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Influences on children's visual cognition capabilities through playing ‘intelligent matrix’ developed by the augmented virtual reality technology
Abstract
In the development of young children's senses and action mobility, good visual cognition could help them with good habits of reading, writing, and logical learning. Digital teaching materials are common in use of enhancing the creativity and learning effects. Within them, the interacting manners and their influences on learning effects and learning attitudes lead to enhance the learning motivations and effects. The fun of game maintains a longer learning attention and advances the cognitive skills in easy manners. Thus, this study intends to design a learning system – GoGoBox – by using augmented virtual technology. The methodology is to device a testing game, pre-test and after-test, to test a group of young children so as to understand the learning effects of augmented virtual game of GoGoBox on their visual cognitive skills.
The esult of this study is: this learning system – GoGoBox can enhance the young children's cognitive skills. Furthermore, after experiencing this learning system, children's cognitive capability of visual discerning, figure and background, visual memory, and visual closure is all enhanced. The learning effects of visual discerning stand out of four. The capability of special relationship is with no apparent influences. There is no differentiation between male and female. Apparently the older children of 6 have better cognitive skills than those of 5.
... Martín-Gutiérrez et al. (2010) konnte mit 49 Ingenieurstudent*innen eine positive Auswirkung auf die räumliche Vorstellung durch die Verwendung eines AR-Lehrbuches im Vergleich zu einem Buch ohne AR feststellen. Positive Auswirkungen von AR-basierten Anwendungen auf das räumliche Vorstellungsvermögen wurden auch von Hung et al. (2017), Ho et al. (2012) und Carbonell Carrera & Bermejo Asensio (2017 ermittelt. ...
In der hier vorgestellten Laborstudie wurden zwei Arten markerbasierter Augmented-Reality-Ergänzungen zu einem Lehrbuch mit einer konventionellen Ergänzung in Papierform verglichen. Hierbei wurden drei Unterthemen aus der Ausbildung zum Kraftfahrzeugmechatroniker ausbalanciert um je eine Art der Zusatzinformation ergänzt. Dabei wurde der Lernerfolg mit Multiple-Choice-Aufgaben kontrolliert sowie die Gebrauchstauglichkeit (SUS), die Beanspruchung (NASA-rTLX), die räumliche Vorstellung (RV) und das Nutzererlebnis (UEQ) mit Fragebögen im Within-Subject Design (N = 24) erhoben. Die Ergebnisse zeigen ein höheres Nutzererlebnis und eine bessere räumliche Vorstellung bei Verwendung der AR im Vergleich zur konventionellen Ergänzung bei jeweils vergleichbarer niedriger Beanspruchung, hoher Gebrauchstauglichkeit sowie Lernleistung.
... Although it has been suggested that gender differences must be taken into consideration when developing educational tools (31), some previous game-based learning studies found no differences in outcomes related to gender (12,28). Other studies investigating the influences on children's visual cognition capabilities through playing with "intelligent matrix" with AR showed no difference by gender in performance (8). Robertson (31) found that female students had better retention of information than males because they use more time to write dialogues in the activity. ...
Gonzalez AA, Lizana PA, Pino S, Miller BG, Merino C. Augmented reality-based learning for the comprehension of cardiac physiology in undergraduate biomedical students.The integrated mechanisms of heart contraction are some of the most complex processes for undergraduate biomedical students to understand. Visual models have the potential to enhance learning environments by providing visual representations of complex mechanisms. Despite their benefits, the use of visual models in undergraduate classrooms is still limited. For this study, we tested the effect of a learning sequence of activities related to the cardiac cycle using an augmented reality (AR) application for smartphones and tablets. We were interested in understanding the ability of students to draw and label figures reflecting cardiac function after experiencing the learning sequence using AR. Undergraduate students of the biomedical sciences (control n ϭ 43, experimental n ϭ 58) were enrolled in the course, and their drawings were evaluated using multiple levels of complexity (1 ϭ basic to 5 ϭ complex) through a pre-/posttest structure that included a learning sequence based on AR in the experimental group and regular lecture-based activities in the control group. The complexity of students' drawings was evaluated on the anatomical, physiological, and molecular aspects of heart contraction. We used Cohen's kappa index for interrater reliability when determining the complexity of drawings. Control and experimental groups showed no differences in baseline knowledge (preexamination quiz). The students who experienced the AR activities showed an increase in the complexity of representation levels in posttest results and also showed a significant difference in scores for the final exam in the heart physiology course. Our results indicate that using AR enhances the comprehension of anatomical and physiological concepts of the cardiac cycle for undergraduate biomedical students.
