A Perspective Taking Supported AR Learning Platform with a User Study on Learning Three-View Drawing

Abstract

Perspective taking has various effects on students’ learning, including the development of innovative capabilities, improved communication efficiency in distance education, and enhanced learning performances in practical tasks. Current collaboration systems often provide only a single third-person or first-person perspective and require the placement of markers on physical objects to achieve perspective alignment. These limitations restrict users’ observation and participation in the collaboration process, resulting in a less-than-ideal experience. To address this issue, a perspective taking supported augmented reality collaboration learning platform centered around a general technology course is proposed in this article. Users have the ability to view each other’s perspectives and utilize various collaboration cues, including sketches, voice, models, gestures, and gaze. In addition, a comparative study was conducted for the first time, comparing the effects of different perspective collaborations on students’ learning performance, internal motivation, collaboration experience, and intention to continue using the system. The study revealed significant improvements in learning performance when using the proposed system. Students also reported higher levels of intrinsic motivation, better collaborative experiences, and a greater willingness to continue using the proposed system. User interviews further confirmed the preference for and enjoyment of the proposed system.