The trend of using augmented reality in teaching literature in Vietnam

Trang 1

IN TEACHING LITERATURE IN VIETNAM

Le Hai Anh‘

Trinh Van Quynh 2

Abstract: This paper redescribes the definition of virtual reality (VR) with these following elements: role play, imagines and interaction, the differentiation among VR and other media means The author also gives a design orientation and VR use for the teaching model of discovery learning in literature reading comprehension VR and AR are not only a popular educational trend worldwide but they are also a trend in Vietnam If there is a further investment in terms of application content and technology developments, it will create new experiences, motivation as well as promote learning capacity

Keywords: multimedia, virtual reality, augmented reality, popular educational trend, literature

1 Question

Teaching through experience, and discovery is one of the teaching tendencies of the future From the vivid visual observations, students have observations, and from that they combine background knowledge with personal experience to acquire and perceive new lessons Multimedia based on virtual reality and augmented reality platform is a teaching tool that helps teachers bring the real world into the classroom space

Augmented reality does not require sophisticated equipment and technology, and can be combined with multimedia on a variety of platforms to increase awareness, and promote the active participation of the learners The development of the personal technological means, especially smartphones allows to meet 1 University of Education - Vietnam National University

Trang 2

KỶ YẾU HỘI THẢO QUỐC TẾ: NHỮNG XU THẾ MỚI TRONG GIÁO DỤC 130 PROCEEDINGS OF INTERNATIONAL CONFERENCE: NEW TRENDS IN EDUCATION

different learning styles, optimizing individual learning capacity Inherited

the achievements of the technology era 4.0, augmented reality (AR) has many advantages when applied in the general education environment in Vietnam

In this article, we would like give a direction of the AR use to teach the subject of literature in general, as well as apply the design of AR products with the reading comprehension teaching activities of the modern literary chronicles “Who named the river” - Ngoc Tuong Hoang Phu

2 Content

2.1 The definition of Virtual Reality and Augmented Reality 2.1.1 Virtual Reality

Virtual reality can be defined as a three-dimensional (3D) environment which

is generated, combined and controlled via computers with the aim of replace a real world or a virtual world according to the imagination of human Through

peripheral devices and transducers, VR allows users to interact with the objects

and actions of the virtual world like interacting in the real world

Nowadays, many types of VR are applied in education such as VR in desktop computers, fully immersive VR, CAVE, remote VR or augmented reality In this research, we focus on the functions and capabilities of AR

AR can provide a rich, interactive, and engaging educational context as well as support empirical learning The use of virtual reality has gradually expanded from teaching simple tasks as learn foreign language, life skills training, exploring the world to complex skills training such as abstract reasoning, visual

and the management of complex information space such as military training, transportation or medicine, etc

2.1.2 Augmented Reality

Augmented reality is a type of virtual reality, rather than experiencing

physical reality, one is placed in another reality that includes the physical along

with the virtual Matt Dunleavy in his article has defined: “Augmented Reality offer us unique affordances, combining physical and virtual worlds Augmented Reality allows the user to see the real world and aim to supplement reality without completely immersing user inside a synthetic environment” [3,28-34]

Trang 3

William R Sherman, Alan B Craig defines: “Augmented Reality are increasing

the amount of information available to the user in comparison to their normal perception, v.v Typically, it is the visual sense that is being augmented.” [1,18]

Augmented reality is a medium in which real images are enhanced with virtual information, enabling real-world images to become richer with virtual images, simulating a real world AR can incorporate the specific features of multimedia design on printing devices and VR media (i.e., text, graphics, audio, video, 3D models) Thus, users can study in the real world environment while exploring the world in virtual reality

Virtual Reality use hardware technologies like head mounted displays, VR Glass Augmented Reality use hardware technologies like smartphones, tablets The two main advantages of Augmented Reality are the portable nature of handheld devices and ubiquitous nature of smart phones Augmented reality uses mobile applications, using mobile cameras to scan real images and experience on touch screens vl 5= an — Picasa: niet bi di dong> 1) lá Picture 1: VR and AR Md

2.2 Fundamental elements of AR compared to other types of multimedia Virtual world of AR consists of both virtual and real world The virtual world of AR consists of an imaginary space which is usually expressed through a tablet or smartphone, a script that describes objects in a space as well as the rules and relations of those objects It can exist only in the mind of its originator or is transmitted in a way that it can be shared with others For AR, virtual world does not require the absolute precision compared to the real world but just simulates the objects that exist in reality

