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An Augmented Lecture Feedback System for Supporting Learner and Teacher Communication
British Journal of Educational Technology
Abstract
In this paper, it is advocated that the feedback loop between learners and teachers could be improved by making use of augmented reality ( AR ) techniques. The bidirectional communication between teacher and learners is sometimes hampered by students' fear of showing themselves up in front of their classmates. In order to overcome this problem, a system is proposed whereby teachers receive immediate and private feedback both individualised for each student as well as aggregated for the whole class. With that purpose, the teacher, who is equipped with a head‐mounted AR display, can visualise symbols that represent the status students have stated using private devices in relation to the lecture content. In order to explore the possibilities of this approach, an experience was conducted in a lecture on a university course. The results are encouraging and suggest that as this technology matures and less intrusive AR display models become available, it could provide effective support to improve communication and interaction during lectures.
A video abstract of this article can be viewed at http://www.youtube.com/watch?v=qUCkNkuAiK8
Supplementary resource (1)
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February 2014
... Moreover, a strand of research in the area of teacher education [27] has focused on the design and evaluation of "synchronous coaching" methods in which a coach, who monitors lessons remotely, provides novice teachers with live feedback and advice during unfolding class sessions through earpieces [58,111,112]. A few recent projects have explored the use of smart glasses to augment teacher perceptions and decision-making while still keeping their heads up and their eyes focused on the classroom [19,50,55,143]. For example, GlassClass [19] uses Google Glass to show teachers how well the class understands a lecture (via live student ratings), as well as their work progress and help requests. Lumilo [55] (reviewed in the next section) uses mixed reality glasses that superimpose distributed information onto the teachers' environment (e.g., as visual icons floating over students heads; see Figure 1) to support them in orchestrating AIsupported class sessions. ...
... Low social visibility: Since real-time teaching augmentation is primarily aimed for enhancing teachers' perception or cognition, TA systems may be designed to provide information that is only visible to the teacher. For example, Lumilo's smart glasses interface (or other wearable systems [19,58,103,143]) ensures that the information provided to teachers remains private from students or others present in the classroom. ...
... Teachers' needs for autonomy may depend on how they understand their own roles in a given context. For example, teachers working in lecture-heavy contexts may perceive very different needs than teachers who act more as facilitators in self-paced lessons [10,12,54,125,140,143]. Teachers teaching different age groups of students may also have different views of their roles and needs for autonomy. ...
... Moreover, a strand of research in the area of teacher education [27] has focused on the design and evaluation of "synchronous coaching" methods in which a coach, who monitors lessons remotely, provides novice teachers with live feedback and advice during unfolding class sessions through earpieces [58,111,112]. A few recent projects have explored the use of smart glasses to augment teacher perceptions and decision-making while still keeping their heads up and their eyes focused on the classroom [19,50,55,143]. For example, GlassClass [19] uses Google Glass to show teachers how well the class understands a lecture (via live student ratings), as well as their work progress and help requests. Lumilo [55] (reviewed in the next section) uses mixed reality glasses that superimpose distributed information onto the teachers' environment (e.g., as visual icons floating over students heads; see Figure 1) to support them in orchestrating AIsupported class sessions. ...
... Low social visibility: Since real-time teaching augmentation is primarily aimed for enhancing teachers' perception or cognition, TA systems may be designed to provide information that is only visible to the teacher. For example, Lumilo's smart glasses interface (or other wearable systems [19,58,103,143]) ensures that the information provided to teachers remains private from students or others present in the classroom. ...
... Teachers' needs for autonomy may depend on how they understand their own roles in a given context. For example, teachers working in lecture-heavy contexts may perceive very different needs than teachers who act more as facilitators in self-paced lessons [10,12,54,125,140,143]. Teachers teaching different age groups of students may also have different views of their roles and needs for autonomy. ...
Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.
... Teachers' DI during classroom teaching can be supported by classroom orchestration [21] or teaching augmentation systems [7], which have been designed in various forms, such as real-time learning analytics dashboards [63,52,38], teacher wearables [32,66], or distributed peripheral interactive systems [12, 64,m1]. For instance, real-time learning analytics dashboards display students' learning processes with learning software (e.g., [38]) to ease teachers' differentiation in blended classrooms. ...
... Many of these dashboard interfaces also support teacher-student online communication, which further extends teachers' ability to orchestrate. On top of that, several emerging design cases explored wearable devices such as smartglasses [32,66], which suggest benefits in seamlessly integrating real-time information to teachers' vision. Lumilo [30], for example, augment teachers' decision-making by showing information from AI-based learning analytics algorithms. ...
... Teachers' DI during classroom teaching can be supported by classroom orchestration [21] or teaching augmentation systems [7], which have been designed in various forms, such as real-time learning analytics dashboards [63,52,38], teacher wearables [32,66], or distributed peripheral interactive systems [12, 64,m1]. For instance, real-time learning analytics dashboards display students' learning processes with learning software (e.g., [38]) to ease teachers' differentiation in blended classrooms. ...
... Many of these dashboard interfaces also support teacher-student online communication, which further extends teachers' ability to orchestrate. On top of that, several emerging design cases explored wearable devices such as smartglasses [32,66], which suggest benefits in seamlessly integrating real-time information to teachers' vision. Lumilo [30], for example, augment teachers' decision-making by showing information from AI-based learning analytics algorithms. ...
Teachers' response to the real-time needs of diverse learners in the classroom is important for each learner's success. Teachers who give differentiated instruction (DI) provide pertinent support to each student and acknowledge their differences in learning style and pace. However, due to the already complex and intensive routines in classrooms, it is demanding and time-consuming for teachers to implement DI on-the-spot. This study aims to explore how to ease teachers' classroom differentiation by enabling effortless, low-threshold student-teacher communications through a peripheral interactive system. Namely, we present a six-week study, in which we iteratively co-designed and field-tested interaction solutions with eight school teachers, using a set of distributed, interactive LED-objects (the 'FireFlies' platform). By connecting our findings to the theories of DI, we contribute empirical knowledge about the advantages and limitations of a peripheral interactive system in supporting DI. Taken together, we summarize concrete opportunities and recommendations for future design.
... In [20] we already investigated whether an AR-based classroom feedback system could overcome the reluctance of some students to ask questions or communicate their difficulties in following a teacher's explanation. The results of the experiments carried out to test that prototype were encouraging, suggesting that this type of system could improve the teaching practice. ...
