Learners’ Feedback on the Effectiveness of Replacing an Instructional MOOC Video with Augmented Reality in a Practice-Based Course

Document Type : Special Issue: The Importance of Human Computer Interaction: Challenges, Methods and Applications


1 Research Scholar, Department of Visual Communication, Karunya Institute of Technology and Sciences, Coimbatore, India.

2 Assistant Professor, Department of Visual Communication, Karunya Institute of Technology and Sciences, Coimbatore, India.


< p class="chekide">Recently, Massive Open Online Courses have become sensational in the field of distance learning. There is a plethora of advantages being listed in learning through MOOCs but this pedagogy lacks in few areas when compared with traditional classes. One of those inabilities of MOOC is its support to prepare the students for laboratory-based courses. The authors of this study chose a MOOC course that teaches Digital Photography and created an Augmented Reality (AR) experience for a module that explains the different parts of a digital camera. The 2nd year Multimedia students of Vellore Institute of Technology have been asked to experience the MOOC video followed by the AR experience. Their feedbacks before and after the AR experience has been statistically tested and reported. The results revealed that the students feel more confident and concentrate more when the instructional video was given as an AR experience. This study suggests that AR integrated MOOC modules might help in training students better for practice-based courses.


Blackburn, R. A. R., Villa-Marcos, B., & Williams, D. P. (2019). Preparing Students for Practical Sessions Using Laboratory Simulation Software. Journal of Chemical Education, 96(1), 153–158. https://doi.org/10.1021/acs.jchemed.8b00549
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers and Education. https://doi.org/10.1016/j.compedu.2012.03.002
Díaz, G., Loro, F. G., Castro, M., Tawfik, M., Sancristobal, E., & Monteso, S. (2013). Remote electronics lab within a MOOC: Design and preliminary results. Proceedings - 2013 2nd Experiment@ International Conference, Exp.at 2013. https://doi.org/10.1109/ExpAt.2013.6703036
Eriksson, T., Adawi, T., & Stöhr, C. (2017). “Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs. Journal of Computing in Higher Education, 29(1), 133–146. https://doi.org/10.1007/s12528-016-9127-8
Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295–311. https://doi.org/10.1080/01587919.2015.1081736
Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157–168. https://doi.org/10.1016/j.compedu.2016.03.016
Khan, T., Johnston, K., & Ophoff, J. (2019). The Impact of an Augmented Reality Application on Learning Motivation of Students. Advances in Human-Computer Interaction. https://doi.org/10.1155/2019/7208494
Phatak, D. B. (2015). Adopting MOOCs for Quality Engineering Education in India. In R. Natarajan (Ed.), Proceedings of the International Conference on Transformations in Engineering Education (pp. 11–23). Springer India. https://doi.org/10.1007/978-81-322-1931-6_3
Sampaio, D., & Almeida, P. (2018). Students’ motivation, concentration and learning skills using Augmented Reality. 1559–1566. https://doi.org/10.4995/head18.2018.8249
Thompson, K. (2011). THINGS YOU SHOULD KNOW ABOUT … TM MOOC s. EDUCAUSE Learning Initiative, 1–2. https://library.educause.edu/~/media/files/library/2011/11/eli7078-pdf.pdf
Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. Internet and Higher Education, 37(December 2017), 11–20. https://doi.org/10.1016/j.iheduc.2017.12.001
Yousef, A. M. F., & Sunar, A. S. (2015). Opportunities and Challenges in Personalized MOOC Experience. ACM WEB Science Conference 2015, Web Science Education Workshop 2015, May, 3–5.