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Blending printed texts with digital resources through augmented reality interaction

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Abstract

Traditional printed textbooks represented a static medium of knowledge transfer for many years. The advent of technology introduced several digital material encouraged the educational institution to plan for the transfer to e-book and other related digital media. Both printed and digital materials have their own advantages and disadvantages as explained in the literature review. This work introduces a way to blend both through the augmentation of printed textbook with interactive entries to the digital media. The well planned entries guide the learners into the digital world that is recommended by the expert educators. The learners, however, still have the freedom to select and repeat the material they like to study according to their own learning style. An application was developed and used by a group of students to evaluate the print/digital blending concept. The quantitative measurements proved an increase in the interest, confidence and perceived performance of the learners using proved easy to use useful application. Making the application available to the learners of different disciplines through simple user interface was also recommended as one of the possible future works.

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Notes

  1. http://www.visuallogic.org

  2. http://en.wikipedia.org/wiki/Metaio

  3. http://www.vuforia.com

  4. http://unity3d.com

  5. http://slikke.net/ar

  6. http://apkpure.com/dr-samer-ar-java1/com.slikke.samer

  7. http://itunes.apple.com/us/app/augmented-java-1/id1230212623?ls=1&mt=8

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Acknowledgments

I am grateful to Dr. Saifeddin Al-Imamy, Assistant Professor, Zayed University, Abu Dhabi, UAE for his review, suggestions and reading proof.

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  1. MIS Department, Prince Mohammad Bin Fahd University, Half Moon Bay/Al Khobar, Saudi Arabia

    Samer Y. Al-Imamy

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  1. Samer Y. Al-Imamy
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Correspondence to Samer Y. Al-Imamy.

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Al-Imamy, S.Y. Blending printed texts with digital resources through augmented reality interaction. Educ Inf Technol 25, 2561–2576 (2020). https://doi.org/10.1007/s10639-019-10070-w

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