots, photographs, and videos.
The LEMMA system consists of two parts: an authoring system (see Fig.2) that enables teachers to prepare course topics as highly interactive hypermedia presentations, and an interactive learning environment that enables students to learn the prepared material at their own pace through an interface that offers multiple modalities, including spoken and written text and 2D and 3D imagery. The system, which can be presented on conventional desktop computers (see Fig. 3+4) or 3D immersive display environments (see Fig. 1), supports a student´s learning experience with tangible 3D interaction and easy-to-use navigation capabilities.
The student will
The teacher will:
Our first major evaluation of the system and the implemented concepts was a user study conducted with an undergraduate physics course. Fifteen students from a UCSB College of Creative Studies Physics course (UCSB Physics CS 32) participated in the study. The participants were between 18 to 19 years old, 13 males and 2 females. The content of the physics tutorial was mainly designed and written by the physics lecturer who presented the course. Based on initial formative user studies, the lecturer and software designers structured the tutorial into a suitable form. Nine students used LEMMA to learn one lecture's worth of the course material (including as topics: angular momentum, torque and precession) without having been introduced to it in class. They filled in a pre-tutorial questionnaire to assess their background and familiarity with VR, and then went through a self explanatory tutorial of the system's functionality (Ø 19 min), followed by the physics tutorial itself (Ø 21 min), concluded by self guided exploration (Ø 6 min). After their experience with the system, they took a written test to verify the knowledge gained through the tutorial, and then filled a 20-item questionnaire evaluating their experience with the system. Sessions took a total of one to two hours. The other six students, serving as the control group, visited the class lecture on the same material. They also were quizzed on gained knowledge afterwards. Here are the results on performance regarding the physics test (Fig. 8) and the answers to the questionaire (Fig. 9)