... Students choose their status and send responses using their mobile phones. The results of an experiment carried out in lectures and presentations were promising [20] and suggested that the system could improve the communication of students' difficulties to the teacher and help the teacher to better adapt the rhythm of the class to their current knowledge. However, the models of AR glasses which were available at the time were still very heavy and cumbersome. ...
The use of Augmented Reality to support the learning process has been extensively researched but its use to support the teaching practice has just started to be explored. In this paper, we present a communication system that makes use of a pair of Google Glass to provide the teacher with a constant and private flow of information on the students’ current knowledge. The proposed system allows the information sent by the students through their mobiles to overlap with the teachers’ live vision of the class. Compared to other feedback systems like clickers or backchannel systems, this AR prototype avoids teachers diverting their gaze and interrupting the class to access the students’ feedback. This supports the constant monitoring of potential comprehension problems that might otherwise be overlooked. With the aim of obtaining insights on the teachers’ and students’ views of the system, we conducted two studies during which the system was used in real classroom settings. The results of both studies suggest that the AR system could report benefits in terms of a better communication between students and teachers, and a more adequate rhythm of the class. Also, the use of the AR system in the classroom does not necessarily constitute an element which will distract and disrupt educational activity.
... Most of the empiric articles (15) discuss student and faculty behavioural intentions, attitudes and perceptions towards mobile and networked learning in higher education (e.g., Cheon, Lee, Crooks, & Song, 2012). There were eight articles employing a same time-same space model of BYOD use, half of which deals with using student phones with audience response systems during lecturing (e.g., Zarraonandia, Aedo, Díaz, & Montero, 2013). Other examples of same time-and-space applications of mobile learning were: using QR codes in class as a learning aid (Traser, Hoffman, Seifert, & Wilson, 2014), or Augmented Reality applications to visualize architecture models (Fonseca, Martí, Redondo, Navarro, & Sánchez, 2014). ...
Throughout history, various technologies have been used to bridge the boundaries of time and space, from 19th-century postcard education to present day mobile technology. Previous reviews examining the first decade of the new millennium showed many research projects using institutionally owned equipment, mostly supporting a teacher-centred approach and with a focus on content delivery. With the rapid development of small, portable and smart devices since 2007, devices becoming ubiquitous in the lives of students of today, has the focus of research changed? This paper reviews journal articles published 2009-2014 with the aim to examine how mobile devices are applied to bridge the boundaries of space and time in higher educational settings, and thereby supporting networked learning for the campus classroom as well as the online student. A search in major databases for English language journal articles was conducted with phrases "mobile learning" and "higher education". We found 109 articles indicating some form of bring-your-own-device (BYOD) philosophy. Categorizations were made primarily based on the abstracts. About 85 per cent of the articles were empirical in nature. Another eight per cent were theoretical and/or argumentative. The remaining articles were reviews, method development or meta-analyses. Subjects of study in the empirical articles were primarily students, but also faculty or a combination of those appears. Geographically, most studies are concentrated in the English-speaking parts of the world, although for instance Sub-Saharan Africa could benefit from development in this area. Not surprisingly, the top three countries by number of publications are USA, UK and Australia. About a third of the articles did not deal with the dimensions of time and space explicitly. Several of the non-empirical articles are among them, and so are a group of empirical articles that examined behavioural intents, perceptions, and attitudes amongst students and faculty. The principal phenomena studied with respect to the bridging of time and space was social media, the most common variety being podcasting, followed by text- and instant-messaging and social networking. Another group addressed how learning management and support systems could be developed to better support flexibility in time and space, or attitudes, intentions and perceptions regarding mobile learning implementations. Results indicate a shift from teacher-centred content delivery approaches towards student-centred communicative approaches. Recent improvements in network infrastructure and device usability seem to afford this development for teachers and students alike. However, a more thorough analysis of the material is required to validate such a claim.
... AR technology encourages increased interaction among students as well as more interaction between students and content that facilitates active learning (Kim et al., 2018). Zarraonandia, et al. (2013) defined benefits differently than other research, claiming that AR improves communication and relationships between teachers and students. Modern augmented reality displays, such as the Microsoft Hololens2 (Microsoft, 2020), allow users to reach out and grab virtual materials with natural two-handed gesture interaction. ...
Online learning is rapidly expanding across the educational landscape, particularly at the tertiary level of education. When combined with appropriate pedagogy, the tremendous advancement of technology has transformed the face of education. This integration has created new possibilities for enhancing teaching quality. Augmented Reality (AR) is one of the recent technologies to help make learning interactive and engaging. The broad adoption of AR on mobile devices is related to the enormous use of mobile devices globally. Thus, this paper reviews several works of literature on mobile AR and demonstrates its educational potential. After identifying the empirical studies of AR, this review highlights its potential in terms of learner outcomes, interaction, motivation, visualization, and collaboration, and its challenges, particularly in the English as a foreign language (EFL) context. Further research also needs to investigate diverse mobile AR apps for more engaging virtual online courses.
... Compared to other technologies, AR has several advantages. Firstly, AR improves interactions between students and their student peers (Kamarainen et al., 2013), between students and the materials (Kamarainen et al., 2013), and between students and teachers (Zarraonandia, Aedo, Dí az, & Montero, 2013). Secondly, AR has a positive effect on students' learning attitudes (Cai, Wang, & Chiang, 2014). ...
... The Augmented Lecture Feedback System (ALFs) proposed in [12] enhances classroom communication by enabling students to engage with lectures through mobile devices, while teachers control the system via motion-captured gestures and augmented reality (AR). ALFs process data from student devices and the teacher's AR feed, displaying student status and feedback to enhance engagement. ...
... AR could enhance student-teacher communications within classrooms. Zarraonandia et al. [288] suggest providing teachers with HMDs and students with devices which can alert the teacher if a student is struggling. Holstein et al. [97] design intelligent tutoring systems as a rich formative assessment tool, which can augment teachers' perceptions of student learning and behaviour in real-time. ...
Mobile Augmented Reality (MAR) integrates computer-generated virtual objects with physical environments for mobile devices. MAR systems enable users to interact with MAR devices, such as smartphones and head-worn wearables, and perform seamless transitions from the physical world to a mixed world with digital entities. These MAR systems support user experiences using MAR devices to provide universal access to digital content. Over the past 20 years, several MAR systems have been developed, however, the studies and design of MAR frameworks have not yet been systematically reviewed from the perspective of user-centric design. This article presents the first effort of surveying existing MAR frameworks (count: 37) and further discuss the latest studies on MAR through a top-down approach: (1) MAR applications; (2) MAR visualisation techniques adaptive to user mobility and contexts; (3) systematic evaluation of MAR frameworks, including supported platforms and corresponding features such as tracking, feature extraction, and sensing capabilities; and (4) underlying machine learning approaches supporting intelligent operations within MAR systems. Finally, we summarise the development of emerging research fields and the current state-of-the-art, and discuss the important open challenges and possible theoretical and technical directions. This survey aims to benefit both researchers and MAR system developers alike.
