The trend of using augmented reality in teaching literature in Vietnam

The author also gives a design orientation and VR use for the teaching model of discovery learning in literature reading comprehension.. Multimedia based on virtual reality and augmente

IN TEACHING LITERATURE IN VIETNAM

Le Hai Anh‘

Trinh Van Quynh 2

Abstract: This paper redescribes the definition of virtual reality (VR) with these following elements: role play, imagines and interaction, the differentiation among VR and other media means The author also gives a design orientation and VR use for the teaching model of discovery learning

in literature reading comprehension VR and AR are not only a popular educational trend worldwide but they are also a trend in Vietnam If there

is a further investment in terms of application content and technology developments, it will create new experiences, motivation as well as promote learning capacity

Keywords: multimedia, virtual reality, augmented reality, popular educational trend, literature

1 Question

Teaching through experience, and discovery is one of the teaching tendencies

of the future From the vivid visual observations, students have observations, and from that they combine background knowledge with personal experience

to acquire and perceive new lessons Multimedia based on virtual reality and augmented reality platform is a teaching tool that helps teachers bring the real world into the classroom space

Augmented reality does not require sophisticated equipment and technology, and can be combined with multimedia on a variety of platforms to increase awareness, and promote the active participation of the learners The development

of the personal technological means, especially smartphones allows to meet

1 University of Education - Vietnam National University

* Master student in Literature Cohort QH 2016

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different learning styles, optimizing individual learning capacity Inherited

the achievements of the technology era 4.0, augmented reality (AR) has many advantages when applied in the general education environment in Vietnam

In this article, we would like give a direction of the AR use to teach the subject of literature in general, as well as apply the design of AR products with the reading comprehension teaching activities of the modern literary chronicles

“Who named the river” - Ngoc Tuong Hoang Phu

2 Content

2.1 The definition of Virtual Reality and Augmented Reality

2.1.1 Virtual Reality

Virtual reality can be defined as a three-dimensional (3D) environment which

is generated, combined and controlled via computers with the aim of replace a real world or a virtual world according to the imagination of human Through

peripheral devices and transducers, VR allows users to interact with the objects

and actions of the virtual world like interacting in the real world

Nowadays, many types of VR are applied in education such as VR in desktop computers, fully immersive VR, CAVE, remote VR or augmented reality In this research, we focus on the functions and capabilities of AR

AR can provide a rich, interactive, and engaging educational context as well

as support empirical learning The use of virtual reality has gradually expanded from teaching simple tasks as learn foreign language, life skills training, exploring the world to complex skills training such as abstract reasoning, visual

and the management of complex information space such as military training, transportation or medicine, etc

2.1.2 Augmented Reality

Augmented reality is a type of virtual reality, rather than experiencing

physical reality, one is placed in another reality that includes the physical along

with the virtual Matt Dunleavy in his article has defined: “Augmented Reality offer us unique affordances, combining physical and virtual worlds Augmented Reality allows the user to see the real world and aim to supplement reality without completely immersing user inside a synthetic environment” [3,28-34]

This term stems from Webster’s [1989] definition of augment: “to make larger, enlarge in size or extent; increase.” In Understanding Virtual Reality,

William R Sherman, Alan B Craig defines: “Augmented Reality are increasing

the amount of information available to the user in comparison to their normal perception, v.v Typically, it is the visual sense that is being augmented.” [1,18] Augmented reality is a medium in which real images are enhanced with virtual information, enabling real-world images to become richer with virtual images, simulating a real world AR can incorporate the specific features of multimedia design on printing devices and VR media (i.e., text, graphics, audio, video, 3D models) Thus, users can study in the real world environment while exploring the world in virtual reality

Virtual Reality use hardware technologies like head mounted displays, VR Glass Augmented Reality use hardware technologies like smartphones, tablets The two main advantages of Augmented Reality are the portable nature of handheld devices and ubiquitous nature of smart phones Augmented reality uses mobile applications, using mobile cameras to scan real images and experience on touch screens

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2.2 Fundamental elements of AR compared to other types of multimedia Virtual world of AR consists of both virtual and real world The virtual world of AR consists of an imaginary space which is usually expressed through a tablet or smartphone, a script that describes objects in a space as well as the rules and relations of those objects It can exist only in the mind of its originator or is transmitted in a way that it can be shared with others For AR, virtual world does not require the absolute precision compared to the real world but just simulates the objects that exist in reality

The real world of AR is usually a multimedia design in the printed form

It might simply be a textbook, a study card, a map, a diagram which combines

linguistic and visual channels Without virtual reality, this is still a multimedia design in a low-tech platform