... Artırılmış gerçeklik uygulamalarının eğitimde kullanılmasının birçok avantajı vardır. Bunlar; başarıyı artırması (Chiang, Yang, & Hwang, 2014), öğrenmeyi kolaylaştırması (Ivanova & Ivanov, 2011;Kaufmann, 2003;Kerawalla, Luckin, Seljeflot, & Woolard, 2006;Rosenbaum, Klopfer, & Perry, 2007;Shelton & Hedley, 2002;Yoon, Elinich, Wang, Steinmeier, & Tucker, 2012), tehlikeli deneylerin güvenli ortamlarda yapılmasını sağlaması (Wojciechowski & Cellary, 2013), motivasyonu artırması (Delello, 2014;Fleck & Simon, 2013;İbili & Şahin, 2013;Kerawalla vd., 2006), uzamsal yeteneklerin gelişmesini sağlaması (Medicherla, Chang, & Morreale, 2010;Shelton & Stevens, 2004), kavram yanılgılarının giderilmesi (Shelton & Hedley, 2002;Tian vd., 2014), öğrenme de kalıcılığı sağlaması (Pérez-López & Contero, 2013), derse olan ilgiyi artırması (Somyürek, 2014;Tomi & Rambli, 2013), öğrenci katılımını sağlaması (Cai, 2013;Delello, 2014;Liu & Tsai, 2013), olumlu tutum geliştirmeyi sağlaması (Lu & Liu, 2015), mekânsal becerileri geliştirmesi (Ho, Chung, & Lin, 2012), işbirlikli öğrenmeyi sağlaması (Han, Jo, Hyun, & So, 2015), eğlenirken öğrenmeyi sağlaması (Tomi & Rambli, 2013;Yilmaz, 2016) ve bilişsel yükü azaltmasıdır (Küçük, Kapakin, & Göktaş, 2016). Artırılmış gerçeklik teknolojilerinin eğitimde kullanım avantajlarının yanı sıra, kullanım sırasında karşılaşılan teknik problemler yaşanan en sık dezavantajdır (Lu & Liu, 2015). ...
Bu çalışmanın amacı, Türkiye ve yurt dışında yükseköğretimde artırılmış gerçeklik üzerine yapılan çalışmaların
incelenmesidir. Bu amaç doğrultusunda Eric ve Academic Search Complete veri tabanlarında bulunan 47 makaleye,
ULAKBİM veri tabanında bulunan bir makaleye ve YÖK tez tarama motorunda bulunan 11 teze ulaşılmış, bu çalışmalardan
55’ine erişilebilmiştir. Literatür taraması yükseköğretim kurumlarında 2015-2018 yıllarında yapılan araştırmalara
yönelik yapılmıştır. Erişilen çalışmalar araştırmacılar tarafından araştırma yöntemi, örneklem büyüklükleri,
öğrenme alanları, kullanılan AG teknolojileri, veri toplama araçları ve bağımlı değişkenler açısından incelenmiştir.
İncelemeler sonucunda elde edilen verilere yönelik betimsel analizler yapılmıştır. Analiz sonuçlarına göre frekans
ve yüzde tablolarına yer verilerek Türkiye ve yurt dışında yapılan araştırmalara yönelik karşılaştırmalar yapılmıştır.
Elde edilen verilere göre; Türkiye de en çok karma yöntemin, yurt dışında ise nicel araştırma yöntemlerinin kullanıldığı,
en çok tercih edilen örneklem büyüklüğünün 30-100 değerleri arasında olduğu, Türkiye de beş farklı öğrenme
alanında çalışmalar yürütülürken yurt dışında 10 alanda çalışmalar yürütüldüğü, mobil artırılmış gerçeklik teknolojilerinin
en çok tercih edilen AG teknolojisi olduğu, veri toplama da anketlerin sıklıkla kullanıldığı, başarı ve tutum
bağımlı değişkenlerinin en çok tercih edilen bağımlı değişkenler olduğu sonucuna ulaşılmıştır.