... Realiti tertambah dalam pendidikan Terdapat pelbagai pengkaji yang menyatakan kebaikan penggunaan realiti tertambah dalam pendidikan formal seperti meningkatkan pencapaian akademik pelajar (Estapa, & Nadolny, 2015;Lu, & Liu, 2015;Civelek, Ucar, Ustunel, & Aydın, 2014), motivasi (Ferrer-Torregrosa et al. 2015), pengekalan pengetahuan (Pérez-López, & Contero, 2013), dan penglibatan (Bressler, & Bodzin, 2013;Zarraonandia, Aedo, Díaz, & Montero, 2013). Pendidik perlu sentiasa menggunakan aplikasi teknologi yang terkini seperti realiti tertambah untuk mencapai hasil pembelajaran terbaik ( Thornton, Ernst, & Clark, 2012). ...
... In a more or less distanced way from the so-called university lecture, the new expert expository classes deserve to be observed and valued (Gatica-Saavedra, 2020;Tronchoni, 2019). Expert classes are being transformed (Darling, 2017;Buzzanell, 2017) introducing important changes in the way of managing attention times in oral reception (Monk & Newton, 2018;Sarihan, 2016), in the use of computational and audiovisual devices when sharing extensive packages of information (Zarraonandia et al., 2013;Hegeman, 2015), in the pauses that become another type of nested activity, more practical than expository (Chimmalgi, 2019) and, finally, in its use as a virtual session format (Matthew, 2020;Vázquez & Chiang, 2016). There is no doubt that each of the changes listed is good news for innovation committed to the quality of teaching in postgraduate studies. ...
The functioning of a state is a complex process that primarily depends on the
macroeconomic national system. During the functioning of the state, obstacles such as
corruption arise in the system, reducing the effectiveness of the state. Therefore, the purpose of this research is to analyse the effects of corruption on the effectiveness of a state, observed through the results of measurable state activity. The aim of this research is to assess the direction, form and intensity of corruption effects on indicators of state activity. In order to assess the direction, intensity and form of the impact of corruption on indicators, correlation will be used for each of the segments/indicators of state activity. Furthermore, in order to get the final result and explanations of the relationship between corruption and state activity indicators, a comparison of one developed EU country - Germany - with a country in transition- Croatia - will be made. Given the research methodology, in addition to the classical methods of analysis and synthesis, the desk research method will be used, along with correlation coefficients. In order to get the final result and explain the connection between corruption and indicators of state activity, the method of comparison will be used to reach a final conclusion. Using this methodology, the conclusion will demonstrate the role of corruption in the state activity system. Also, the research is expected to show which segments of state activity are affected more by corruption and which are affected less or unaffected, and what is the effect of the impact of corruption on the success of state activity. In particular, it is expected that this
research will identify the impact of corruption on the indicators of state activity in the field of entrepreneurship, which is the backbone of a national economy. It is difficult to predict the results before calculating the correlation, but the research hypothesis can be related, with great certainty, to the more visible impact of corruption on those segments of the state activity in which a part of the state budget is located.
... In a more or less distanced way from the so-called university lecture, the new expert expository classes deserve to be observed and valued (Gatica-Saavedra, 2020;Tronchoni, 2019). Expert classes are being transformed (Darling, 2017;Buzzanell, 2017) introducing important changes in the way of managing attention times in oral reception (Monk & Newton, 2018;Sarihan, 2016), in the use of computational and audiovisual devices when sharing extensive packages of information (Zarraonandia et al., 2013;Hegeman, 2015), in the pauses that become another type of nested activity, more practical than expository (Chimmalgi, 2019) and, finally, in its use as a virtual session format (Matthew, 2020;Vázquez & Chiang, 2016). There is no doubt that each of the changes listed is good news for innovation committed to the quality of teaching in postgraduate studies. ...
... In a more or less distanced way from the so-called university lecture, the new expert expository classes deserve to be observed and valued (Gatica-Saavedra, 2020;Tronchoni, 2019). Expert classes are being transformed (Darling, 2017;Buzzanell, 2017) introducing important changes in the way of managing attention times in oral reception (Monk & Newton, 2018;Sarihan, 2016), in the use of computational and audiovisual devices when sharing extensive packages of information (Zarraonandia et al., 2013;Hegeman, 2015), in the pauses that become another type of nested activity, more practical than expository (Chimmalgi, 2019) and, finally, in its use as a virtual session format (Matthew, 2020;Vázquez & Chiang, 2016). There is no doubt that each of the changes listed is good news for innovation committed to the quality of teaching in postgraduate studies. ...
Tax expense makes up a significant part of the company’s total costs, which are
directly related to the company’s competitiveness on the market. Besides direct costs, tax
burdens also create indirect costs because increasingly complex tax regulations demand
specific and specialized knowledge as well as being familiar with them. Research of existing Croatian practice through appropriate case studies will confirm the thesis
that tax planning and optimization are finding ways to reduce tax payments, and at the same time have a role in achieving tax savings through various opportunities for tax relief and other savings. The aim of the research is to show based on concrete case studies the application of the scientific approach in tax planning. The obtained results show that ignorance and misapplication of legal regulations can lead to significant expenses in the form of penalties for committing a tax offense or even a possible criminal offense.
Therefore, entrepreneurs can achieve savings in paying taxes only if they correctly apply tax regulations through tax optimization and planning and at the same time, they can reduce the risk of reckless entry into the area of tax avoidance. It is, therefore, important to be well acquainted with the tax system and tax regulations, but also with the procedures and legal possibilities in the case of tax supervision, through which proper tax planning is controlled. VAT optimization is a complex process and involves the use of various methods, approaches, and strategies to achieve a useful result without ultimately looking like an attempt to avoid paying taxes. Knowledge of tax reliefs and exemptions enables efficient tax planning and facilitates the company’s management to make optimal business decisions. Tax revenues make up a significant part of state budget revenues, which makes the controlling in this area of tax planning and optimization frequent, thorough and comprehensive.
