Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry

Transcription

1 Classroom Techniques Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry Philip G. Crandall, Robert K. Engler III, Dennis E. Beck, Susan A. Killian, Corliss A. O Bryan, Nathan Jarvis, and Ed Clausen Abstract: One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer-based teaching modules that take advantage of animation, web-based or off-campus learning experiences directed at engaging students creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs. Introduction Many undergraduate students learning about enzyme kinetics often find the relationships between the reaction rate, enzyme and substrate concentrations, and inhibitors to be unfathomable. In the traditional classroom, the abstract manner of comparing keys, locks, and graphing double reciprocal plots diminishes most students enthusiasm for learning these important concepts. As a result, Gonzales-Cruz and others (2003) proposed and tested different approaches to increase students understanding of K m, V max and optimizing the enzyme reaction conditions such as ph. They developed a computer software simulation and found the students performed best when they were allowed to retain the majority of the control for their learning. Unfortunately, the amount of time needed to develop the simulation and the inability to use the simulation in an authentic context are still obstacles that need to be overcome. Game-based learning has been recognized as an effective motivator to promote students control of their learning and as an important factor in improving students performance (Chen MS Submitted 20/5/2014, Accepted 9/9/2014. Authors Crandall, Killian, O Bryan, and Jarvis are with Dept. of Food Science, Univ. of Arkansas, Fayetteville, AR 72704, U.S.A. Authors Engler III and Clausen are with Dept. of Chemical Engineering, Univ. of Arkansas, Fayetteville, AR 72701, U.S.A. Author Beck is with Dept. of Curriculum and Instruction, Univ. of Arkansas, Fayetteville, AR 72701, U.S.A. Direct inquiries to author Crandall ( crandal@uark.edu). and Hwang 2014). Educational computer games have been developed for many subjects including mathematics (Hung and others 2012b), natural science (Hwang and others 2012), social science (Hung and others 2012a), and engineering (Cagiltay 2007). Many researchers report that students find digital gamebased learning to be more interesting and challenging than traditional classroom instruction or other more conventional technology-enhanced learning (Bourgonjon and others 2010; Gerber and Scott 2011; Hwang and others 2012; Hwang and others 2013). In addition, Hwang and others (2012) reported that educational computer games significantly increased the interest and motivation of students. To evaluate what was involved in developing game-based learning for food chemistry students, we discussed a number of approaches before selecting an augmented reality (AR) type game to evaluate the practicality of using this approach with undergraduates. There are 2 basic types of AR used in mobile games: locationaware and vision-based (Dunleavy and Dede 2014). Locationaware AR presents digital media to learners as they move through a physical area with global positioning system (GPS)-enabled smartphones. The media (i.e., text, graphics, audio, video, 3D models) augments the physical environment with narrative, navigation, and academic information relevant to the location. The second type, vision-based AR, presents digital information to learners after they point the camera in their device at an object, like a quick response (QR) code. Smartphones have the capabilities to utilize both types 18 Journal of Food Science Education Vol. 14, 2015 C 2015 Institute of Food Technologists R doi: /

