A study of energy monitoring and road adaptive vibration reduction system for electric bicycles

Instilling Computational Thinking through making Augmented Reality application by The Vinh Nguyen A Dissertation In Computer Science Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Dr Tommy Dang Chair of Committee Dr Kwanghee Jung Co-chair of Committee Dr Yuanlin Zhang Dr Susan A Mengel Dr Akbar Siami-Namin Dr Yo Woon Chong Graduate Dean’s representative Mark Sheridan Dean of the Graduate School October, 2020 Copyright 2020, The Vinh Nguyen Texas Tech University, The Vinh Nguyen, October 2020 ACKNOWLEDGMENTS The purpose of this page is to recognize scholarly and professional aid and advice; however, the inclusion of references to persons who provided clerical help, help with field studies, financial assistance, and permission to use copyrighted materials is also acceptable Acknowledgments should be brief, in a professional style, and should not exceed two pages ii Texas Tech University, The Vinh Nguyen, October 2020 TABLE OF CONTENTS ACKNOWLEDGMENTS II ABSTRACT VI LIST OF TABLES VII LIST OF FIGURES VIII INTRODUCTION 1.1 Motivation and Issues 1.2 Research Contributions BACKGROUND 2.1 Framework for presenting complex models 2.2 Potential capability of generating web-based AR/VR applications in the classroom setting 10 2.3 Alternative ways of producing Web-based AR/VR applications through a 3part use case study 12 2.4 Instilling Computational Thinking through using a Visual Programming Interface 13 FRAMEWORK FOR PRESENTING COMPLEX MODELS 15 3.1 Contributions 15 3.2 Introduction 17 3.3 Related work 19 3.4 Design 21 3.4.1 Material contents 22 3.4.2 Vuforia package for Unity3D 24 3.4.3 Google Cardboard Package 25 3.4.4 Unity3D 26 3.4.5 Application 26 3.5 Evaluation 28 3.6 Challenge and Discussion 29 3.7 Conclusion 30 iii Texas Tech University, The Vinh Nguyen, October 2020 POTENTIAL CAPABILITY OF GENERATING WEB-BASED AR/VR APPLICATIONS IN THE CLASSROOM SETTING FROM LEARNERS’ PERSPECTIVES 31 4.1 Contributions 32 4.2 Introduction 33 4.3 Related work 36 4.4 Methodology 37 4.4.1 Goal and objectives 38 4.4.2 Study design 38 4.4.3 Project assessment 40 4.4.4 Survey 41 4.4.5 Case Study 42 4.5 Results 48 4.6 Lessons learned and challenges 54 4.7 Recommendations 56 4.8 Conclusion 57 ALTERNATIVE WAYS OF PRODUCING WEB-BASED AR/VR APPLICATIONS THROUGH A 3-PART USE CASE STUDY 58 5.1 Contributions 59 5.2 Introduction 61 5.3 Related work 65 5.4 Methodology 66 5.4.1 Goal and objectives 66 5.4.2 Study design 67 5.4.3 Participants 70 5.5 Use Case Study 71 5.5.1 Use Case 1: Developing a WebVR application 71 5.5.2 Use Case 2: Developing a VR/AR application on a given topic 75 5.5.3 Use Case 3: Developing a VR/AR application on any topic 78 5.6 Results and Discussion 79 5.6.1 Research question 1: What VR/AR development framework/library bestallowed users (novice to expert) to stimulate their interest in creating and sharing VR/AR content in both perceived utility and ease of use? 79 5.6.2 Research question 2: Did the library/framework that students favored afford them the ability to solve more complex problems? 83 iv Texas Tech University, The Vinh Nguyen, October 2020 5.6.3 Research question 3: When given the choice, which library/framework did students employ to develop a VR/AR application (based upon their interests)? 84 5.6.4 Research question 4: Based upon reported learners' perspectives, what were the pros and cons of WebVR compared to other app-based VR/AR tools? 84 5.6.5 Lessons learned and discussion 88 5.7 Conclusion and Future work 91 INSTILLING COMPUTATIONAL THINKING THROUGH MAKING AUGMENTED REALITY APPLICATION 93 6.1 Contributions 94 6.2 Introduction 95 6.3 Related work 99 6.4 Methods 101 6.4.1 System Design 101 6.4.2 Use Case 114 6.4.3 Evaluation 116 6.5 Results 121 6.5.1 Qualitative Analysis 121 6.5.2 Quantitative Analysis 122 6.6 Discussion 125 6.7 Conclusion 127 CONCLUSION 128 REFERENCES 130 v Texas Tech University, The Vinh Nguyen, October 2020 ABSTRACT It is widely recognized that instilling and inculcating computational thinking skills (CTS) such as problem formulation, effective representation of big data, and identifying, analyzing and implementing possible solutions are essential for succeeding in STEM disciplines There is also a recognition that technology and human behavior are tightly interrelated and leveraging computational thinking to understand complex human-computer interactions is vital to foster systemic sustainable developments Augmented Reality is a technology that expands the physical world with additional digital information The central value of AR is that the components of the digital world blend into a person's perception of the real world