... Learners may get distracted by AR and technology use (Kesim & Ozarslan, 2012). Finally, the natural classroom interaction among learners and between their teachers can be interrupted by AR technologies as it may provide an individualized learning experience (Zarraonandia et al., 2013). Despite all these drawbacks, previous research still highly endorses EFL learners' positive attitudes towards AR technologies (Bacca et al., 2014;Tobar-Muñoz, et al., 2017;Vata-U-Lan, 2012;Yılmaz, 2014). ...
The increasing technological practices in educational settings have boosted up a wide variety of mobile tools use. One of the most recent tools is Augmented Reality (AR). As this newest technology whets many educators’ appetite in various fields, EFL learning has taken its place among the recent research related with AR enhanced practices. Although AR is a novel and promising tool for educational objectives, little is known about EFL learners' perceptions towards AR-enhanced reading practices and the effect of these practices on EFL learners’ smartphone acceptance levels in EFL learning. Herewith, the aim of this study is to investigate EFL learners’ perceptions regarding AR-enhanced reading practices and these practices' effect on EFL learners’ smartphone acceptance levels in EFL learning. A total of 32 second year vocational school students studying in the department of culinary at a state university participated in this study. This present study adopted a quasi-experimental mixed methods research design. The participants were introduced reading passages in the target language enhanced with AR technologies to increase the comprehension of these texts. Survey of Acceptance and Use of Smartphone Applications for English Language Learning was used to gather quantitative data and a semi-structured focus-group interview was conducted to understand their perceptions on using AR and acceptance of smartphones in EFL learning. The results of this study revealed that these EFL learners have positive attitudes towards using smartphones in their English reading practices and have moderate levels of smartphone acceptance in EFL learning. They found these practices motivating and helpful for understanding the reading passages. Taken together, this study will contribute to the EFL education and technology-enhanced language learning research field.
... Augmented reality (AR), an extension of real-world objects using computer-generated stimuli, is considered a valuable support for learning [AA17], [SM18], [Ga20]. In this way, various approaches conducive to learning are advocated using AR, such as the contiguity principle, i.e., bringing the object and additional information, such as the name of the object, together spatially [MF14], or communication [Za13] on the object. Motivating learners is one of the most reported benefits of AR in learning scenarios [GPB19], [AA17]. ...
Augmented reality (AR) is recognized as a powerful support for learning processes, although it is not yet state of the art within a wide variety of learning contexts. This exploratory study hence investigates a tablet-based AR app for visualizing additional information of a facility model in a formal learning context of vocational training. Specifically, the facility model demonstrates water supply and wastewater disposal processes in vocational training for water supply and wastewater treatment technology specialists. Specifically, learning scenarios related to two processes of similar technical complexity are examined. In one learning scenario, apprentices receive information via an AR app, using a tag-based tracking. In the other learning scenario, the information must be acquired from a paper information sheet. Apprentices (N=14) work through both learning scenarios in groups of two, in random order. Data are collected via questionnaires before and after each learning scenario, as well as through a semi-structured interview at the end of both learning scenarios. The results suggest a higher level of interest in the AR-assisted learning scenario. Furthermore, the study reveals non-negligible efforts to customize the AR app and provides hints for further development of the learning scenarios.
... 34 AR technology can increase the engagement of students as reported in a previous study. 35 Thus, VPCAR may be able to inspire the students in learning vectors through its engagement and interactivity as shown by results of this study. ...
Background: Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors.
Methods: A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically.
Results: Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching.
Conclusions: Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study.
... AR could enhance student-teacher communications within classrooms. Zarraonandia et al. [288] suggest providing teachers with HMDs and students with devices which can alert the teacher if a student is struggling. Holstein et al. [97] design intelligent tutoring systems as a rich formative assessment tool, which can augment teachers' perceptions of student learning and behaviour in real-time. ...
Mobile Augmented Reality (MAR) integrates computer-generated virtual objects with physical environments for mobile devices. MAR systems enable users to interact with MAR devices, such as smartphones and head-worn wearables, and performs seamless transitions from the physical world to a mixed world with digital entities. These MAR systems support user experiences by using MAR devices to provide universal accessibility to digital contents. Over the past 20 years, a number of MAR systems have been developed, however, the studies and design of MAR frameworks have not yet been systematically reviewed from the perspective of user-centric design. This article presents the first effort of surveying existing MAR frameworks (count: 37) and further discusses the latest studies on MAR through a top-down approach: 1) MAR applications; 2) MAR visualisation techniques adaptive to user mobility and contexts; 3) systematic evaluation of MAR frameworks including supported platforms and corresponding features such as tracking, feature extraction plus sensing capabilities; and 4) underlying machine learning approaches supporting intelligent operations within MAR systems. Finally, we summarise the development of emerging research fields, current state-of-the-art, and discuss the important open challenges and possible theoretical and technical directions. This survey aims to benefit both researchers and MAR system developers alike.
... Some of the teacher views include that the augmented reality application helps teachers in transferring new topics to the students, reduces lesson preparation time, and positively affects the interaction with students. Similarly, Zarraonandia, Aedo, Díaz, and Montero [42] found that augmented reality technology increases the communication and interaction between teachers and students. ...
As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.
... A real-time feedback mechanism supported by technology has been developed by authors of [2] using Augmented Reality (AR). This would allow both, students and instructors, to measure level of understanding in teaching environment. ...
In this article, we discuss the importance of interactivity during lectures and means to evaluate the feedback of the audience. We conduct a literature review on the subject and propose accordingly, a data model for the evaluation of audience feedback in lectures at microscopic and macroscopic levels. We propose a detailed scenario and examine how we are able to simulate such a scenario using the designated data model.
... The AR display model also provides effective support to improve communication and interaction during lectures. The use of AR also helps improve lecture effectiveness, because additional examples and explanations will only be delivered when needed [10]. Broadly speaking, Augmented Reality as a technology that can create significant changes in education to be in line with the needs of students, teachers, and society [11]. ...
Augmented reality is a technology that is being developed and aimed at advancing and facilitating education. Technological progress, encouraging technology-based learning media needs to be studied first theoretically, before being applied to the learning process. This research is a literacy study, which sees augmented reality as supporting the Sundanese Siger Bridal Makeup course. The purpose of this research is to maximize the use of technology in the learning process and to see the effectiveness of augmented reality, especially in vocational learning. Also, this research is intended to analyse the extent to which technology is important as support in learning. The results of the study show that (a) Technology today is the main key in teaching and learning activities, (b) Augmented reality, is considered attractive so that it can increase the focus of students during the learning process, (c) selection of appropriate educational technology, in cosmetology Sundanese Siger bride, able to increase student understanding of the material being taught.