The real world of AR is usually a multimedia design in the printed form

It might simply be a textbook, a study card, a map, a diagram which combines

Trang 4

KỶ YẾU HỘI THẢO QUỐC TẾ: NHỮNG XU THẾ MỚI TRONG GIÁO DỤC 132 PROCEEDINGS OF INTERNATIONAL CONFERENCE: NEW TRENDS IN EDUCATION Reality world Virtual world Learners immerse mentally and interactively

Picture 2: Fundamental elements of AR

AR is similar to VR at the point that they are the combination of these following elements: Immersion, Imagination, Interactive in which AR has a certain difference

Immersion: in VR, users must immerse themselves in the virtual environment In VR environment, participants stay in the real world environment and only immerse emotionally and mentally While in the AR, learners stay in the reality, and immerse in the virtual world by imagination

Imagination: VR allows the participants to choose the advantaging point by positioning of their bodies to influence events in the virtual world While AR replaces the participants’ bodies with an experienced character, and the participants will interact to move the character in the virtual world These functions make the reality more appealing compared to conventional experiences

Interactive: In order for VR to be authentic, the system will respond to the participants’ actions, which is specifically called as interaction The interaction of the participants is simple such as touching - clicking to receive information, moving back to spaces through locations, and changing the observation angles and time to see the changes of experienced character in the virtual world

Characteris- Space Participants Mentally Physical | Interactive

tics Immersion | Immersion

Trang 5

2.3 The possibility of using ARin teaching literature reading comprehension No matter how innovative the teaching activity of literature reading comprehension is, it still has to adhere to the principle of “genre characteristics”, and starting from the reading comprehension of words, sentences, expressions, of image and meaning, etc Angmented reality design ensures the principles of integrating the language channel and the visual channel to enhance the visual and vividness of literary languege

The design of virtual reality ensures the principle of visual, and avoids the cognitive overload It is also appropriate to differentiate the learner’s capacity, promoting the initiative of each student AR can integrate into the stages of reading comprehension activities, supporting some of the necessary content in literature texts This view comes from the relationship between literature and other forms of art The AR model can replace the limitation of literary language, which is the intangibility Virtual reality can be used to combine virtual 3D models with other visual media such as video, audio, 2D images, words, v.v to convey messages that the language cannot do

The literary work “Who named the river” is a modern chronicle work that

holds an important position in the literature curriculum of twelfth graders The work

is a praise to the Perfume river, the poetic beauty land of Hue ancient capital, as well as Hue’s glorious history it’s cultune, and the pure soul of it’s people The author considers the Perfume river to be a symbol of all the beauties of ancient land and its people The Perfume River is perseived throught on intellectual, erudile individva with undestanding of geography, history, literature, culture and philosophy Orient - specitically is the thinking pattern of Hue people with the serenity view an harmonious aesthetic conception and the deep affection towards Hue

Not only stopping at the visual impression, the literary image in texts can be perceived by different senses Similarly, AR also helps students visualize

the content of the lesson in different ways The intangible image of literature is

capable of influencing the readers not only through sight, but also hearing, taste and touch In the process of teaching text reading comprehension, teachers can choose valuable images and details in combination with multimedia elements to help students easily relate and absorb the literary image, especially the paragraphs have the combination of many modes of sensation

Trang 6

culture, v.v The author cleverly uses the life materials of their own combined with thoughts, perception, comments, v.v to bring attractiveness to the image Therefore, teachers can integrate information in different science subjects while

enhancing their practical knowledge through multimedia system This can be

additional references for the information that has already existed in the printed texts Students can actively access to the information to supplement their perceptions during the learning process if they find it difficult

The beauty of allegory genre is not limited to the high source of practical information but also the cultural beauty These are natural spaces such as forests, rivers, etc and cultural spaces such as folk culture, regional culture, historical time at different stages If 3D images create a natural space, then the sound of the songs can create a purely cultural space of Hue The integration of culture, especially the geographical culture in reading comprehension teaching activity is an indispensable requirement when students have a shortage of regional culture knowledge due to the space and time gap The cultural materials from multimedia that teachers provide, or students search makes the cultural colors become more alive, creating cultural links with literary works, especially the allegory works

AR facilitates the organization of learning activities according to the experiential and discovery learning model Teachers can organize a visit for students to the Perfume River in Hue, but these activities require a large amount of expenses and travelling time And students can only visit a specific place without being able to experience the large space of Perfume Rive from the upstream to the sea Students also cannot explore the Perfume River in different angles, especially the panoramic view from above That is not to mention the lessons that require students to move in different spaces and time The history lesson is one of the challenges for virtual reality creators Teaching with the assistance of AR will replace those activities of practical experiences By observing and listening, students pay attention to the image details and organize the sequence of images in spatial range, as well as mobilize their experiences of the image, attach the image to the work content, compare works and find new and creative points of the author in the way of feeling and describing things and phenomena Students use their previous knowledge to create an explanation for themselves