... Artırılmış gerçeklik uygulamalarının eğitimde kullanılmasının birçok avantajı vardır. Bunlar; başarıyı artırması (Chiang, Yang, & Hwang, 2014), öğrenmeyi kolaylaştırması (Ivanova & Ivanov, 2011;Kaufmann, 2003;Kerawalla, Luckin, Seljeflot, & Woolard, 2006;Rosenbaum, Klopfer, & Perry, 2007;Shelton & Hedley, 2002;Yoon, Elinich, Wang, Steinmeier, & Tucker, 2012), tehlikeli deneylerin güvenli ortamlarda yapılmasını sağlaması (Wojciechowski & Cellary, 2013), motivasyonu artırması (Delello, 2014;Fleck & Simon, 2013;İbili & Şahin, 2013;Kerawalla vd., 2006), uzamsal yeteneklerin gelişmesini sağlaması (Medicherla, Chang, & Morreale, 2010;Shelton & Stevens, 2004), kavram yanılgılarının giderilmesi (Shelton & Hedley, 2002;Tian vd., 2014), öğrenme de kalıcılığı sağlaması (Pérez-López & Contero, 2013), derse olan ilgiyi artırması (Somyürek, 2014;Tomi & Rambli, 2013), öğrenci katılımını sağlaması (Cai, 2013;Delello, 2014;Liu & Tsai, 2013), olumlu tutum geliştirmeyi sağlaması (Lu & Liu, 2015), mekânsal becerileri geliştirmesi (Ho, Chung, & Lin, 2012), işbirlikli öğrenmeyi sağlaması (Han, Jo, Hyun, & So, 2015), eğlenirken öğrenmeyi sağlaması (Tomi & Rambli, 2013;Yilmaz, 2016) ve bilişsel yükü azaltmasıdır (Küçük, Kapakin, & Göktaş, 2016). Artırılmış gerçeklik teknolojilerinin eğitimde kullanım avantajlarının yanı sıra, kullanım sırasında karşılaşılan teknik problemler yaşanan en sık dezavantajdır (Lu & Liu, 2015). ...
The aim of this study is to examine the work done on the augmented reality in higher education in Turkey and abroad. For this purpose, 47 articles in Eric and Academic Search Complete databases, 1 article in Ulakbim database and 11 articles in YÖK thesis scanning engine were reached and 55 of these articles were accessed. The researches were investigated by researchers in terms of research method, sample sizes, learning areas, AR techniques used, data collection tools and dependent variables. Investigations by space to frequency and percentage table of the data obtained as a result of comparisons are made for research carried out in Turkey and abroad. According to the obtained data; Turkey is the most mixed methods, which uses quantitative research methods abroad, to be among the most preferred 30-100 value of the sample size, Turkey in 5 studies in different areas of learning while playing abroad is carried out studies in 10 areas, most preferred AR technology for mobile augmented reality technology, data collection was also used as a result of frequent use of questionnaires and success and attitude dependent variables being the most preferred dependent variables.
... Similar study also explored that using AR technology integrated the real world for normal students realizing chemical reaction is normally invisible in reality [4]. AR not only could advance learning experiences, its interactive environment was also effective for learning motivation, attitude, and degrees of reception [5]. Immediacy and feedback would affect cognition scopes of students such as their abilities toward attention, communication, and transmitting knowledge [6]. ...
... Fun combined with learning becomes the appropriate solution if you want to captivate the attention of a child, as explained by the study called GoGoBox (Ho, Chung & Lin, 2012), which allows to deduce that the use of pedagogical tools improve creativity and the level of learning is greater; after applying this learning system it is obtained that the cognitive ability and the ability to memorise objects visually improves the apprehension of a certain subject. ...