... Some of the experimental studies in tourism and hospitality (see Li et al., 2018;Moyle et al., 2019;Wang and Sparks, 2016) provided limited descriptions of the ethics associated with intrusive technologies used for evaluating cognitive and neurological responses. Another type of intrusive technologies is associated with the use and monitoring of personal, business, and other activities such as the surveillance by orbiting satellites, Smartcards usage on public transport systems (Jakubauskas, 2006) and VR head-mounted displays (Zarraonandia et al., 2013). Despite the growing application of these types of technologies in tourism, little is known about the associated ethical considerations. ...
This study probes the ethics of intrusive technologies for experimental research in tourism, through the lens of collaborative ethnography. Amidst the increasing uptake of technology to assess participant responses, the role of ethics in an experimental setting has received scant attention in tourism and hospitality. While intrusive technologies such as eye tracking, skin sensors and neuroscience headgear become more ubiquitous , the ethical boundaries of using such equipment are increasingly blurred and inconsistently approved. Seeking convergence of ethics concerning intrusive technologies is complicated when framing political spaces, target audiences and management of data obtained. Rather than view the role of intrusive technologies as a dichotomous outcome of ethical or unethical approaches, this paper argues that ethics needs to be contextually embedded with increased collaboration and co-creation in the application preparation and approval process.
... Results of previous studies show that adding the AR in learning can improve the performance [7,8], motivation and interest [9,10], retention of knowledge [11], participation, attitudes [12][13][14] and process skills [14,15]. Other than that, the use of augmented reality in practical activities can help students to interact with digital content, thus enhancing the imagination and creativity [16,17]. However, some studies have found that the addition of AR technology in learning can impact [18,19] as sensitive to changes in viewpoint marker and requires a lot of memory on the equipment installed [20,21] AR applications work with the system tracking (tracking) and reconstruction (reconstruction). ...
This research aims to design and develop a media lab in the form of Augmented Reality applications that are used in basic physics lab module. AR applications work with a tracking system and the reconstruction of the 2D marker contained in the experimental module to display 3D video animation. The method used in this research is the development of software includes the stages of collecting and analyzing the needs, do the design and manufacturing applications, validation and testing by the user, and revision. Results of the assessment by the AR application validator media and materials are respectively 80% and 85% in the predicate is valid and may be used after minor revisions. The results of trials by students as the user indicates that the 2D marker on lab module was initially less obvious and less sensitive at the time of scanning. However, after the revision of the 2D marker on lab module, 2D AR marker was sufficiently clear and sensitive at the time of scanning so that AR can help the general practical implementation and the AR content to support the practical implementation. The results showed that the development of AR applications had been successfully carried out and the AR application can function well with the scan time 1-1.5 second at a distance of 10-20 cm and successfully used in the experimental module at an angle of <90 ⁰ , with the result that, AR applications in basic physics practicum module as the media are supporting practicum implementation
... AR/VR should be used in the subjects of science which are difficult to comprehend [10]. AR/VR devices allow students to explore 360-degree and three dimensional worlds [11], to immerse into imaginary learning environments [11,12], to study abstract physics concepts which are difficult to understand through a traditional way [13, p.54], to support learner and teacher communication [14], to develop an experiment in a virtual physics laboratory [15], to learn physics through game-like simulations [16]. This area is developing so fast that any literature review will be incomplete. ...
Modern augmented/virtual reality (AR/VR) technologies offer us new educational opportunities. They possess the immense untapped resources for significant improvements of the physics education. The transformation of the learning scene (or arena) to the abstract symbolic environment leads to the emergence of the new views at teaching. The AR/VR-glasses allow us to do this, changing, supplementing and augmenting the picture of the physical world around the observer (teacher or student) and even completely replacing it. The paper deals with the teaching experience of the equidistant (spherical) projection use in the physics classes. It describes the list of useful tools to facilitate the perception of AR/VR 360-panoramas, recommendations for the practical use, the students' opinion about this technology. It also presents the description of equidistant panoramic slides that are already available, tested in the practice, and ready for physics teaching. Here we consider the place of equidistant AR/VR-projections in the educational process, characteristics of the educationally tested AR/VR-devices, the most effective techniques of their use.
... The following advantages of AR in education have been identified by researchers [17]- [20], [23]- [30]: ...
Augmented reality is becoming increasingly popular and accessible to the public. At the mo- ment the largest field of application is the science and technological sector. Beside that, more and more studies get published to document and demonstrate the positive effect of augmented reality as an interactive tool in education. The main goal of this project is to develop an aug- mented reality learning application for primary school students between 8 and 10 years based on the Austrian curriculum. The application should function as an addition to traditional learn- ing materials. It should contain knowledge as well as 3D representations of anatomical struc- tures. The students will be able to experience the course content on a new interactive and self-determined level. For that reason, the application should include gamification, which is known as a successful tool for permanent learning. The elaboration of the different learning scenarios will be based on different learning theories. Due to the limited period of time, only a prototype of the application including one scenario will be developed. Furthermore, a collabo- ration with teachers and school classes is planned, so that an efficient development process and a repeating evaluation cycle can be guaranteed.
... In "ALFS to support teacher and learner communication", Zarraonandia et al. [10] explain the development of an Augmented reality-based lecture feedback system which could be used to improve communication between the lecturer and students particularly during the lecture. A study was conducted to determine the success or failure of the system has shown positive results in gathering private and immediate response from the students during lecture. ...
Over the last few decades there has been an exponential growth in IT, motivating IT professionals and scientists to explore new dimensions resulting in the advancement of artificial intelligence and its subcategories like computer vision, deep learning and augmented reality. AR is comparatively a new area which was initially explored for gaming but recently a lot of work has been done in education using AR. Most of this focuses on improving students understanding and motivation. Like any other project, the performance of an AR based project is determined by the customer satisfaction which is usually affected by the theory of triple constraints; cost, time and scope. many studies have shown that most of the projects are under development because they are unable to overcome these constraints and meet project objectives. We were unable to find any notable work done regarding project management for augmented reality systems and application. Therefore, in this paper, we propose a system for management of AR applications which mainly focuses on catering triple constraints to meet desired objectives. Each variable is further divided into subprocesses and by following these processes successful completion of the project can be achieved.
... − compared to studies of other more mature education technologies (e.g., multimedia and web-based platforms), research of AR applications in education is at an early stage, and evidence of the effects of AR on teaching and learning appears to be shallow (Wu et al., 2013;Zarraonandia et al., 2013). In science education, research regarding AR-aided learning is in its infancy (Cheng & Tsai, 2013), existing research has been inconsistent, ...