2.4, The design of AR according to discovery learning model

Trang 7

learning activities

Matt Dunleavy proposed three design principles as instructive: 1 Enable and then challenge (challenge); 2 Drive by gamified story (fantasy); and 3 See the unseen (curiosity) [3,28] Based on the above three design principles, we propose steps to design of AR according to discovery learning model:

Multimedia Design on the Printing Platform An AR application always starts with the design of multimedia on a paper-based device

Based on the main content, lesson layout, teachers select the symbols to

visualize the destination that students can visit: the Perfume River in the upstream,

in the field Chau Hoa, in the heart of Hue city, and before it pours into the sea, etc the symbols to supplement, provide more information about the author, the works,

the Perfume River in history, in poetry, in music, and summarize the lesson

The illustrated images are symbolic so that students can easily perceive them to come to the rational perception of images that they have never been perceived, or experienced before However, many images need to be combined with written texts to express the full meaning of the literature work

The teachers combine the visual and linguistic channels into a single unit in

the diagrams or a study card, or link on a geographic map by system, and linking

ideas, as well as giving assignments/tasks which require student to solve based on their personal thinking or group work to complete the duties

Trang 8

Connecting the real world image to the 3D model and other multimedia types: Multimedia design on VR platform is a way to enhance information into existing 2D icons through the camera of the mobile devices This information can be extended relating texts, audio, video, 3D models, v.v or the combination of the above elements

As a result, educators and technology experts have used the VRML language to simulate the natural space and cultural space of the Perfume River for people to visit, contemplate, interact, and learn right on their phones, and still

feel like they’re on a real tour IEH

2D image AR Camera 3D model

Picture 4: Connecting the real world images with 3D model in the virtual world

First, 2D symbols are given by a code The 2D symbol is a landmark in the

actual environment for the system to place the virtual object in the right place Using the graphical software to connect 3D models in VR environment with the

iconic images in reality via Arcamera Thus, when scanning the camera of the

phone on the images, the 2D image is enhanced with information

Programming the experimental and interactive script: the augmented elements in the virtual environment vary from one level to another

At level 1: the augmented elements can be external supplement information, guided questions for self-study, the information about the author, the work, the summary diagram to supplement knowledge for the learners about the work Readers can access to the necessary information to meet the needs of understanding and serving the lesson content when they encounter difficulties

Students combine text and multimedia reading comprehension at the same time

Trang 9

Picture 5: Augmenting the information in the virtual environment

At the level 2: the elements which are augmented can be 2D multimedia such as images, illustrated videos, or lesson audios

ââđ

Picture 6: Augmenting multimedia in the virtual environment

At the level 3: the augmented elements can be the real world 3D simulations When enhancing the experience, AR helps the mentally immersive learners not only walk flexibly and comfortably in the space to observe the natural sceneries, historical and cultural relics in different places, and listen to the music or immerse themselves in different cultural activities But learners also can develop their imagination by observing from above as they are sitting in a helicopter or

zooming to observe the small details in the water surface or the sceneries on both

Trang 10

Picture 7: Enhancing experiences in the virtual environment

Levels of interaction of the learners are not limited to the means of observation, experience through the sensory perception Students also have to come to the understanding of reasoning such as analysis, synthesis and comparison

At the level 1: The learners actively select the text that needs AR support, the point of information that you want to explore This depends on the cognitive needs and interests of each learner

At level 2: As the learner walks inside the virtual space in spirit, they can see the artistic signals here such as the symbols of Truong Son forest in the upstream of Perfume River, the sceneries of the field and Perfume River in the heart of Hue City To be able to observe carefully and meticulously, the users can touch the objects or symbols of his choice

Level 3: Learners interact with the symbols in different ways such as touching to receive the information they need, analyzing the text content based on the teachers’ guided learning questions for self-study, relating and comparing between linguistic and multimedia texts to see differences in expressive methods, synthesizing and forming new knowledge from the background knowledge, your own experiences and new lesson content In some experiential scenarios, learners

engage in complex learning situations to form new knowledge

2.5 The steps of using AR according to the discovery learning model Therefore, it is possible to apply AR to the conventional teaching model or the modern discovery learning with the following fundamental steps:

Step 1: Participation

Trang 11

For example, in the simulation of natural and cultural space in the literary chronicle work “Who named the river”, to start the reading comprehension activity according to the discovery model, teachers can study students by stimulating their understanding of geographical characteristics of Vietnamese rivers in general, and Perfume River in particular, as well as their historical knowledge related to Perfume River and Hue city, literary works, poems and songs about

Hue, and their practical experience about Perfume River and Hue By doing

so, teachers attract students’ attention to the lesson topic: the beauty of Perfume River in aesthetic view, the culture of literary chronicle in the work “Who named

the river” From the curiosity to explore, teachers are able to attract students to

participate in the activities of text reading comprehension activity through AR Step 2: Discovery

In this phase, students can proactively explore new content through specific simulation experiences Teachers provide fundamental knowledge or experience, and from that basis, new knowledge can be started At this stage, students will directly explore and manipulate on the pre-designed simulations Teachers may ask students to perform activities such as observation, comparison, analysis, synthesis

Students can actively spend more time on a specific content or go through a content that they are already familiar with, and they can hear the lesson audios,

and read the texts or access to the hidden multimedia inside hyperlinks if they

want to explore deeper

In this model, simulated multimedia is both a teaching tool and a form of multimedia text The activities of text and multimedia text reading comprehension must be combined harmoniously The objectives of the lessons are usually agreed but may also be divided into smaller goals to ensure the ability of students to maintain and follow up For small goals, teachers should have specific questions to determine the scope of knowledge that needs to be focused, and direct the goals, content, and methods to form the knowledge Teachers also need to create a “need to know” list to ensure students get the core knowledge and to classify students

Step 3: Explanation

At this stage, teachers will instruct students to summarize new knowledge and make questions if they need further clarification Students think about the

Trang 12

discuss in small groups or in class to receive feedback on their ideas Students can

read or perform further to better explain the results that they explore Teachers facilitate the students’ presentation, description, and analysis of experiences and or observations obtained at the discovery step

For example, teachers compare students’ answers before and after

experiencing the model of culture and nature of Perfume River to see how

Perfume River manifests itself in many different stages, the author also take people as the standard of nature to see the opposite character traits such as liberal, wild, gentleness and faithfulness The author traces down the flow of the river not as a geographer or historian (what students know) but as a guy is discovering the character of a girl, Perfume River and Hue are as everlasting love in “The story of Kieu” (Truyen Kieu) The new and surprising discoveries will deepen the knowledge gained by learner

Step 4: Extension/Application

This phase focuses on giving students the space to apply what they have learned Teachers can help students practice and apply the knowledge they have learned in the explanatory step, helping them to deepen their knowledge, skills,

and the applications in various situations and circumstances This helps to better

the knowledge Students can also be given an activity or assignment so that students can present their knowledge about the content of knowledge they have learned in different situations

For example, the teacher asks the students to summarize the lesson briefly by writing the contents they have learned in a systematic table: Perfume River - a natural waterway; Perfume River - the sediment of history and culture; Perfume River - the flow of feelings that the author extends to his motherland; Perfume River - the power of Hoang Phu Ngoc Tuong’s writing Students can observe and repeat step 2 to find out, and add the missing information from AR

Step 5: Evaluation

While observing students apply new concepts and skills, teachers evaluate students’ knowledge and skills, looking for evidence that students have changed their minds or behaviors during the learning process In addition to the teacher’s assessment, the teacher should also allow students to self-assess their lessons and group skills

Trang 13

play the role as a tour guide who introduces the beauty of the Perfume River to

help the audiences feel, and deepen their impressions about the river

2.6 The potentials of AR application in Vietnamese education environment The platform of development technology: AR technology can be applied easily into reality with the assistance of smartphones, as almost of the mobile phones today are equipped with camera and powerful sensors that is able to identify the outer world AR on mobile devices has many advantages of handset devices and the popularity of smartphones, while VR requires a powerful hardware to enable

an actual experience, but these devices need a huge cost to implement and may

cause difficulties when universalizing VR equipment for every student in the classroom

The application of augmented reality book: These books are normally printed but when scanned with the camera, images and designed interactions will show up

