Exploring the potential of note-taking in mixed reality as applied to field-based learning

Abstract: This study aims to compare the effectiveness of mixed reality, pen and paper, and digital note-taking in the context of educational excursions. A mixed reality headset was used to take notes in mixed reality, mobile phones for taking notes digitally, as well as pen and paper paired with a clipboard for taking notes in longhand. The study was motivated by the potential affordances that mixed reality brings to note-taking, such as integrating the real world alongside digital note-taking platforms in an immersive manner. However, there are also downsides, such as the bulkiness of the headset. While existing research has covered virtual reality and augmented reality within classroom settings, there remains a gap in current research in understanding the application of mixed reality in contexts outside of the classroom, such as in field-based learning. To address this, this study aims to conduct preliminary research on how note-taking in mixed reality compares with two other traditional methods in a new context to understand the potential of mixed reality and feasibility in note-taking and learning. Educational excursions were chosen as it was surmised that the affordances of mixed reality headsets are suited to contexts of learning during which the note-taking platform needs to be mobile. The modalities of information students could encounter in a field trip were recognised as physical, textual, and video. For physical information in field trips, our data shows that mixed reality note-taking was more effective in both extracting greater amounts of content in note form, as well as improving knowledge retention. For textual information, mixed reality note-taking was also more effective in extracting greater amounts of content in note form, but pen and paper note-taking was the more efficacious method in the organisation of notes. Mixed reality has the potential to be integrated into field trips, but should not entirely replace traditional methods of note-taking, especially as feedback from participants show that the headsets can cause discomfort. As the comfort of wearables improves, more research can be carried out to continue this work on the potential of mixed reality in collaborative learning.

Keywords: field-based learning, mixed reality, constructivism

DOI: 10.54941/ahfe1006360

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