... The primary concern for adopting such cutting-edge technologies into education might clearly be acquired from the findings of contemporary researches that acceptance and use of those technologies have benefits for both learners and teachers, which resembles a kind of utopian or utopian realist spectrum of viewpoints. They not only increase academic achievement (Civelek et al. 2014;Estapa and Nadolny 2015;Lu and Liu 2015), student engagement (Zarraonandia et al. 2013), and self-directed learning (Garrett et al. 2015), but also facilitate teachers to increase students' interest (Chen and Wang 2015;Pérez-López and Contero 2013), and satisfaction (Chang et al. 2013;Han et al. 2015). While the possibilities of digital technologies in education should not be denied altogether, it is as much important as to be aware of complex all points of that process by keeping in mind the concepts of routinization, increasing dependence, and unexpected consequences. ...
Many factors might influence the current place and the role of information and communication technologies (ICTs) in social quarters, including education. One such factor might become one’s conceptions of technology. From this point of view, the purpose of this study is to examine preservice ICT teachers’ technology metaphors by linking to concepts of technological determinism. The study was carried out in a qualitative pattern. The data were gathered through metaphor elicitation prompt from 55 preservice ICT teachers, and content analysis was applied over the data. The findings of the study revealed that technology is widely being regarded in a utopian and improved state of affairs way of approach. Revealing preservice ICT teachers technology metaphors might enable scholars to broaden more realistic perspectives regarding how technology might be integrated within educational praxis. Furthermore, such an awareness might enable a realization of what to expect from technology, both for students and teachers.
... These findings are promising and have been confirmed in a more recent review by Akçayır and Akçayır (2017), who found evidence of AR/MR leading to heightened levels of motivation, engagement and interest; increased opportunities for interaction; decreases in cognitive load; and enabling the visualisation of abstract concepts. Studies in this review also found evidence of AR/MR leading to stronger interaction among students (Kamarainen et al. 2013), between students and learning materials (Hsiao, Chen, and Huang 2012), and between students and teachers (Zarraonandia et al. 2013). Enyedy et al. (2017) highlight the social affordances of MR. ...
The technology supporting augmented and mixed reality educational environments is advancing with recent hardware including self-contained headsets that are able to simulate holographic additions to real spaces. These technical advances appear to offer greater capacity to actually realise the educational potential and promise of such technologies noted in the literature over the last decade. This article adds to this literature by reporting on the pilot phase of an educational design research project using the Microsoft HoloLens device in a secondary school setting in Australia. Consistent with previous research in this area, this project found ongoing technical and managerial limitations in implementing augmented and mixed reality, including a continuing concern by many participating teachers of a lack of control of the mixed reality environment. Notably, the pilot study also revealed different understandings of the potential for embodied learning between students, teachers and researchers that requires further research.
By considering the interconnectedness of various elements, such as curriculum, instruction, assessment, and school organization, systems thinking provides a framework to understand the underlying patterns, feedback loops, and leverage points that shape educational outcomes. Frick's (1993) systems view of restructuring education supports the notion that design decisions should consider the interdependencies among various educational components. The purpose of this systematic review is to explore how existing research that has been conducted on immersive learning environments addresses the seven relationships as described by Frick (1993).
Augmented reality (AR) is one of the latest technologies that have demonstrated to be an efficient tool to improve pedagogical techniques, it have the potential to transform physics education by making challenging concepts visible and accessible to everyone. This study presents a review of the literature on the use of augmented reality AR technology to support physics education as a developed technical learning environment, and evaluate it to determine the effectiveness of it in physics education. It synthesizes a set of 102 publications from 2000 to 2021.There were articles found using the keywords "Augmented Reality and Physics", " Augmented Reality and Physics, Augmented Reality and Physics Education, Augmented Reality and Physics Laboratory, Physics education development, Physics Education Motivation". A content analysis is used to investigate the characteristics, advantages, and applications of augmented reality in in the context of physics concepts and physics laboratory experiments. The findings reveal an increase in the number of AR studies in physics education during the last years, and the Most of the studies reviewed emphasize a positive effects of learning with (AR) in various instructional ways, where is the augmented reality learning components is foster learning by permits the learners to observe the real world with augmented virtual elements. Thus, AR provides important advantages in fostering students' conceptual understanding and good learning outcomes, motivation, performance, thinking level, technical skills, and the expertise. In addition, its role in pedagogical contributions and improve the learners interactions. However, few studies have pointed out some challenges to the use of augmented reality technology in physics education. Some noted challenges imposed by AR are usability issues and technical problems. In addition, current gaps in AR research and needs in the field are identified. A number of suggestions for future research arose through this review for previous studies, it is suggested that augmented reality should be used in several subjects of physics which are difficult to comprehend. and AR experiences should complement traditional curriculum material. More studies related to the development and usability of AR applications are needed. learners' opinions about usability and their suggested solutions to problems which they encountered should be more deeply explored. Additional research could be directed toward student satisfaction, motivation, interactions, and student engagement to better understand the advantages of AR in educational settings. also, the conditions relating to the problem of cognitive overload in AR technology applications should be Dr. Remah Y. Al-Masarweh 2594 researched (topic, age group, interface characteristics, etc.). Future studies on integrating augmented reality technology into smartphones applications and electronic gaming market to simulate physical concepts and experiments. Determine the best tools-based AR application (tablet-based AR, smartglasses, smartphones, etc.).
The current study examines the impact of Covid-19 pandemic on architectural education, focusing on its challenges and implications on students, educators, and institutions, and the opportunities that emerged from the incorporation of online/distance and blended learning in architectural education during the pandemic. Based on observations and literature reviews, this study identifies contemporary challenges and proposes three educational approaches for the transition to a model for architectural education in a digital age considering Covid-19 pandemic opportunities. These educational approaches are based on improving networking, exploration, and flexibility & adaptation, implementing transdisciplinary approach, and integrating information and communication technologies (ICT) in architectural education, in relation to learning design elements. The study presents a model using an instructional approach that provides a vision for post-pandemic architectural education and identifies challenges for educators and institutions for further investigation. This study responds to the call on the pandemic's impact on traditional architectural education.
Introduction
Articles published in scientific journals, concerning the present and future of the lecture format in university education in the twenty-first century are framed within organizational settings that drive teaching methodologies in line with educational policies. The following two research questions have arisen from articles in which debate the continuity of this teaching modality and propose improvements of a different nature: (1) Is there an interest in renovating the lecture format among the international research community whose remit is university teaching methods? and (2) What improvements to the lecture format do the reviewed articles suggest, within the framework of the communicative matrix of interactive learning?