It is not just simply showing the data but through the integration of immersive sensations, which are perceived as natural parts of an environment Traditional approaches involving making an AR application are heavily dependent on a programming language in which the syntax of programming is not easy to master for non-computer science users Recent research has produced some insights that describe how to lessen the issue of mastering a certain programming language for young learners and enthusiasts Block-based programming is a type of programming language where instructions are mainly represented as blocks (or visual cues) and users drag and drop the cues to form a set of instructions This programming paradigm enables developers to focus on logical programming rather than memorizing the syntax of coding However, in the existing studies, the interactions between 3D objects are limited The purpose of this dissertation is to help students enhance computational thinking skills for a successful future career through making an Augmented Reality application To tackle the aforementioned issues, we provide students with an interactive web-based tool that allows them for experimenting, testing, abstracting, modularizing, reusing, and remixing the application ideas vi Texas Tech University, The Vinh Nguyen, October 2020 LIST OF TABLES 4.1 Pearson correlation test scores produced by SPSS software 54 5.1 Participant distribution by gender vs graduate level 71 5.2 Research questions for the survey 73 5.3 Survey questions for peer evaluation in Project Case 75 5.4 Pearson Correlation test scores produced by SPSS 82 5.5 A summary of the VR/AR application types and hardware 83 6.1 Construct and items 119 6.2 General information about the participants 120 6.3 Means and standard deviations of TAM measures (N = 66) 122 6.4 Internal Consistency and Convergence Validity 123 6.5 Estimates of loadings 124 6.6 Estimates of path coefficients 125 vii Texas Tech University, The Vinh Nguyen, October 2020 LIST OF FIGURES Figure 3.1 A comprehensive framework to build VR/AR application 21 Figure 3.2 Example of some free3D models that will be used in the application 22 Figure 3.3 Heightmap generator from terrain.party 23 Figure 3.4 Terrain generated from heightmap in Unity 24 Figure 3.5 Birch tree 3D model 25 Figure 3.6 Example of using tree in the inventory to plant and build the city 25 Figure 3.7 Main menu of the VR/AR game that allows to switch between VR/AR mode 27 Figure 4.1 A collage of WebVR applications created by sampled students 44 Figure 4.2 Sampled Students' WebVR project examples: (a) A moon dream house (b) A 2-level dream house (c) A New York skyline dream condo 47 Figure 4.3 Students' grade distribution of the WebVR dream house project: Level is equivalent to a C while Level is equivalent to a A 48 Figure 4.4 Responses from students (regarding questions 1-3) 49 Figure 4.5 Responses from students (regarding questions 4-6) 50 Figure 4.6 Responses from students (regarding questions 7-8) 52 Figure 4.7 Responses from students (regarding questions 9-10) 53 Figure 5.1 The study design: 16-week activities 68 Figure 5.2 A collage of WebVR applications created by sampled students 74 Figure 5.3 Three good WebVR project examples: (a) A moon dream house (b) A relaxing dream house (c) A bar dream house 74 Figure 5.4 Students' grade distribution of the WebVR dream house project: Level is equivalent to a C while Level is equivalent to a A 75 Figure 5.5 A collage of VR/AR applications created by students 77 Figure 5.6 A collage of VR/AR applications created by students in Project 78 viii Texas Tech University, The Vinh Nguyen, October 2020 Figure 5.7 Survey results from students in Project from question to 10 80 Figure 6.1 The visual interface of Blockly for generating JavaScript from blocks 100 Figure 6.2 The coding editor of BlocklyAR: it enables users to drag and drop a palette of commands into the working space 103 Figure 6.3 Different shapes of blocks allow users to stack or wire up components together 105 Figure 6.4 The visual AR component enables enthusiasts to experience their coding schemes in the mixed 3D space 113 Figure 6.5 Tutorial section where learners are guided on how to use blocks and the connections among them 114 Figure 6.6 Use case of using BlocklyAR to recreate the Palmito Battle Ranch 116 Figure 6.7 The conceptual research model with extensions of TaskTechnology Fit and Visual Design variables Each set of ellipses represents a construct and an arrow denotes a hypothesis 118 ix Texas Tech University, The Vinh Nguyen, October 2020 a parameter estimate is assumed to be statistically significant at 0.05 alpha level if the CI does not include the value of zero All the