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The Beesties

CGT 411
Go/ No-go Follow-up Response

1. How are you in contact with last semesters group? How are you building on what they
have done?
The project leader of the previous group, Jordyn, is currently employed under George
Takahashi. We met with her and discussed similarities and differences between our projects. The
previous project focused on the ability to more efficiently study insect dissection through their
simulation which allowed the user to clearly identify and interact with the separate organs and
appendages of the insect. They used 3D models, keyed animations, and a programmed user
interface to allow subjects to dissect through their simulation.
Our project is focused on the inner workings of these parts and organs, specifically the ones
located in the insects head. Since we are creating models that will be animated for an audience
rather than having a user manipulate the models in a game-like interface, our projects differ
greatly in the end result. Since we are depicting set animations to a learning audience, we
decided to create two distinctive mediums and investigate the differences between them.

2. Who is in charge of IRB CITI? Who is doing what in the group? Who will own the AR
piece of the project?
Each member of the group has to create an account for CITI online and complete the
corresponding training tests. Each member has created an account and will be completed with all
necessary tests come 2/26. The IRB application to conduct studies through Purdue is a group
application, one submitted for the team. Garrett completed and will submit the non-exempt
application through the CoeusLite program associated with the Purdue IRB once all members
have completed their CITI tests.
Alex Parient has been selected to be in charge of Entomology Knowledge/ Modeling
Management. He is tasked with the quality inspection and ensuring the cohesiveness of all the
models and textures created. Alex is also in charge of organizing the collective entomology
knowledge. He will lead research and study of insects and document the various parts and organs
of each model and be responsible for sharing that information.
David Jordan is our groups AR Specialist and lead Animation Designer. He has been given
the role of designing and approving the animations created for the project to ensure smooth
transitions. He is also in charge of implementing AR technology using the Augment app,
uploading our completed files to the app and tests preliminary models. He aids in organizing and
documenting literary sources and 3D modeling.
Johnny Zhao is in charge of our project timeline and project organization. He maintains up to
date information on the team website and updates the project calendar as members reach
deadlines and submit files. He organizes the groups project folders and files into the proper
formats and uploads them to an online cloud where all group members can have access. He is
also tasked with 3D modeling, texturing, and animation.
Zhaoliang Zhang is tasked with organizing research and supervises the study of the project.
He ensures all necessary steps have been taken to move forward with the research study, such as
forms submitted, creation of sample surveys, studying possible testing mechanisms and
statistical structures that could be used. He is a part of 3D modeling and animation.
Garrett Preusz has the job of managing the group project as a whole, documents all team
papers, and heads communication with the Envision Center and the team sponsor. He schedules
team meetings when needed, documents progress of teammates, and organizes research
documents for the paper and the study. He is tasked with insect modeling and texturing.

3. How are you going to test? What data will you collect? How will you analyze? What
might you anticipate the results to be? Where is the interactivity?

Our goal is to investigate the similarities and differences in visual learning between two
different mediums: a video-based 3D animation projected on a screen and an AR 3D simulation
via mobile device. We will accomplish this in regards to creating learning materials for
entomology by making two separate products showcasing insect heads to use as a comparative
study in order to determine which method, if either, results in a students increased understanding
when studying entomology. We wish to study the concepts of visual learning and the degree is it
beneficial or unproductive to students.

Research indicates there are benefits to having visual cues and references with text
information. However, there is little or inconclusive evidence supporting one medium of visual
display over another. For example, in a study by Harp and Mayer (1997), students were taught
about the subject of lightning. Those who learned with a visually complex display, with many
visual details found the material interesting but performed worse than students who learned
with a simple visual presentation. P.883 Other experimental studies showed that learners build
referential connections between visual depictions and the presented information (Lewalter,
2003. p.178). We wish to further investigate this concept with the use of 3D animation and
Augmented reality.

To capture and measure our concepts, we believe it is possible to find correlation between
the medium which students used to learn and the effectiveness of them learning the subject. Tests
can be issued over the topic taught in the mediums and graded to gather how well the student
performed. To eliminate possible lurking variables of prior knowledge or lack thereof, we will
provide written text descriptions and chapters detailing the same information presented the in the

Participants of the study will be the volunteers sampled from Dr. Osetos entomology
classes. We will incentivize participation in our study by extending an extra credit opportunity in
regards to Dr.Osetos class. We will also provide concessions for students completing the study.
The sample size of our survey will be the approximately 40 students, 20 assigned to a group
issued the 3D animation, the other 20 to the AR simulation. We will select them randomly from
Dr. Osetos class to be assigned to one of the two groups. We will display to one group a 3D
video of the different insect heads while the other group will access the models and animations
through the Augment app.

We will collect data from our own issued surveys over their perceived effectiveness in
learning the material. We will also collect the graded results of a sample test created over the
presented material. We will evaluate our project based on its accuracy to depict the 5 varying
insect heads and their function, its labeling of the various insect parts, and if it properly displays
the topics to the level Dr. Oseto requires for it. Collected data will be organized and submitted to
Purdues Department of Statistics. Making use of the Experimental Design and Data Analysis
Consulting, we can gather data analysis, averages, and more to better understand the results of
our study. Before finalizing the test questions and surveys, will need to consult the Department
of Statistics and Dr. Oseto to create a survey and a test that can most accurately measure the
students knowledge of the subject (before and after) while remaining within the guidelines set
by IRB protocol.

4. Where is the detailed timeline?

A detailed timeline has been attached to the email with this document. We are starting modeling
this weekend (2/25/17) and plan to have all insect heads fully modeled in two weeks time, full
textures in three. We have scheduled biweekly meetings so that every week our group consults
with George or Dr. Oseto.
Our timeline is also available on our team website:

5. Where is your literature review? What informs your study?

We are following leads and insight found on various studies conducted over visual learning,
augmented reality, virtual reality, behavioral psychology, learning comprehension. Most studies
focus on the reference of visual cues to in-context knowledge and vice versa. Our literature
review is attached to the email with this document.