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Reality world

Virtual world

Learners immerse mentally and interactively

Picture 2: Fundamental elements of AR

AR is similar to VR at the point that they are the combination of these following elements: Immersion, Imagination, Interactive in which AR has a certain difference

Immersion: in VR, users must immerse themselves in the virtual environment

In VR environment, participants stay in the real world environment and only immerse emotionally and mentally While in the AR, learners stay in the reality, and immerse in the virtual world by imagination

Imagination: VR allows the participants to choose the advantaging point

by positioning of their bodies to influence events in the virtual world While AR replaces the participants’ bodies with an experienced character, and the participants will interact to move the character in the virtual world These functions make the reality more appealing compared to conventional experiences

Interactive: In order for VR to be authentic, the system will respond to the participants’ actions, which is specifically called as interaction The interaction

of the participants is simple such as touching - clicking to receive information, moving back to spaces through locations, and changing the observation angles and time to see the changes of experienced character in the virtual world

Table 1: The difference between VR, AR and other media types.

2.3 The possibility of using ARin teaching literature reading comprehension

No matter how innovative the teaching activity of literature reading comprehension is, it still has to adhere to the principle of “genre characteristics”, and starting from the reading comprehension of words, sentences, expressions,

of image and meaning, etc Angmented reality design ensures the principles of integrating the language channel and the visual channel to enhance the visual and vividness of literary languege

The design of virtual reality ensures the principle of visual, and avoids the cognitive overload It is also appropriate to differentiate the learner’s capacity, promoting the initiative of each student AR can integrate into the stages of reading comprehension activities, supporting some of the necessary content in literature texts This view comes from the relationship between literature and other forms

of art The AR model can replace the limitation of literary language, which is the intangibility Virtual reality can be used to combine virtual 3D models with other visual media such as video, audio, 2D images, words, v.v to convey messages that the language cannot do

The literary work “Who named the river” is a modern chronicle work that

holds an important position in the literature curriculum of twelfth graders The work

is a praise to the Perfume river, the poetic beauty land of Hue ancient capital, as well as Hue’s glorious history it’s cultune, and the pure soul of it’s people The author considers the Perfume river to be a symbol of all the beauties of ancient land and its people The Perfume River is perseived throught on intellectual, erudile individva with undestanding of geography, history, literature, culture and philosophy Orient - specitically is the thinking pattern of Hue people with the serenity view an harmonious aesthetic conception and the deep affection towards Hue

Not only stopping at the visual impression, the literary image in texts can

be perceived by different senses Similarly, AR also helps students visualize

the content of the lesson in different ways The intangible image of literature is

capable of influencing the readers not only through sight, but also hearing, taste and touch In the process of teaching text reading comprehension, teachers can choose valuable images and details in combination with multimedia elements to help students easily relate and absorb the literary image, especially the paragraphs have the combination of many modes of sensation

Unlike the fictional genres, allegory genre also contains large amounts of information in a number of areas Life aspects which are reflected by allegories are usually rich, and diverse in many different fields such as geography, history,

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culture, v.v The author cleverly uses the life materials of their own combined with thoughts, perception, comments, v.v to bring attractiveness to the image Therefore, teachers can integrate information in different science subjects while

enhancing their practical knowledge through multimedia system This can be

additional references for the information that has already existed in the printed texts Students can actively access to the information to supplement their perceptions during the learning process if they find it difficult

The beauty of allegory genre is not limited to the high source of practical information but also the cultural beauty These are natural spaces such as forests, rivers, etc and cultural spaces such as folk culture, regional culture, historical time at different stages If 3D images create a natural space, then the sound of the songs can create a purely cultural space of Hue The integration of culture, especially the geographical culture in reading comprehension teaching activity is

an indispensable requirement when students have a shortage of regional culture knowledge due to the space and time gap The cultural materials from multimedia that teachers provide, or students search makes the cultural colors become more alive, creating cultural links with literary works, especially the allegory works

AR facilitates the organization of learning activities according to the experiential and discovery learning model Teachers can organize a visit for students to the Perfume River in Hue, but these activities require a large amount of expenses and travelling time And students can only visit a specific place without being able to experience the large space of Perfume Rive from the upstream

to the sea Students also cannot explore the Perfume River in different angles, especially the panoramic view from above That is not to mention the lessons that require students to move in different spaces and time The history lesson is one

of the challenges for virtual reality creators Teaching with the assistance of AR will replace those activities of practical experiences By observing and listening, students pay attention to the image details and organize the sequence of images

in spatial range, as well as mobilize their experiences of the image, attach the image to the work content, compare works and find new and creative points of the author in the way of feeling and describing things and phenomena Students use their previous knowledge to create an explanation for themselves