The domain of cultural-educational and tourist environments has entered the digital age, this allows the implementation of technologies of Augmented Reality (AR) to improve the user experience in these environments, and entails the possibility of providing greater satisfaction to the user visiting these locations. Hence, the problem was formulated. What is the effect of integrating AR to improve the user interaction of a cultural-educational environment? Case: UPTC natural history museum. It presents a documentary research that analyzes studies on AR, view it as a tool of support for learning and entertainment processes through the recognition of cultural, educational and tourist locations. We sought to identify the applicability of AR in cultural settings for didactic, adaptive and learning purposes, based on the concept of 'Edutainment'. Research methods: logical analysis and generaliaation of scientific literature, both absolute and relative statistical data and case studies. The analysis, obtaining, design, development, evaluation and implementation, methodology for projects based on AR was used for thi work; applied in 34% of the works identified. It sought to recognise the characteristics and advantages of using AR technology as a resource to improve the user experience, combined technology and entertainment to achieve learning objectives. In total, 210 papers were identified and reviewed.. (2017). Educational and cultural environments enriched using augmented reality technology. New Trends and Issues Proceedings on Humanities and Social Sciences. 4(8), 52-59. Available from: www.prosoc.eu 53 The technical and operational viability of the AR is deduced; this is an innovative technology that captivates the attention of the user. The combination of the real and the virtual; and its easy access are the characteristics of an application based on AR, implemented in cultural and learning environments.
... Fun combined with learning becomes the appropriate solution if you want to captivate the attention of a child, as explained by the study called GoGoBox (Ho, Chung & Lin, 2012), which allows to deduce that the use of pedagogical tools improve creativity and the level of learning is greater; after applying this learning system it is obtained that the cognitive ability and the ability to memorise objects visually improves the apprehension of a certain subject. ...
The domain of cultural-educational and tourist environments has entered the digital age, this allows the implementation of technologies of Augmented Reality (AR) to improve the user experience in these environments, and entails the possibility of providing greater satisfaction to the user visiting these locations. Hence, the problem was formulated. What is the effect of integrating AR to improve the user interaction of a cultural-educational environment? Case: UPTC natural history museum. It presents a documentary research that analyzes studies on AR, view it as a tool of support for learning and entertainment processes through the recognition of cultural, educational and tourist locations. We sought to identify the applicability of AR in cultural settings for didactic, adaptive and learning purposes, based on the concept of ‘Edutainment’. Research methods: logical analysis and generaliaation of scientific literature, both absolute and relative statistical data and case studies. The analysis, obtaining, design, development, evaluation and implementation, methodology for projects based on AR was used for thi work; applied in 34% of the works identified. It sought to recognise the characteristics and advantages of using AR technology as a resource to improve the user experience, combined technology and entertainment to achieve learning objectives. In total, 210 papers were identified and reviewed The technical and operational viability of the AR is deduced; this is an innovative technology that captivates the attention of the user. The combination of the real and the virtual; and its easy access are the characteristics of an application based on AR, implemented in cultural and learning environments. Keywords: Augmented reality, cultural and learning environments, edutainment, e-learning.
... However, while it has been suggested that gender differences be taken into consideration when developing educational games [44], some previous game-based learning studies found no differences [28,40], especially among young children. One study showed no gender difference in performance after learning with AR technology [22]. On the other hand, some studies have found gender differences. ...
This study developed and compared two augmented reality learning systems for third-grade students to learn English vocabulary in situated surroundings. One system was developed based on a collective game-based (CGB) design, in which the students had to collect all seven reality targets without being restricted as to which they could start from. The other system was developed based on a sequential-mission gaming (SMG) design, which provided the students with seven stages to complete in sequence. The effects of gender and system on the students’ flow experience, cognitive load, and learning effectiveness were assessed. The results indicated that the students using the two systems had similarly high learning effectiveness. However, those using the CGB system revealed higher flow experience and lower intrinsic cognitive loads in comparison with those using the SMG system. The male students had high flow experience in both systems; however, the flow experience of the females in the CGB system outperformed that of the females in the SMG system.
This study focuses on the emerging technologies used in Augmented Reality (AR) and their role in the field of education. With this aim, 70 articles gathered from Scopus, Science Direct, Springer, Taylor Francis, and Web of science databases were examined. Analysis showed that the number of AR articles in educational environments have gradually increased over the years. AR is being most commonly used in science education (biology, physics and chemistry). The literature also highlights various advantages of AR when used in learning environments. It has been understood that the AR is an imminent learning tool and is lately gaining recognition and acceptance in the educational field. While marker-based AR was the key in most of the articles, it was implemented using mobile devices. The literature revealed that most articles examined their results using Quantitative methods. Our article emphasizes on the impact of AR in education, current technologies and its future scope. This paper also provides detailed analysis of the use of AR in engineering education highlighting that the most of the articles highlighted the use of marker-based AR, used non-probability sampling strategy and appliedmixed method for analysis. The findings of this study would help other researchers to identify potential direction for future research. Keywords : augmented reality; education; interactive learning environment; technologies of augmented reality; augmented reality integration.