2 Table 1 Introduction to augmented reality and interactive storytelling (ARIS, ARIS is a user-friendly, open-source platform for creating and playing mobile games, tours, and interactive stories. Using GPS and QR Codes, ARIS players experience a hybrid world of virtual interactive characters, items, and media placed in physical space. 1. Please view this ARIS demonstration video so that you have an understanding of the ARIS platform: 2.TeachyourselfARISinanhourortwo: 3. ARIS manual: 4. Example ARIS features and tutorials: Adding combat feature to ARIS: Spawning (auto-creating multiple items) in ARIS: How to use the notebook to collect data and communicate in ARIS: 5. Organization tips: Keep track of your media as you create an ARIS game: of AR (e.g., location-aware and vision-based) through their GPS, camera, object recognition, and tracking functions. The result can be an immersive learning experience within the physical environment (Azuma and others 2001, Dede 2009). Studies have shown that learner immersion in such a learning environment can enhance their education in at least 3 ways: by allowing multiple perspectives, situated learning, and transfer. As a teaching and learning method, AR aligns well with situated and constructivist learning theory. These theories position the learner within a real world physical and social context, while guiding, scaffolding, and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching, and legitimate peripheral participation with multiple modes of representation (Dunleavy and others 2009; Klopfer and Sheldon 2010; Squire 2010). In higher education, AR games have been authored for the medical, environmental, animal behavior, marine biology sciences, and extensively to recreate historical events (Klopfer and Squire 2008; Dieterle and others 2009; Squire 2010; Dunleavy and Simmons 2011). AR has also been used in other applications, such as in the U.S. building sector (Vassigh and others 2013), the IKEA catalog app, Volkswagen s car manual, SAP warehouse picking process, and many others. However, it has not yet been utilized in the food industry or to teach key food science concepts. This article focuses on the development and β testing of an AR game that presents basic enzyme kinetics to undergraduate students in food chemistry. Although there are alternative learning platforms that could be subsequently developed, this article reports on the achievement of the initial project objective, which was to develop and evaluate the level of effort to produce a game-based learning module on enzyme kinetics and elicit student feedback on the experience of game-based learning compared to a traditional lecture on the basis of enzyme kinetics. Ideally, students would have physical access to an actual HFCS plant where AR could be fully employed as students toured the premises; for example, the A.E. Staley s plant in Lafayette, IN, or those of Archer Daniels Midland, Cargill, or CDC International. However, it has been our experience that it is becoming increasingly more difficult to schedule student tours at manufacturing facilities so AR is employed in the physical space that is available. Materials and Methods As part of the requirements for his undergraduate class in Honors Food Chemistry, author (and student) Engler self-trained in the use of the Augmented Reality and Interactive Storytelling (ARIS) learning platform. ARIS is a user-friendly, open-source platform for authoring and playing interactive mobile games (Anonymous 2014). Readers who would like to create their own ARIS-based games are referred to Table 1, which lists the activities we suggest for getting the students familiar with this platform. ARIS players experience a hybrid world of virtual interactive characters, items, and media placed in physical space using GPS and QR codes. The game we developed for the ARIS platform was Preparing for Your Interview with a High Fructose Corn Syrup Manufacturer. It was designed in an interactive search format using the enzymatic conversion of corn starch into high fructose corn syrup (HFCS) as the academic content focus. We felt that students would identify with the need to understand some of the details of HFCS production because it is a major ingredient in many foods, especially soft drinks. The production of HFCS has numerous enzyme catalyzed steps and offers the appeal to a broader application. This application was β tested with undergraduate students in the food chemistry class, faculty, and staff of the Univ. of Arkansas. We discussed several more conventional methods of presenting the basic concepts of enzyme kinetics that we could easily incorporate into our AR program. We settled on 3 YouTube videos that did an admirable job of succinctly presenting the basics of enzyme kinetics and could be easily incorporated into our game-based education. These videos can be viewed at: Game Description Requirements for the use of the Enzyme Kinetics game was a fully charged iphone (or other IOS device with G3 capability). Students paired up into teams, so if one did not have a device they were able to share with a team member. Then they downloaded the ARIS (arisgames.org) game Available on-line through ift.org Vol. 14, 2015 Journal of Food Science Education 19

3 Figure 1 This is a screen shot from within the ARIS application showing games available near the device. Figure 2 Screen after clicking for a new game. app ( to meeting, and created an ARIS account from within the app. After logging in to the ARIS app, students clicked on the Nearby tab at the bottom left of the screen (see Figure 1). Then they clicked on FDSC-H to open the game (please note that this game is location dependent and will not be accessible from a different location). Finally, they clicked the New Game button to begin a new game (see Figure 2). Then they read through the text description of the game and clicked continue. Students met at the Student Union Lounge (general seating area) in midafternoon, for a short description of the purpose of the app and how to use it. After this, they embarked on a cross-campus journey that involved walking around campus including the Union, Old Main, Engineering, and Fine Arts. The game took about 1 h to complete. The app has several tabs at the bottom of the screen that help the player to navigate the game. First, a Quests tab lists all active and completed tasks that the player has encountered (see Figure 3). Next, a Map tab uses GPS technology to provide a map of the area (see Figure 4). Third, the Inventory tab provides a comprehensive list of all items the player acquires during the game, and finally, a Notebook tab allows the player to take pictures, and add audio and text notes as they attempt to complete each quest. A total of 48 students were enrolled in a senior level food chemistry course. All students attended a traditional classroom lecture and laboratory sections on enzyme kinetics in early October The β test (to test the ARIS game) was scheduled for all classes during the last week of the semester with optional attendance. Four students and 3 faculty members participated in the β test. After completing the β test, all of these students completed a questionnaire on the usability of the interface and their experience (Table 3). Participants were observed during the β test and were interviewed immediately afterwards on their experience in using the mobile learning platform. Results and Discussion The AR game teaching enzyme kinetics was constructed in alignment with situated and constructivist learning theory. We constructed the game to situate the students within a real world physical (on campus) and social (with their partners) context. We also provided short quests that used text, podcasts, videos, and digital artifacts that helped to guide and scaffold students in the process of authentic inquiry. The result was an activity that fully engaged students in active observation, peer coaching, and construction of knowledge as they gathered important digital artifacts (images, text, and audio), viewed videos, and completed quests (Dunleavy and others 2009; Klopfer and Sheldon 2010; Squire 2010). As an exploratory study, we were more interested in how the game worked and its impact on students than on potential effects on a wider scale. Therefore, we kept our analysis to usability surveys and interviews as well as observation of students as they used the game. We were also guided by situated and constructivist learning theory as we explored how students learned with a minor focus on what they learned. The results show promise in using AR in future food science education, such as food safety regulation adherence and other important areas. For the β test, students, staff, and faculty participated in small groups on 2 separate days in evaluating the mobile learning experience. There was a short PowerPoint introduction in the Student Union before the students began the interactive search game. Participants had previously downloaded the ARIS app onto their smart phones or tablets so they could run the game. The 11 stations are listed in Table 2. Participants followed the clues and 20 Journal of Food Science Education Vol. 14, 2015 Available on-line through ift.org