loading estimates were statistically significant, indicating that all those items were good indicators of the constructs Table 6.5 Estimates of loadings Estimate SE 95%CI_LB 95%CI_UB TTF1 0.809 0.046 0.712 0.892 TTF2 0.544 0.099 0.270 0.680 TTF3 0.787 0.086 0.586 0.892 TTF4 0.711 0.103 0.428 0.844 VD1 0.677 0.129 0.293 0.852 VD2 0.787 0.097 0.572 0.887 VD3 0.743 0.142 0.326 0.857 PU1 0.762 0.068 0.612 0.871 PU2 0.802 0.053 0.698 0.904 PU3 0.732 0.062 0.574 0.829 PU4 0.724 0.056 0.592 0.816 PU5 0.644 0.087 0.465 0.810 PEU1 0.765 0.054 0.648 0.862 PEU2 0.770 0.067 0.598 0.872 PEU3 0.762 0.081 0.570 0.866 PEU4 0.726 0.050 0.631 0.817 PEU5 0.809 0.045 0.709 0.884 PEU6 0.829 0.037 0.755 0.888 BI1 0.930 0.025 0.877 0.971 BI2 0.933 0.026 0.870 0.971 124 Texas Tech University, The Vinh Nguyen, October 2020 Table 6.6 provides the estimates of the directional path coefficients (i.e., the research hypotheses) in the structural model along with their standard errors and 95% confidence intervals, which were obtained from GSCA analysis with 100 bootstrap samples by fitting the hypothesized technology acceptance model to the dataset Results showed that Visual Design had statistically significant and positive influences on Task Technology Fit (H1 = 0.439, SE = 0.124, 95% CI = 0.175-0.686) Task Technology Fit had a statistically significant and positive influence on Perceived Ease of Use (H2 = 0.434, SE = 0.118, 95% CI = 0.184-0.678) Moreover, Perceived Usefulness had statistically significant and positive effects on Intention to Use (H6 = 0.319, SE = 0.136, 95% CI = 0.026-0.574), and Perceived Ease-of-Use had statistically significant and positive effects on Intention to Use (H5 = 0.417, SE = 0.134, 95% CI = 0.132-0.662) However, hypotheses H3 (Visual Design  Perceived Usefulness) and H4 (Perceived Ease of Use  Perceived Usefulness) were not supported due to the inclusion of zero values in CIs Table 6.6 Estimates of path coefficients Estimates Std.Error 95%CI_LB 95%CI_UB VD  TTF 0.439 0.124 0.175 0.686 VD  PU 0.127 0.208 -0.278 0.464 TTF  PEU 0.434 0.118 0.184 0.678 PEU PU 0.212 0.161 -0.066 0.554 PU  BI 0.319 0.136 0.026 0.574 PEU BI 0.417 0.134 0.132 0.662 6.6 Discussion Our study has several limitations that should be addressed in the future research The first limitation is the procedure to collect user responses This is due to the COVID-19 pandemic that prevents us from conducting the study in a face-to-face fashion In addition, by only watching the video, participants are unable to use the toolkit directly, 125 Texas Tech University, The Vinh Nguyen, October 2020 which may have reduced the motivation to take part in the survey As such, more rigorous research would be needed to evaluate the adaption and use of BlocklyAR even though it is not uncommon to collect user responses by watching videos (Beshai, 2020; Paine et al., 2016; Shelstad, Chaparro, & Keebler, 2019; Tsai, Huang, Wilkinson, & Edelen, 2020) Second, BlocklyAR did not support an arbitrary action or actions defined by users; we acknowledge that the action space is huge, and users may be interested in only a certain action depending on a given domain In fact, BlocklyAR can be considered as an abstract or a high-level programming interface for A-Frame combined with AR.js, so we only defined elements that are most commonly be used in an AR application with an extension of controlling the animations and movement of a 3D object Enthusiasts can refer to the technical detail in Section 6.4.1 for replicating and extending the work Third, the current version of BlocklyAR only supports the markerbased approach, meaning that users have to prepare a marker and put it in front of the camera We have not taken advantage of WebXR yet, due to the unavailability of a stable WebXR API as well as our lack of compatible devices for conducting the experiment Fourth, privacy concerns were not taken into account in this study Rauschnabel et al.(Rauschnabel, He, & Ro, 2018) discussed that information captured by a device`s sensors might threaten the privacy of both users and other people, thus placing an obstacle for using AR technology Lastly, other factors contributing to the adoption and use of technology might be considered in future studies, which have been discussed in the unified theory of acceptance and use of technology (UTAUT) and its extensions (Venkatesh, Thong, & Xu, 2012; Williams, Rana, & Dwivedi, 2015) That is, it would extend the technology adoption framework used in this study by evaluating the influences of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on the adoption and use of BlocklyAR, as well as the moderating effects of individual differences (age, gender, and experience) on the constructs 126 Texas