Method
We have carried out a systematic review guided by the PRISMA approach, emphasizing the interest in methodological conceptual commitment, paying attention to documents published in journals with an impact factor. The search strategy was applied homogeneously in three databases: ERIC, PsycInfo, and Web of Science, following the systematic process of inclusion/exclusion.
Results
Forty-five articles were selected with a range of 0–78 quotations, from different fields of knowledge and five continents; 12 articles are from journals with a JCR impact factor. The journal articles cover communicative (21), cognitive (13) and active-practical perspectives (11); the predominant governing aim of the analyzed improvements is connected with the attendees’ academic performance results (24); the reviewed studies belong mainly to the quantitative paradigm (42). The considerations derived from the results (45) cover formative, technical and/or critical aspects.
Discussion and conclusions
Whilst positively valuing all these efforts promoted by the European Higher Education Area, we have also verified the lack of contributions in line with our concerns that embrace the need to develop an in-depth conceptualization, supported by a methodology that is sensitive to the complexity of the oral communication format between an expert actor and non-specialized actors who wish to connect and collaborate with the expert in the production of knowledge.
Background: Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors.
Methods: A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically.
Results: Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching.
Conclusions: Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study.
In improving the teaching and learning experience in a classroom environment, it is crucial for a teacher to have a fair idea about the students who need help during a lecture. However, teachers of large classes usually face difficulties in identifying the students who are in a critical state. The current methods for classroom visualization are limited in showing both the status and location of a large number of students in a limited display area. Additionally, comprehension of the states adds cognitive load on the teacher working in a time-constrained classroom environment. In this article, we propose a two-level visualizer for large classrooms to address the challenges. In the first level, the visualizer generates a colored matrix representation of the classroom. The colored matrix is a quantitative illustration of the status of the class in terms of student clusters. We use three colors: red, yellow, and green, indicating the most critical, less critical, and the normal cluster on the screen, respectively. With tap/click on the first level, detailed information for a cluster is visualized as the second level. We conducted extensive studies for our visualizer in a simulated classroom with 12 tasks and 27 teacher participants. The results show that the visualizer is efficient and usable.
The research relevance is due to the growing interest of teachers in introducing Augmented Reality (AR) technologies into the course of Engineering and Computer Graphics (ECG). The research aims to study the current state of knowledge and practice of existing courses using AR-technologies, including those for geometric-graphic training of high educational institutions students. The research object was the subject readiness of engineering students to master graphic disciplines based on the AR-concept. More than 200 scientific papers published between 2005 and 2020 were selected to review the qualitative and quantitative AR-research in the education area. For this purpose, the following factors were taken into account: category of educational institution and student, publication year, academic discipline, AR-technologies. Have been presented examples for AR-technologies implementation at different levels of education, such as preschool, school, higher and special ones. Special focus has been on consideration of teachers’ experience related to AR-technologies introducing in geometric training courses. It has been revealed that at present the AR-concept has gained popularity not only among designers, but also among schoolteachers, as well as among engineering high educational institutions’ lecturers. The lack of sufficient amount of scientifically based and tested programs and training materials for student teaching on ECG using AR has been proved. The necessity for further scientific research in the area of AR application to teach students on ECG has been justified. The research base was St. Petersburg Mining University. The paper materials may be useful for high educational institutions’ lecturers, schoolteachers, and parents.
Augmented Reality (AR) combines real and digital images, and is fast becoming a new immersive source of data for building knowledge. This research analyzes its real potential, through a bibliometric analysis of recent research and a descriptive analysis of the characteristics of 100 AR apps following testing. The results reveal several emerging lines, a range of user profiles and the most suitable areas for these technologies to be applied; this study also points to new emerging immersive methodologies, and the opposing perspectives of this phenomenon. The empirical descriptive testing of these apps also reveals the limitations of these technologies in the structured construction of knowledge.
Wearables have increasingly been appearing in various forms as technologies that have the potential to support teaching and learning. This chapter surveys a number of recent and current wearable technology projects in the educational technology, learning sciences, and human-computer interaction literatures to illustrate the diversity of wearable technologies. It also identifies some regularities in how various forms of wearables are being deployed to support learning. These forms of support include using wearables to: promote personal expression; integrate digital information into social interactions; support educative role-play; provide just-in-time notification in a learning environment; and produce records of bodily experience for subsequent inspection, reflection, and interpretation. While examples of each support are provided, two more extended descriptions from the authors’ recent and ongoing work with wearables are given as examples of how human and other animal bodily experiences can be harnessed to support learning. Future directions and considerations for educational technologists are discussed.
Technology has exerted its effects in almost all areas of human life including education. The constant developments in technology have offered new designs to the field of education. The incorporation of Web 2.0 technology and electronic devices has paved the way for the development of such specific technology-based designs as computer-assisted learning and mobile-assisted learning. As a concept gaining momentum especially in the last two decades, Augmented Reality (AR) is also involved in the continuum of technological developments which can be adopted in the educational arena in general and language education in particular. This technology presents the incorporation of reality and virtuality and; therefore, combines the advantageous sides of both spheres. Considering in language education, AR technology can be utilized in all educational levels involving the primary level where the issue of teaching language/s to young learners holds significance. Set on AR and TEYL literature, this study is intended to handle the AR technology in teaching English to young learners. The study presents related AR literature offering existing definitions of the concept. The possible advantages and disadvantages of AR integrated in TEYL are also presented. These possible advantages involve the reference of multiple intelligences; the possibility of learning the language by observing and exploring; enhancement in language performance and achievement; interaction with language, teachers and peers; self-learning and motivation. The disadvantages are about its usability and practicality; technical problems; lack of training and the risk of isolation. The study concludes with some pedagogical suggestions for the effective implementation of AR technology in young learner language classes referring to the characteristics of the particular profile.
This paper summarizes the ongoing process of designing a wearable system that augments the learning environment by modeling learning content as competences, by providing feedback on how the user is acquiring these competences, and by enhancing the environment by Gamification elements. We evaluate the impact of the Interactive Learning Environment (ILE) in a preliminary user study. The application of design patterns facilitates the integration of any learning content, question types, or learning strategies. Extensions can be done at any time, without affecting the functionality of the existing application. An agile approach to platform selection (from Ionic to React Native) guarantees good technical results despite many uncertainties and difficulties encountered.
