SlowGuess/NAACL_2022_OCR huggingface dataset:
Adding AR educational visualizations to an already effective experience may not always be valuable for learning. Our analysis did not find that AR representations were valuable for multiple metrics of collaborative learning. Conditions not involving AR representations were just as effective at motivating students (as measured by the engagement survey); just as effective at fostering collaboration (on all measured dimensions, except for time management); just as effective, or even more effective, at learning concepts such as the effect of amplifiers, and relationships between physical movement and magnetic fields / electricity. .... The conditions involving AR representations of electromagnetism were significantly more effective at changing student self efficacy towards physics, as measured by pre and post self-ratings on items such as "I easily learn physics topics" and "I am the type of student who does well in physics". .... Participant changes in attitudes in curiosity towards the physics content followed a reverse trend: change in curiosity was not significantly different than zero in EdAR groups, but was significantly higher than zero in the Non-AR groups (V=399,  $p = 0.011$ ), possibly indicating that Non-AR group participants are left more curious. .... Overall, our findings indicate that Hololens participants focused less on physical materials and sensations (i.e. the feeling of movement caused by magnetic field forces).
$\rightarrow$  A.[Target] Using AR to deliver educational content is helpful in supporting learning of both challenging concepts that would be otherwise invisible and learning about kinesthetic information.
$\rightarrow$  B.[Distractor] AR representations significantly improved students' self-efficacy, by self-ratings on items such as "I easily learn physics topics.
$\rightarrow$  C.[Distractor] Participants using Hololens focused less on physical materials and sensations, and had less kinesthetic learning.
$\rightarrow$  D.[Distractor] There is a trend that participants in the non-AR conditions became more curious in physics after the experiment, suggesting the use of AR may lead to unexpected or unwanted outcomes.
$\rightarrow$  A.[Negation] Adding AR educational visualizations to an already effective experience may be valuable for learning.
$\rightarrow$  B.[Summarization (Bart-HCI)] We found that AR representations of electromagnetism were significantly more effective at changing student self efficacy towards physics, as measured by pre and post self-ratings.
$\rightarrow$  C.[Simplification (MUSS)] All in all, our results show that Hololens participants focused less on physical materials and sensations (i.e. magnetic field forces) and more feelings.
$\rightarrow$  D.[Summarization (BertSumExtAbs-CNNDM)] Change in curiosity was not significantly different than zero in edar groups.
Table 2: Text transformation operation strategy definitions and examples (part 1).
Table 3: Text transformation operation strategy definitions and examples (part 2).