2.4, The design of AR according to discovery learning model

The model of discovery learning emphasizes on exploration, experimentation, researching, questioning, finding answers, as well as supposes that the acquisition

of appropriate materials or concepts is suitable during the implementation of

learning activities

Matt Dunleavy proposed three design principles as instructive: 1 Enable and then challenge (challenge); 2 Drive by gamified story (fantasy); and 3 See the unseen (curiosity) [3,28] Based on the above three design principles, we propose steps to design of AR according to discovery learning model:

Multimedia Design on the Printing Platform An AR application always starts with the design of multimedia on a paper-based device

Based on the main content, lesson layout, teachers select the symbols to

visualize the destination that students can visit: the Perfume River in the upstream,

in the field Chau Hoa, in the heart of Hue city, and before it pours into the sea, etc the symbols to supplement, provide more information about the author, the works,

the Perfume River in history, in poetry, in music, and summarize the lesson

The illustrated images are symbolic so that students can easily perceive them

to come to the rational perception of images that they have never been perceived,

or experienced before However, many images need to be combined with written texts to express the full meaning of the literature work

The teachers combine the visual and linguistic channels into a single unit in

the diagrams or a study card, or link on a geographic map by system, and linking

ideas, as well as giving assignments/tasks which require student to solve based

on their personal thinking or group work to complete the duties

For example, to teach the students to comprehend the paragraph - Perfume River in the heart of Hue City, teachers divide the relationship between the Perfume River and Hue city into three stages: before coming to Hue, in the heart

of Hue city, when leaving Hue city And link images with the “ideal couple in the story of Kieu” to help students find the search and chase, the passion, poetry and music stick together in an everlasting love

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Picture 3: Multimedia in the printing platform and AR

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Connecting the real world image to the 3D model and other multimedia types: Multimedia design on VR platform is a way to enhance information into existing 2D icons through the camera of the mobile devices This information can be extended relating texts, audio, video, 3D models, v.v or the combination

of the above elements

As a result, educators and technology experts have used the VRML language to simulate the natural space and cultural space of the Perfume River for people to visit, contemplate, interact, and learn right on their phones, and still

feel like they’re on a real tour

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Picture 4: Connecting the real world images with 3D model in the virtual world

First, 2D symbols are given by a code The 2D symbol is a landmark in the

actual environment for the system to place the virtual object in the right place Using the graphical software to connect 3D models in VR environment with the

iconic images in reality via Arcamera Thus, when scanning the camera of the

phone on the images, the 2D image is enhanced with information

Programming the experimental and interactive script: the augmented elements in the virtual environment vary from one level to another

At level 1: the augmented elements can be external supplement information, guided questions for self-study, the information about the author, the work, the summary diagram to supplement knowledge for the learners about the work Readers can access to the necessary information to meet the needs of understanding and serving the lesson content when they encounter difficulties

Students combine text and multimedia reading comprehension at the same time

in the virtual space

Picture 5: Augmenting the information in the virtual environment

At the level 2: the elements which are augmented can be 2D multimedia such as images, illustrated videos, or lesson audios

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Picture 6: Augmenting multimedia in the virtual environment

At the level 3: the augmented elements can be the real world 3D simulations When enhancing the experience, AR helps the mentally immersive learners not only walk flexibly and comfortably in the space to observe the natural sceneries, historical and cultural relics in different places, and listen to the music or immerse themselves in different cultural activities But learners also can develop their imagination by observing from above as they are sitting in a helicopter or

zooming to observe the small details in the water surface or the sceneries on both

sides of the river

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Picture 7: Enhancing experiences in the virtual environment

Levels of interaction of the learners are not limited to the means of observation, experience through the sensory perception Students also have to come to the understanding of reasoning such as analysis, synthesis and comparison

At the level 1: The learners actively select the text that needs AR support, the point of information that you want to explore This depends on the cognitive needs and interests of each learner

At level 2: As the learner walks inside the virtual space in spirit, they can see the artistic signals here such as the symbols of Truong Son forest in the upstream

of Perfume River, the sceneries of the field and Perfume River in the heart of Hue City To be able to observe carefully and meticulously, the users can touch the objects or symbols of his choice

Level 3: Learners interact with the symbols in different ways such as touching to receive the information they need, analyzing the text content based

on the teachers’ guided learning questions for self-study, relating and comparing between linguistic and multimedia texts to see differences in expressive methods, synthesizing and forming new knowledge from the background knowledge, your own experiences and new lesson content In some experiential scenarios, learners

engage in complex learning situations to form new knowledge

2.5 The steps of using AR according to the discovery learning model Therefore, it is possible to apply AR to the conventional teaching model or the modern discovery learning with the following fundamental steps:

Step 1: Participation

The purpose of this activity is to spark interest and curiosity, as well as raise questions and make students’ answers or discoveries related to the lesson topics clearer