Tech University, The Vinh Nguyen, October 2020 6.7 Conclusion This paper introduced BlocklyAR, a novel web-based visual programming interface for creating and generating an augmented reality application By integrating A-Frame and AR.js toolkit into Blockly, BlocklyAR enables young learners and enthusiasts to create AR experiences The proposed toolkit can be generalized and extended to many other domains for the use of pedagogical and instructional design with animated 3D models such as demonstrating the fundamentals of electric circuits, testing/simulating robot movements, or assembling hardware components Following this approach, users can download free 3D models on the internet (V T Nguyen & Dang, 2017) then apply animations on them by an intermediate tool presented in (Kwanghee Jung, Vinh T Nguyen, Seung-Chul Yoo, et al., 2020) We demonstrated BlocklyAR with a use case where the toolkit can replicate existing work with fewer efforts in programming Data collected from users` responses indicated that BlocklyAR was useful in learning and making an AR application, with particular relevance for new learners We used the Technology Acceptance Model to assess users` behavior toward using the toolkit in terms of Visual Design, Task-Technology Fit, Perceived Usefulness, Perceived Easeof-Use, and Intention to Use Our findings showed that Visual Design had statistically significant and positive influences on Task-Technology Fit Task Technology Fit had a statistically significant and positive influence on Perceived Ease-of-Use, Perceived Usefulness had statistically significant and positive effects on Intention to Use, and Perceived Ease-of-Use had statistically significant and positive effects on Intention to Use However, hypotheses H5 (Visual Design  Perceived Usefulness) and H1 (Perceived Ease-of-Use  Perceived Usefulness) were rejected Future work will be focusing on replacing the printed map with a virtual real-world map (e.g., Mapbox, OpenStreetMap) to increase the fidelity of the AR scene In this regard, real world location such as latitude and longitude will be used as a substitution for markers 127 Texas Tech University, The Vinh Nguyen, October 2020 CHAPTER 7 CONCLUSION This dissertation aimed to help students enhance computational thinking skills for a successful future career through making an Augmented Reality application First, it addressed the problem of acquiring and unifying 3d models in a common setting, or IDE Specifically, a framework is presented to incorporate models from different sources into a single format in which they are ready for rendering or presentation Second, the dissertation investigated the potential capability of emerging Web-based AR/VR in the classroom setting from learners’ perspective Understanding the advantages and challenges of web-based AR/VR would play a vital factor in adapting this technology in STEM education in the subsequent years Third, the dissertation extended the previous study by conducting a sequential 3-part use case study of diverse post-secondary students to compare the pros and cons of web-based AR/VS against traditional in-app approaches Extracting insights from this study would pay a way for instructors to select a suitable method for teaching AR/VR education Last, based upon on all previous studies, an interactive web-based tool, named as Blockly, was provided to enhance computational thinking skills through making an Augmented Reality application The use case of the proposed toolkit showed that it can replicate existing work with fewer efforts in programming Data collected from users` responses indicated that BlocklyAR was useful in learning and making an AR application, with particular relevance for new learners Technology Acceptance Model was used to assess users` behavior toward using the toolkit in terms of Visual Design, Task-Technology Fit, Perceived Usefulness, Perceived Ease-of-Use, and Intention to Use Our findings showed that Visual Design had statistically significant and positive influences on TaskTechnology Fit Task Technology Fit had a statistically significant and positive influence on Perceived Ease-of-Use, Perceived Usefulness had statistically significant and positive effects on Intention to Use, and Perceived Ease-of-Use had statistically significant and positive effects on Intention to Use However, hypotheses Visual Design 128 Texas Tech University, The Vinh Nguyen, October 2020  Perceived Usefulness and Perceived Ease-of-Use  Perceived Usefulness were rejected Future work will be focusing on replacing the printed map with a virtual realworld map (e.g., Mapbox, OpenStreetMap) to increase the fidelity of the AR scene In this regard, real world location such as latitude and