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The objective of this study was to determine the usefulness of augmented reality (AR) in teaching. An experiment was conducted to examine children's learning performances, which included the number of errors they made, their ability to remember the content of what they had read and their satisfaction with the three types of teaching materials, including a picture book, physical interactions and an AR graphic book. The three teaching materials were aimed to respectively demonstrate the characteristics of six bacteria with 2D graphics, 3D physical objects, and 3D virtual objects. Seventy-two fifth-grade children were randomly selected to participate in the study, and they were divided into three groups, each of which used the assigned teaching material to learn the name of the six different bacteria in intervals of 1, 2 and 3 min. Results showed that the AR graphic book offers a practical and hands-on way for children to explore and learn about the bacteria. Follow-up interviews indicated that the children liked the AR graphic book the most, and they preferred it to the other materials. Lay Description What is currently known about Augmented Reality and learning? Augmented reality (AR) provides a new perspective for learning by allowing learners to visualize complex spatial relationships and abstract concepts., What the paper adds to the subject matter? AR improves learning performances to a similar extent as the most used teaching materials (both picture books and physical interactions) do., AR not only facilitates learning but also increases learning motivations better than conventional teaching materials do. The implications of study findings for practitioners. If children feel bored about reading textbooks, give them AR (because AR effectively enhances learning and children are more motivated when using AR)., AR teaching material is a good alternative to conventional picture book and physical interactions. [ABSTRACT FROM AUTHOR]

The purpose of this study is to understand whether warning messages help decision-makers recognise redundancy bias and reduce the effects of such bias during exposure to redundant information. We proposed a mechanism to reduce the effect of redundancy bias by presenting computer-supported warning messages during the decision process as a debiasing method, and tested this method via a longitudinal experiment with 108 subjects. Warnings could serve as an effective reminder of the presence of redundancy bias and reduce irrational increases in confidence. Further, these warnings could encourage people to carefully consider and adjust their decisions. The results showed that redundancy leads to repeated statements being rated as more valid than non-repeated statements. As predicted, with the help of the warnings, the participants were able to carefully reconsider and adjust their decisions, and they were somewhat satisfied with this feature. [ABSTRACT FROM PUBLISHER]

This study investigated the compatibility of stimulus codes and response modalities and how it mediated the spatial Stroop effect. Stimulus code (word, arrow and moving dots), response modality (voice, keypress and mouse movement), directional information (left and right) and physical location (centre, left and right) of the stimulus were manipulated. Participants responded to the directional information of the stimulus. Spatial interference was expected when the stimulus’ directional information and physical location were incongruent. Results showed that more compatible pairings for the three response modalities were word–voice, arrow–keypress and arrow–movement. Incongruent spatial location delayed the reaction time for all response modalities with the word, speeded up the vocal and keypress responses with the moving dots, and had no effect with the arrow. Arrow was thus recommended for conveying directional information on interfaces. This study demonstrated that spatial interference was mediated by the stimulus code, response modality and their compatibility. Practitioner Summary:This study manipulated three stimulus codes and three response modalities to examine how stimulus–response compatibility mediated the spatial Stroop effect. Spatial interference appeared with the word and moving dots, but not arrow stimulus, for vocal, keypress and mouse responses. Arrow was therefore recommended to convey directional information on an interface. [ABSTRACT FROM AUTHOR]