The use of augmented reality (AR) has become an opportunity to enhance teaching approach. AR is an amalgamation of multimedia information with 3D graphics, images, animations and sound to support the user’s perception. The aim of this study is to design and evaluate classroom learning through AR technique for teaching science subject to secondary school students. The proposed study integrated AR learning application in an interactive learning environment. A quasi-experimental design of the pre-test and post-test for non-randomized control group was employed for this project and the participants consisted of students of secondary schools in Thailand. The results indicates that students were satisfied at the highest level by the learning activities and acquired the target knowledge as well.
The diversity of the student population in the United Kingdom’s higher education sector evokes a vision of the world as a global village. The effect of this diversity on the UK economy has been considerable. Nevertheless, the research attention given to how overseas students can become integrated into UK culture remains inadequate. This interpretive research study helps to fill that gap by exploring the acculturation of overseas students in the United Kingdom using a London-based university as the contextual platform. It discusses the challenges faced by overseas students, which include culture shock, discrimination and limited opportunities for interpersonal relationships, and looks at how these challenges might be addressed. The article suggests strategic directions for higher education institutions to create value for their target students in the highly competitive education sector.
When used in classrooms, personalized learning software allows students to work at their own pace, while freeing up the teacher to spend more time working one-on-one with students. Yet such personalized classrooms also pose unique challenges for teachers, who are tasked with monitoring classes working on divergent activities, and prioritizing help-giving in the face of limited time. This paper reports on the co-design, implementation, and evaluation of a wearable classroom orchestration tool for K-12 teachers: mixed-reality smart glasses that augment teachers' realtime perceptions of their students' learning, metacognition, and behavior, while students work with personalized learning software. The main contributions are: (1) the first exploration of the use of smart glasses to support orchestration of personalized classrooms, yielding design findings that may inform future work on real-time orchestration tools; (2) Replay Enactments: a new prototyping method for real-time orchestration tools; and (3) an in-lab evaluation and classroom pilot using a prototype of teacher smart glasses (Lumilo), with early findings suggesting that Lumilo can direct teachers' time to students who may need it most.
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. We seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. We classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). We discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.
TRADITIONAL METHODS for teaching science courses at the post-secondary level employ a lecture format of instruction in which
the majority of students are passively listening to the instructor and jotting down notes. Current views of learning and instruction
challenge the wisdom of this traditional pedagogic practice by stressing the need for the learner to play an active role in
constructing knowledge. The emerging technology of classroom communication systems offers a promising tool for helping instructors
create a more interactive, student-centered classroom, especially when teaching large courses. In this paper we describe our
experiences teaching physics with a classroom communication system calledClasstalk. Classtalk facilitated the presentation of questions for small group work as well as the collection of student answers and the display
of histograms showing how the class answered, all of which fed into a class-wide discussion of students’ reasoning. We foundClasstalk to be a useful tool not only for engaging students in active learning during the lecture hour but also for enhancing the
overall communication within the classroom. Equally important, students were very positive aboutClasstalk-facilitated instruction and believed that they learned more during class than they would have during a traditional lecture.
ABSTRACT Recent advances,in ubiquitous computing,technologies have brought reality augmentation,of traditional objects to context-awareand social supports. Although a significantproportion of students prefer poring over traditional paper textbooks over electronic books, few studies have enhanced reading practice of traditional books with ubiquitous context-aware and collaborative learning supports that provide timely, contextual assistance. This study proposed,an innovative approach to develop a paper-based learning support environment,in which mobile phones, traditional books and a Web-based discussion forum are integrated together to promote students’ acquisition of knowledge.,Students receive contextual messages,from an online,learning community ,based on their learning status. The timely recommendatory ,messages ,aim to facilitate collaboration among ,community members,and offer guidance ,in students’ study. The findings and results of an ,evaluation show ,that students’ learning tasks and motivation were supported in the paper-based learning environment,by community,members. Students also generally had positive attitude to the ,context-aware recommendatory ,information delivered via mobile text messages. The ubiquity and immediacy,of the recommendations,may,help students reach the right resources at the right time to improve their learning experience. Keywords Ubiquitous learning, Context awareness, Online learning community, Traditional books
Note from the Editor
Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature. In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
In this application-based paper we describe an ongoing research project in which we utilize ARToolkit to help teach undergraduate geography students about Earth-Sun relationships. We carefully examined over thirty students who participated in an augmented reality exercise containing models designed to teach concepts of rotation/revolution, solstice/equinox, and seasonal variation of light and temperature. We found a significant overall improvement in student understanding after the AR exercise, as well as a reduction in student misunderstandings. Further analysis implies that learning complex spatial phenomena is closely linked to the way students control "when" and "how" they are able to manipulate virtual 3D objects. We present arguments for why it may be appropriate to use videotaped data gathering methods to accurately describe student understanding in future research.
Electronic classrooms offer instructors a variety of multimedia presentation tools such as the VCR, document camera, and computer projection, allowing for the display of video clips, transparencies, and computer generated simulations and animations. Unfortunately, even the most elegant user interfaces still frustrate many would-be users. The technology tends to be underutilized because of the cognitive effort and time its use requires. Worse still, it often distracts the instructor from the primary pedagogical task.
The introduction of augmented reality (AR) technologies in the classroom offers an interesting way towards a better communication among lecturers and students. The system architecture of AR considers three different layers, knowledge modeling, communication, and representation. By focusing the device on a student and adjusting different parameters, the teacher is able to watch through the visor, and without the rest of the students even noticing, computer-generated representations of the status of the student concerning the last explanation. Student embarrassment in question rounds could also be avoided if the teacher only addresses those students who exhibit a specific symbol indicating that they know the right answer. An optimal solution towards a practical implementation of the system could consider the use of a facial recognition program for processing the video camera input and match it with photographs obtained from students' profiles.
To determine influences on the production of a scientific article, the content of the article must be studied. We examined articles in biogeography and found that most of the influence is not cited, specific types of articles that are influential are ...
This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used.
The theory and practice of lectures
- H Dubrow
- J Wilkinson
Dubrow, H. and Wilkinson, J. (1984). The theory and practice of lectures. In M. Gullette (Ed.), The art and craft of
teaching, Cambridge, MA: Harvard University Press, pp. 25-37
Rounds" Explana-ons" Exercises" Discussions" Not"useful"at"all" Not"usefull" Indiferent" Useful" Very"useful
- Ques-On
Ques-on"
Rounds"
Explana-ons" Exercises" Discussions"
Not"useful"at"all"
Not"usefull"
Indiferent"
Useful"
Very"useful"