longitude will be used as a substitution for markers 129 Texas Tech University, The Vinh Nguyen, October 2020 REFERENCES Anonymous (2019) Battle of Palmito Ranch Augmented Reality Demo Version Retrieved from https://youtu.be/PH9rLrZxQhk Anonymous (2020) BlocklyAR: A Visual Programming Interface for Creating Augmented Reality Experience Retrieved from https://youtu.be/lSsQd8GTcQ8 Assaraf, O B Z., & Orion, N (2010) System thinking skills at the elementary school level Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(5), 540-563 Atzori, B., Hoffman, H G., Vagnoli, L., Messeri, A., & Grotto, R L (2019) Virtual reality as distraction technique for pain management in children and adolescents In Advanced methodologies and technologies in medicine and healthcare (pp 483-494): IGI Global Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B (2001) Recent advances in augmented reality IEEE computer graphics and applications, 21(6), 34-47 Azuma, R T (1997) A survey of augmented reality Presence: Teleoperators & Virtual Environments, 6(4), 355-385 Barceló, J A., Forte, M., & Sanders, D H (2000) Virtual reality in archaeology: ArchaeoPress Oxford Becker, D (2016) Acceptance of mobile mental health treatment applications Procedia Computer Science, 98, 220-227 Bell, D (1996) Teaching virtual reality ACM SIGCSE Bulletin, 28(2), 56-61 Berland, M., & Duncan, S (2016) Computational thinking in the wild: Uncovering complex collaborative thinking through gameplay Educational Technology, 29-35 Beshai, S (2020) Examining the Efficacy of an Online Program to Cultivate Mindfulness and Self-Compassion Skills (Mind-OP): Randomized Controlled Trial on Amazon’s Mechanical Turk Biseria, A., & Rao, A (2016) Human computer interface-augmented reality International Journal of Engineering Science, 2594 130 Texas Tech University, The Vinh Nguyen, October 2020 Bower, M., Wood, L N., Lai, J W., Howe, C., Lister, R., Mason, R., Veal, J (2017) Improving the computational thinking pedagogical capabilities of school teachers Australian Journal of Teacher Education, 42(3), Bruno, F., Barbieri, L., Marino, E., Muzzupappa, M., D’Oriano, L., & Colacino, B (2019) An augmented reality tool to detect and annotate design variations in an Industry 4.0 approach The International Journal of Advanced Manufacturing Technology, 105(1-4), 875-887 Campbell, T., & McKenna, T (2016) Important developments in stem education in the united states: Next generation science standards and classroom representations of localized scientific activity K-12 STEM Education, 2(4), 9197 Carter, A S., & Hundhausen, C D (2011) A review of studio-based learning in computer science Journal of Computing Sciences in Colleges, 27(1), 105-111 Chen, H., Feng, K., Mo, C., Cheng, S., Guo, Z., & Huang, Y (2011) Application of augmented reality in engineering graphics education Paper presented at the 2011 IEEE International Symposium on IT in Medicine and Education Clarke, N I (2019) Through the screen and into the world: augmented reality components with MIT App Inventor Massachusetts Institute of Technology, Cliburn, D C., Miller, J R., & Doherty, M E (2010) The design and evaluation of online lesson units for teaching virtual reality to undergraduates Paper presented at the 2010 IEEE Frontiers in Education Conference (FIE) CoSpaces (2020) Make AR & VR in the classroom Retrieved from https://cospaces.io/edu/ Danchilla, B (2012) Three js framework In Beginning WebGL for HTML5 (pp 173203): Springer Davis, F D (1985) A technology acceptance model for empirically testing new enduser information systems: Theory and results Massachusetts Institute of Technology, Davis, F D., Bagozzi, R P., & Warshaw, P R (1989) User acceptance of computer technology: a comparison of two theoretical models Management science, 35(8), 982-1003 Deed, C., Cox, P., Dorman, J., Edwards, D., Farrelly, C., Keeffe, M., Prain, V (2014) Personalised learning in the open classroom: The mutuality of teacher and student agency International Journal of Pedagogies and Learning, 9(1), 66-75 131 Texas Tech University, The Vinh Nguyen, October 2020 Dinis, F M., Guimarães, A S., Carvalho, B R., & Martins, J P P (2017) Virtual and augmented reality game-based applications to civil engineering education Paper presented at the 2017 IEEE Global Engineering Education Conference (EDUCON) Dishaw, M T., & Strong, D M (1999) Extending the technology acceptance model with task–technology fit constructs Information & management, 36(1), 9-21 Duffy, C (1972) Borodino and the War of 1812: Seeley Service & Company Limited Easterbrook, S (2014) From Computational Thinking to Systems Thinking: A conceptual toolkit for sustainability computing Paper presented at the ICT for Sustainability 2014 (ICT4S-14) Etienne, J (2020) Creating Augmented Reality with AR.js and A-Frame Retrieved from https://aframe.io/blog/arjs Häfner, P., Häfner, V., & Ovtcharova, J (2013) Teaching methodology for virtual reality practical course in engineering education Procedia Computer Science, 25, 251-260 Hite, R., Childers, G., & Jones, M (2019) Hardware affordances and challenges to produce presence and learning in k-20 science virtual reality environments Handbook of Mobile Teaching and Learning, 1-12 Huang, Y C., Backman, K F., Backman, S J., & Chang, L L (2016) Exploring the implications of virtual reality technology in tourism marketing: An integrated research framework International Journal of Tourism Research, 18(2), 116128 Hwang, H., Jung, K., & Kim, S WEB GESCA Retrieved from http://semgesca.com/webgesca Hwang, H., & Takane, Y (2014) Generalized structured component analysis: A component-based approach to structural equation modeling: CRC Press Hwang, H., Takane, Y., & Jung, K (2017) Generalized structured component analysis with uniqueness terms for accommodating measurement error Frontiers in psychology, 8, 2137 Inc, G (2020) Blockly: A JavaScript library for building visual programming editors Retrieved from https://developers.google.com/blockly Jones, M G., Hite, R., Childers, G., Corin, E., Pereyra, M., & Chesnutt, K (2016) Perceptions of presence in 3-D, haptic-enabled, virtual reality instruction Int J Educ Inf Technol, 10, 73-81 132 Texas Tech University, The Vinh Nguyen, October 2020 Jung, K., Lee, J., Gupta, V., & Cho, G (2019) Comparison of Bootstrap Confidence Interval Methods for GSCA Using a Monte Carlo Simulation Frontiers in psychology, 10, 2215 Jung, K., Nguyen, V T., Piscarac, D., & Yoo, S.-C (2020) Meet the Virtual Jeju Dol Harubang—The Mixed VR/AR Application for Cultural Immersion in Korea’s Main Heritage Isprs International Journal of Geo-Information, 9(6), 367 Jung, K., Nguyen, V T., Yoo, S.-C., Kim, S., Park, S., & Currie, M (2020) PalmitoAR: The Last Battle of the US Civil War Reenacted Using Augmented Reality Isprs International Journal of Geo-Information, 9(2), 75 Jung, K., Nguyen, V T., Yoo, S C., Kim, S., Park, S., & Currie, M (2020) PalmitoAR: The Last Battle of the US Civil War Reenacted Using Augmented Reality Isprs International Journal of Geo-Information, 9(2) doi:10.3390/ijgi9020075 Jung, K., Panko, P., Lee, J., & Hwang, H (2018) A comparative study on the performance of GSCA and CSA in parameter recovery for structural equation models with ordinal observed variables Frontiers in psychology, 9, 2461 Kalelioğlu, F (2015) A new way of teaching programming skills to K-12 students: Code org Computers in Human Behavior, 52, 200-210 Kamińska, D., Sapiński, T., Aitken, N., Della Rocca, A., Barańska, M., & Wietsma, R (2017) Virtual reality as a new trend in mechanical and electrical engineering education Open Physics, 15(1), 936-941 Kato, H (2002) ARToolKit: library for Vision-Based augmented reality IEICE, PRMU, 6(79-86), Khronos (2020) GL Transmission Format Retrieved from https://www.khronos.org/gltf/ Klopfer, E., & Squire, K (2008) Environmental Detectives—the development of an augmented reality platform for environmental simulations Educational technology research and development, 56(2), 203-228 Kokkelenberg, E C., & Sinha, E (2010) Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students Economics of Education Review, 29(6), 935-946 Laine, T H (2018) Mobile educational augmented reality games: a systematic literature review and two case studies Computers, 7(1), 19 133 Texas Tech University, The Vinh Nguyen, October 2020 Lee, T Y., Mauriello, M L., Ahn, J., & Bederson, B B (2014) CTArcade: Computational thinking with games in school age children International Journal of Child-Computer Interaction, 2(1), 26-33 Li, Y.-M., & Yeh, Y.-S (2010) Increasing trust in mobile commerce through design aesthetics Computers in Human Behavior, 26(4), 673-684 Linowes, J., & Babilinski, K (2017) Augmented Reality for Developers: Build practical augmented reality applications with Unity, ARCore, ARKit, and Vuforia: Packt Publishing Ltd Ludlow, B L (2015) Virtual reality: Emerging applications and future directions Rural Special Education Quarterly, 34(3), 3-10 Messner, J I., Yerrapathruni, S C., Baratta, A J., & Whisker, V E (2003) Using virtual reality to improve construction engineering education Paper presented at the American Society for Engineering Education Annual Conference & Exposition Miyata, K., Umemoto, K., & Higuchi, T (2010) An educational framework for creating VR application through groupwork Computers & Graphics, 34(6), 811-819 Mota, J M., Ruiz-Rube, I., Dodero, J M., & Arnedillo-Sánchez, I (2018) Augmented reality mobile app