Immersive gamified environments hold immense potential to deliver value to the learning process of the content in a training and development settings. However, it requires the adoption of new methodologies and approaches. The purpose of such virtual apps may differ greatly and thus training needs for immersive virtualizations in gamification experiences also differ. This chapter explains immersive virtualized experiences in the context of gamification, their role and functions in various learning settings, the technologies behind extended realities like augmented reality, mixed reality, and virtual reality as well as their interrelatedness.
This study aimed to identify the trends in the studies conducted on Educational Augmented Reality (AR). 105 articles found in ERIC, EBSCOhost and ScinceDirect databases were reviewed with this purpose in mind. Analyses displayed that the number of educational AR studies has increased over the years. Quantitative methods were mostly preferred in those articles and educational AR was often found to be used in science education (physics, chemistry and biology), engineering education and medical training. The reviewed articles showed that “undergraduate students” were used as samples for most of the time, the most often preferred sample size was between “31-100” and “surveys” were the most utilized data collection tools. While the majority of the articles used marker-based AR as AR type, mobile devices were utilized in many of these articles as the delivery technology. It is believed that the results obtained in this study will light the way for future research
The current study aimed to identify whether the project-based approach affects the visual perception skills of five-year-old preschool children (60-72 months). The universe of the study was constituted of five-year-old (60-72 months) children enrolled in preschools affiliated with the Turkish Ministry of National Education in the provincial centre of Kayseri during the 2012-2013 academic year. The study was performed using a control group, pretest-posttest and retention test study design. The study was conducted in two preschools selected through the simple random sampling method, and with one class selected from each one of these kindergartens. 22 children in these classes formed the study group, while 22 children formed the control group. Children in the control group continued their normal education, while children in the study group took part in a project work that lasted for 41 days, and which they performed for three hours a day. A general information form and the Motor-Free Visual Perception Test 3 (MVPT-3) developed by Colarusso and Hammill (2003) the reliability and validity study for which was performed by Metin (2014) were used as data collection tools in the study. The obtained data were analyzed using covariance analysis (ANCOVA) and ANOVA. The study results indicated that the project-based approach led to a significant difference (p<0.001) between the groups in terms of visual perception skill levels, with the study group exhibiting a higher level of visual perception.The study results also showed that the difference between the mean scores for the post-test and retention test was not significant (p>0.05) for children in the study group, thus indicating that the education provided to the study group had a lasting and continuous effect.
In this research, it is aimed to determine drawing skills and visual perception of the five years (60-72 months) old children attending kindergarten and whether there is any difference in drawing skills and visual perception between the children took project approach based education and the ones who didn’t take the mentioned education. Population of the study consists of a group of children at the age of five (60-72 months) attending kindergarten in the city center of Kayseri in academic year 2012-2013, growing up normally, from middle socio-economic level. The study has been performed in two kindergartens selected with simple random sampling method. One of the schools involved in the study has been determined as experimental group and the other one has been determined as control group.Research has been performed in pre-test and post-test retention test experimental pattern with control group. 22 of the children involved in the study have been determined as experimental group and 22 of the children involved in the study have been determined as control group.In addition to the pre-school education programs Project Approach Education Program has been applied for a period of eight weeks and three hours every day to children in the experimental group. Pre-school children in the control group continued the training program implemented in the schools. In the study "General Information Form", developed by Rawley Silver (1983) and "Silver Drawing Test" of which validity and reliability study was performed by Gur (2006) and Motor-Free Visual Perception Test 3- MVPT-3 developed by Colarusso and Hammill (2003) in 1972 was used in Turkish version.In data analysis, a single factor analysis of covariance (ANCOVA), and related samples (repeated measures) for a single-factor ANOVA was used.As a result of it is determined that there is a significant difference in drawing skills and visual perception between the children in experimental and control groups (p <0.001). It has been observed that there isn’t a significant difference between the post tests and retention test scores of experimental group (p> 0.05) and effect of Project-Approach Based Programme has been continued
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