4 Figure 3 Quests active within the app. Figure 4 Map with GPS coordinates of location. Table 2 List of ARIS interaction sites and lesson content at each site. Location Find Purpose Union Dr. Claus Intro to game Law School Corn Mullins (West) Dr. Cranbell Intro to enzymes Fine Arts Video Intro to enzymes SCEN auditorium Enzyme 1 Alpha amylase Ozark Hall Dr. Menten Glucoamylase Enzyme 2 Video Lock and Key Chemistry Dr. Fumar Mullins (East) Enzyme 3 Glucose isomerase Old Main Video Enzyme kinetics Chemistry Dr. Fumar Letter of recommendation Union (ballroom) Quiz found each station using the GPS function on their smart phone or tablet. Upon completing the experience, each participant filled out a short questionnaire (Table 4). There was a quiz at the end of the game designed to assess short-term learning. There was unanimous preference from participants in favor of using the game-based learning as opposed to the standard lecture format on enzyme kinetics, which had been given earlier in the classroom setting. The students enjoyed the kinesthetic learning while walking around, gathering raw materials, and watching videos to illustrate the learning objectives in preparation for a mock interview with an HFCS manufacturer. The authors were able to see students actively engage with the material with what appeared to be longer time periods than ether the traditional lecture or lab. Among many valuable suggestions made was one to shorten some of the videos and the amount of information contained in each one. This could be done by selecting a larger number of content pieces so each one was not as long. A technical suggestion was made to look into downloading the videos content to the campus based Wi-Fi system so the video content would load faster and play faster using the campus network inside the buildings rather than streaming using the smart phone technology. A suggestion was also made that we ask students to use headphones with their smart phones to make it easier to hear in some of the noisy public places on campus, although this adaptation would make it difficult to play the game with a group. Another problem encountered by many was the difficulty in obtaining a necessary object because the GPS function of some of the phones was not accurate enough. It proved difficult to follow the game on the tablets carried by some of the participants. The post quiz was hard to read and complete on the small screens of the smart phones, and most participants did not finish this step. Alternative smartphone models and geographic locations should be tested to determine the best combination prior to authoring a full scale game. Discussion As discussed above, AR games can be used to provide learners with multiple perspectives, situated learning, and transfer. Our game provided a diversity of perspectives by placing the learner in the role of an individual preparing for an interview and providing them with multiple opportunities to interact with virtual experts. The game also provided a specific context that included people, places, objects, processes, and tasks that put the learner in an authentic and believable environment. Finally, it provided the opportunity to transfer learning from the game to the real world through the final, summative job interview exam at the end of the game. Our game provided a rich context for learning about enzyme kinetics, and the results show the promise of its use. Faculty who continually face difficulty in explaining hard to teach concepts should consider using AR to create a learning game to teach the concept. Additionally, faculty and administrators who are facing a shortage of wet lab space to complete hands on experiments may also want to consider using AR. With that said, Available on-line through ift.org Vol. 14, 2015 Journal of Food Science Education 21