development for all Computers & Electrical Engineering, 65, 250-260 Mozilla (2019) A web framework for building virtual reality experiences Retrieved from https://aframe.io Munzner, T (2014) Visualization analysis and design: CRC press Nguyen, V T., & Dang, T (2017) Setting up virtual reality and augmented reality learning environment in Unity Paper presented at the Adjunct Proceedings of the 2017 Ieee International Symposium on Mixed and Augmented Reality (Ismar-Adjunct) Nguyen, V T., Hite, R., & Dang, T (2018) Web-based Virtual Reality development in classroom: From learner's perspectives Paper presented at the 2018 Ieee International Conference on Artificial Intelligence and Virtual Reality (Aivr) Nguyen, V T., Hite, R., & Dang, T (2019) Learners' Technological Acceptance of VR Content Development: A Sequential 3-Part Use Case Study of Diverse Post-Secondary Students International Journal of Semantic Computing, 13(3), 343-366 doi:10.1142/s1793351x19400154 134 Texas Tech University, The Vinh Nguyen, October 2020 Nguyen, V T., Jung, K., & Dang, T (2019) Creating Virtual Reality and Augmented Reality development in classroom: Is it a hype? Paper presented at the AIVR Nguyen, V T., Jung, K., Yoo, S., Kim, S., Park, S., & Currie, M (2019) Civil War Battlefield Experience: Historical event simulation using Augmented Reality Technology Paper presented at the 2019 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR) Nguyen, V T., Zhang, Y., Jung, K., Xing, W., & Dang, T (2020) VRASP: A Virtual Reality Environment for Learning Answer Set Programming Paper presented at the Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) Norouzi, N., Bruder, G., Belna, B., Mutter, S., Turgut, D., & Welch, G (2019) A systematic review of the convergence of augmented reality, intelligent virtual agents, and the internet of things In Artificial Intelligence in IoT (pp 1-24): Springer O'Brien, J G., Millis, B J., & Cohen, M W (2009) The course syllabus: A learningcentered approach (Vol 135): John Wiley & Sons Paine, A M., Allen, L A., Thompson, J S., McIlvennan, C K., Jenkins, A., Hammes, A., Matlock, D D (2016) Anchoring in destination-therapy left ventricular assist device decision making: a Mechanical Turk survey Journal of cardiac failure, 22(11), 908-912 Parmar, D., Isaac, J., Babu, S V., D'Souza, N., Leonard, A E., Jörg, S., Daily, S B (2016) Programming moves: Design and evaluation of applying embodied interaction in virtual environments to enhance computational thinking in middle school students Paper presented at the 2016 IEEE Virtual Reality (VR) Perlin, K (1985) An image synthesizer ACM Siggraph Computer Graphics, 19(3), 287-296 Peters, E., Heijligers, B., de Kievith, J., Razafindrakoto, X., van Oosterhout, R., Santos, C., Louwerse, M (2016) Design for collaboration in mixed reality: Technical challenges and solutions Paper presented at the 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) Psotka, J (1995) Immersive training systems: Virtual reality and education and training Instructional science, 23(5-6), 405-431 135 Texas Tech University, The Vinh Nguyen, October 2020 Radu, I., & MacIntyre, B (2009) Augmented-reality scratch: a children's authoring environment for augmented-reality experiences Paper presented at the Proceedings of the 8th International Conference on Interaction Design and Children Rauschnabel, P A., He, J., & Ro, Y K (2018) Antecedents to the adoption of augmented reality smart glasses: A closer look at privacy risks Journal of Business Research, 92, 374-384 Reede, E., & Bailiff, L (2016) When virtual reality meets education Crunch Network Repenning, A., Webb, D., & Ioannidou, A (2010) Scalable game design and the development of a checklist for getting computational thinking into public schools Paper presented at the Proceedings of the 41st ACM technical symposium on Computer science education Research, Z M (2017) Global Virtual Reality (VR) Market Set for Rapid Growth, to Reach around USD 26.89 Billion by 2022 Retrieved from https://www.zionmarketresearch.com/news/virtual-reality-market Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Silverman, B (2009) Scratch: programming for all Communications of the ACM, 52(11), 60-67 Robitaille, N., Jackson, P L., Hébert, L J., Mercier, C., Bouyer, L J., Fecteau, S., McFadyen, B J (2017) A Virtual Reality avatar interaction (VRai) platform to assess residual executive dysfunction in active military personnel with previous mild traumatic brain injury: proof of concept Disability and Rehabilitation: Assistive Technology, 12(7), 758-764 Rus-Calafell, M., Garety, P., Sason, E., Craig, T J., & Valmaggia, L R (2018) Virtual reality in the assessment and treatment of psychosis: a systematic review of