Augmented Reality for Learning Algorithms: Evaluation of Its Impact on Students’ Emotions Using Artificial Intelligence

Abstract

Augmented reality is an educational technology mainly used in disciplines with a strong physical component, such as architecture or engineering. However, its application is much less common in more abstract fields, such as programming and algorithms. Some augmented reality apps for algorithm education exist, but their effect remains insufficiently assessed. In particular, emotions are an important factor for learning, and the emotional impact of augmented reality should be determined. This article inquires about the impact on students’ emotions of an augmented reality tool for learning Dijkstra’s algorithm. This investigation uses an artificial intelligence tool that detects emotions in real time through facial recognition. The data captured with this tool show that students’ positive emotions increased significantly, statistically surpassing negative emotions, and that some negative emotions, such as fear, were considerably reduced. The results show the same trend as those obtained with psychometric questionnaires, but both positive and negative emotions registered with questionnaires were significantly greater than those registered with the artificial intelligence tool. The contribution of this article is twofold. Firstly, it reinforces previous findings on the positive emotional impact of augmented reality on students. Secondly, it shows an alignment of different instruments to measure emotions, but to varying degrees.