Through the use of AR in printed books, textbooks will become a dynamic source

of information Teachers can connect their textbooks with tutorials, multimedia tutorials, experiential and discovery learning model This is in accordance with the requirements of the new curriculum for high school Specifically in the Literature subject, the program requires students have the ability to read multimodal texts including texts in combination with word and picture channels (graphics, tables, pictures, v.v.), or text in combination with words, animation, and sound The text is digitized using the technology equipment, v.v If these documents exist in the

form of paper only, then the multimedia teaching method is not fully exploited

Using AR in teaching is suitable with the teaching model of discovery

learning in high school education in Vietnam today VR allows the observation

and examination of inaccessible places and events (such as underwater views, history, archaeological sites, the exploration of mars, moving inside human bodies, moving between molecules) The experiential and discovery teaching model has many advantages such as promoting the internal strength of students, positive thinking - independence - creativity in the learning process in the

guided self-study environment and also in the environment of self-study without

instructions The content of the lessons which is integrated and attached to reality is the intellectual motivation to directly stimulate students’ learning passion, and motivation of the teaching process

Trang 14

learners: AR provides experiences with new technologies through models that are closely related to reality, learning in AR requires interaction, as a result, it enhances a high level of engagement from learners

If the AR teaching apps are well designed and made good use, instead of

rejecting technology equipment in teaching activities such as phones, network

connection, interactive games, etc teachers will see that these tools and equipment really work and is a trend that should not miss in the digital age

2.7 The challenges of AR application in Vietnamese Education

However, the potentials of each AR functions need to be applied carefully in order to create positive changes in education

High Costs: At this point, cost is undoubtedly an important limitation

for AR penetration into the educational environment Although there have been some attempts to use mobile-based VRs (and the current efforts in this

direction are encouraging), but most of the existing virtual reality applications

have outperformed costs compared to the affordability of high school, college, especially out of reach for an ordinary teacher and student However, these projects will be appropriate to be carried out within the size of a university or a project of the Ministry of Education To have a complete AR application, there should be a cooperation of a project investor, a technology engineer, and a content creator By doing so, the application will be useful, widespread, and it can receive the support from teachers and students

Educational Culture: 3-D graphics technology is not intended to completely replace conventional teaching techniques The learning potential of the actual AR experience must be continuously integrated and managed by the teachers in the context of practical education Teachers themselves must develop their specific expertise and the experience in AR-based learning to effectively support the

learning in 3D environment Teachers and students should familiarize themselves

with AR technology from the basic to complex to receive it easier The AR design can begin by enhancing information The level 2 should be enhanced by

multimedia such as visual, video, and audio At the higher level of AR design,

there are realistic simulated 3D models for experiential and discovery learning Learner capacity: Another important issue for integrating AR into the classroom is the ability to use the system by students of all ages, by teachers and

by the developers of the curriculum The biggest obstacle of the teachers, and

Trang 15

view AR as a game, a means of projecting, etc It can be a fun, lively, and interesting game but not a real learning process That requires AR designers to create learning scenarios that closely associated with the content of the course in order to develop the higher-order thinking of the learner

3 Conclusion

Through the evaluation process of the potentials and challenges of AR, we

recognize that AR 1s suitable for the multimedia teaching and learning environment

in Vietnam, particularly in the model of discovery learning which requires a lot of practical experiences Mobile-based applications, with the integration of

multimedia on the printing basis and multimedia on VR platform is an ideal

option for an education environment in which there is a huge focus on education and technology investment and development However, there are many factors needed in order to make use of the multimedia on the VR basis Ensuring these elements will create a huge potential for applications in high school subjects That is an opportunity and also a challenge for modern education

References

1 Alan Craig, William R Sherman (2002), Understanding Virtual Reality Interface, Application, and Design, Morgan Kaufmann, Burlington

2 Matt Dunleavy, Chris Dede (2013), Augmented Reality Teaching and Learning, Handbook of Research on Educational Communications and Technology pp 735-745 3 Matt Dunleavy (2014), Design Principles for Augmented Reality Learning, Tech

trend, Volume 58, Issue 1, pp 28- 34

4 Mehmet Kesima , Yasin Ozarslan (2012), Augmented reality in education: current technologies and the potential for education, Procedia - Social and Behavioral Sciences 47 ( 2012) 297 - 302

Trang 16

KỶ YẾU HỘI THẢO QUỐC TẾ: NHỮNG XU THẾ MỚI TRONG GIÁO DỤC 144 PROCEEDINGS OF INTERNATIONAL CONFERENCE: NEW TRENDS IN EDUCATION Appendix 1 Multimedia on printing platform 2 VR apps: + Video: goo.gl/HktqjF + App:

Step 1: Visit Google play

Step 2: Search and install the app “Hoc van van hoc” Step 3: Open the app from your phone screen

Định dạng
Số trang	16
Dung lượng	7,84 MB