its utility, acceptability and effectiveness Psychological medicine, 48(3), 362-391 Sampaio, A Z., Ferreira, M M., Rosário, D P., & Martins, O P (2010) 3D and VR models in Civil Engineering education: Construction, rehabilitation and maintenance Automation in Construction, 19(7), 819-828 Serafin, S., Adjorlu, A., Nilsson, N., Thomsen, L., & Nordahl, R (2017) Considerations on the use of virtual and augmented reality technologies in music education Paper presented at the 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR) 136 Texas Tech University, The Vinh Nguyen, October 2020 Shelstad, W J., Chaparro, B S., & Keebler, J R (2019) Assessing the User Experience of Video Games: Relationships Between Three Scales Paper presented at the Proceedings of the Human Factors and Ergonomics Society Annual Meeting Smelik, R M., De Kraker, K J., Tutenel, T., Bidarra, R., & Groenewegen, S A (2009) A survey of procedural methods for terrain modelling Paper presented at the Proceedings of the CASA Workshop on 3D Advanced Media In Gaming And Simulation (3AMIGAS) Stansfield, S (2005) An introductory VR course for undergraduates incorporating foundation, experience and capstone ACM SIGCSE Bulletin, 37(1), 197-200 Sykora, C (2014) Computational thinking for all Retrieved from https://www.iste.org/explore/articleDetail?articleid=152 Takala, T M., Malmi, L., Pugliese, R., & Takala, T (2016) Empowering students to create better virtual reality applications: A longitudinal study of a VR capstone course Informatics in Education, 15(2), 287-317 Trackers, I Worldwide Shipments of AR/VR Headsets Maintain Solid Growth Trajectory in the Second Quarter Retrieved from https://www.idc.com/getdoc.jsp?containerId=prUS43021317 Tsai, J., Huang, M., Wilkinson, S T., & Edelen, C (2020) Effects of video psychoeducation on perceptions and knowledge about electroconvulsive therapy Psychiatry Research, 112844 Venkatesh, V., Thong, J Y., & Xu, X (2012) Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology MIS quarterly, 157-178 Verhagen, T., Feldberg, F., van den Hooff, B., Meents, S., & Merikivi, J (2012) Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing Computers in Human Behavior, 28(2), 484-495 Voinea, A., Moldoveanu, F., & Moldoveanu, A (2017) 3d model generation of human musculoskeletal system based on image processing: An intermediary step while developing a learning solution using virtual and augmented reality Paper presented at the 2017 21st International Conference on Control Systems and Computer Science (CSCS) Vygotsky, L S (1980) Mind in society: The development of higher psychological processes: Harvard university press 137 Texas Tech University, The Vinh Nguyen, October 2020 Wang, E (2001) Teaching freshmen design, creativity and programming with legos and labview Paper presented at the 31st Annual Frontiers in Education Conference Impact on Engineering and Science Education Conference Proceedings (Cat No 01CH37193) WebAssembly (2020) World Wide Web Consortium Retrieved from https://webassembly.org Weintrop, D (2019) Block-based programming in computer science education Communications of the ACM, 62(8), 22-25 Williams, M D., Rana, N P., & Dwivedi, Y K (2015) The unified theory of acceptance and use of technology (UTAUT): a literature review Journal of enterprise information management Wing, J M (2006) Computational thinking Communications of the ACM, 49(3), 3335 Wire, B (2017) Survey Finds Teachers Want to Make Virtual Reality a Reality in the Classroom Retrieved from https://www.businesswire.com/news/home/20160627005621/en/Survey-FindsTeachers-Virtual-Reality-Reality-Classroom Wu, H.-K., Lee, S W.-Y., Chang, H.-Y., & Liang, J.-C (2013) Current status, opportunities and challenges of augmented reality in education Computers & education, 62, 41-49 Zara, J (2006) Virtual Reality course—A natural enrichment of Computer Graphics classes Paper presented at the Computer Graphics Forum Zhao, J., LaFemina, P., Wallgrün, J O., Oprean, D., & Klippel, A (2017) iVR for the geosciences Paper presented at the 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual Augmented Reality (KELVAR), Los Angeles, CA, USA 138 ... create and share their software on a variety of platforms and devices, especially ubiquitous platforms to enhance access for teachers and students, both domestically and internationally This demand... Blender and add some skeletons for rigging and animation that allows it to move around the certain area 3.4.2 Vuforia package for Unity3D For the creation of Augmented Reality applications in... 5.5 A summary of the VR/AR application types and hardware 83 6.1 Construct and items 119 6.2 General information about the participants 120 6.3 Means and standard deviations of