5 Table 3 β Tester checklist. In order to test and provide feedback on new software prior to its release, product testers, referred to as β testers, are often used to identify specific weaknesses in a product being tested. While making judgments on ease of use and availability of product features, β testers keep the end user in mind. Product glitches and potential problems that the end user may encounter are noted. We appreciate your willingness to participate as a β tester for our project design. As you work through our ARIS game, please reference the following table. Check a Yes or No as appropriate. Please note additional comments at the end of the table. Your feedback is greatly appreciated and is welcome. Evaluation of Design Elements Comments Were the instructions clear enough for you to complete the game? Were the learning objectives clear? Was the multimedia (e.g., video demonstrations and simulations) and procedural steps clear and in the correct order? Were the multimedia (e.g., video demonstrations and simulations) appropriately placed throughout the game? Was the content relevant to your needs at the times you had questions? Were the examples and scenarios relevant and realistic? Was the right amount of information available at any given time (not too much or too little)? Did our graphics enhance, and not distract, from the content? Was the navigation easy throughout the game? Please provide additional and specific comments about changes that we can make that will enhance learning from this exercise. Please use the back of this paper for additional space. Table 4 Evaluating the project design. 1. Does the game meet the goals that were established at the beginning of the ARIS game? 2. Does the lesson provide information about (your chosen topic here) that you can apply in your daily work? 3. Were the examples and explanations easy to understand? 4. Are the examples relevant? 5. Are there enough examples and explanations? 6. Should other things be added to this lesson? If you answered Yes, please explain what should be added: 7. Is it easy to navigate through the ARIS game? 8. Additional comments are welcome: there are several important items for faculty and administrators to consider. 1. Use teams of subject matter experts, and students to author the game. This combination provides an important check on the quality of the content while allowing students to create a believable and engaging context and storyline for the game that is right for their level. 2. Gather specific feedback on your game from your students. Use this feedback to improve its use for future students. 3. Allow opportunities for students to learn in many different ways. Lecture and AR games are just 2, but you should also consider providing others. Student control of their learning path is key. Conclusion We were very encouraged by the students overwhelming positive response to this AR learning game and intend to refine the concept and extend it to additional food science related teaching modules. We received positive responses from the β test participants and several suggested changes for revisions. We are in conversation with food chemistry instructors at other campuses and would like to pilot this learning module next fall. Researchers should consider fully testing AR games in food science in higher education and industry contexts. Food safety is a prime example of an industrial context where AR games could be used effectively to help train employees. More research is needed on how AR games should be designed to address the unique demographic characteristics of employees in this context. References Anonymous ARIS mobile learning. Available from: Accessed 30 September Azuma R, Baillot Y, Behringer R, Feiner S, Julier S, MacIntyre B Recent advances in augmented reality. IEEE Comput Graph 21(6): Bourgonjon J, Valcke M, Soetaert R, Schellens T Students perceptions about the use of video games in the classroom. Comput Educ 54: Journal of Food Science Education Vol. 14, 2015 Available on-line through ift.org

6 Cagiltay NE Teaching software engineering by means of computer-game development: challenges and opportunities. Br J Educ Technol 38: Chen NS, Hwang GJ Transforming the classrooms: innovative digital game-based learning designs and applications. Educ Technol Res Dev 62(SI): Dede C Immersive interfaces for engagement and learning. Sci 323: Dieterle E, Dede C, Schrier K Neomillennial learning styles propagated by wireless handheld devices. In: Kock N, editor. E-Collaboration: concepts, methodologies, tools, and applications. Hershey, Pa.: IGI Global. p Dunleavy M, Simmons B Assessing learning and identity in augmented reality science games. In: Annetta LA, Bronack S, editors. Serious educational game assessment. Boston, Mass.: Sense Publishers. p Dunleavy M, Dede C Augmented reality teaching and learning. In Spector JM, Merrill MD, Elen J, Bishop MJ, editors. Handbook of research on educational communications and technology. New York, N.Y.: Springer. p Dunleavy M, Dede C, Mitchell R Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. J Sci Educ Technol 18:7 22. Gerber S, Scott L Gamers and gaming context: relationships to critical thinking. Br J Educ Technol 42: Gonzales-Cruz J, Rodiguez-Sotres R, Rodriguez-Penagos M On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry-related curricula. Biochem Molec Biol Edu 31: Hung CM, Hwang GJ, Huang I. 2012a. A project-based digital storytelling approach for improving students learning motivation, problem-solving competence and learning achievement. Educ Technol Soc 15: Hung PH, Hwang GJ, Lee YH, Su IH. 2012b. A cognitive component analysis approach for developing game-based spatial learning tools. Comput Educ 59: Hwang GJ, Sung HY, Hung CM, Huang I, Tsai CC Development of a personalized educational computer game based on students learning styles. Educ Technol Res Dev 60: Hwang GJ, Yang LH, Wang SY A concept map-embedded educational computer game for improving students learning performance in natural science courses. Comput Educ 69: Klopfer E, Squire K Environmental detectives the development of an augmented reality platform for environmental simulations. Educ Technol Res Develop 56: Klopfer E, Sheldon J Augmenting your own reality: student authoring of science-based augmented reality games. New Dir Youth Dev 2010(128): Squire K From information to experience: place-based augmented reality games as a model for learning in a globally networked society. Teach Coll Rec 112: Vassigh S, Newman WE, Behzadan A, Zhu Y, Chen SC, Graham S Collaborative learning in building sciences enabled by augmented reality. Am J Civil Eng Arch 2(2):83 8. Available on-line through ift.org Vol. 14, 2015 Journal of Food Science Education 23