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Educational magic toys developed with augmented reality technology for early childhood education
... Asking questions about an inquiry process and the topic that is under study is a vital but not easy task to accomplish, even for primary school pupils (Pöntinen et al., 2019). This has also been noticed, for example, in children's use of educational magic toys; children played interactively with them, but interaction with multimedia and questioning remained limited (Yilmaz, 2016). Therefore, when enabling access to resources of various perspectives and qualities, activating children's own and shared problem exploration and participation is vital. ...
... This means also that digital technology shapes everyday life. Because children regularly use the internet at home to play, communicate, and explore (Jones & Park, 2015), meaningful digital technology use in ECE could refer, for example, to providing richly situated learning experiences, such as virtual field trips 5 / 17 (Jones & Park, 2015), maker pedagogy (Wohlwend et al., 2016), and virtual reality, augmented reality, and virtual worlds (Bailey & Bailenson, 2017;Oranc & Kuntay, 2019;Yilmaz, 2016). ...
... In both curricula, connecting everyday life and digital technology can be interpreted as ways to motivate children's participation. A further aspect emerging from the curricula is that connecting play and toys is a way to motivate and engage children in age-appropriate ways (e.g., Yilmaz, 2016). The Australian EYLF integrates technologies into "children's play experiences and projects" (DET, 2019, p. 47), meaning, for example, to "use real or imaginary technologies as props in their play." ...
Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.
... Similarly, previous studies also highlighted the AR high costs as well as various AR sustainability issues [14,24,26,[40][41][42][43]. Furthermore, other studies investigated AR relevance [41] and accuracy issues [29]. ...
... Finally, AR can enable students' experiences that previously were impossible to live (e.g., from the past, from the future, dangerous experiences, expensive experiences, microcosmos, outer space). Many previous studies confirm that AR fosters students' interest and motivation [3,5,11,12,24,41,49]. Additionally, several previous studies found that AR increases students' interest [8,12], engagement [3,12,24,50], fun and enjoyment [3,8,11,12,25,43], problem solving and critical thinking [12,13,36], and creativity [5,24,31,40,41,49]. ...
... Previous studies confirm the AR cost [14,24,26,[40][41][42][43], the lack of AR educational material [21,40], the AR complexity [5,7,11,24,26,35], and the students' difficulty in using AR [11,24,51] may prevent the wide adoption of ARinE. In line with previous studies, there are also serious concerns with regard to the security [45,44] and safety [48]. ...
The integration of augmented reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education; therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital skills, classroom management issues, and security and ethical issues. Moreover, survey participants highlighted the need for raising teachers’ awareness for the added value of AR in education and the need for teachers’ continuous professional development. Implications and future research recommendations on the integration of AR in education are discussed.
... In some studies, teachers' opinions were sought along with student experiences. At the end of the study conducted with 33 preschool students and 30 teachers, Yilmaz (2016) concluded that teachers like AR and have a positive attitude towards it. In their study with 71 secondary school students and 3 teachers, Kamarainen et al. (2013) reported that in teachers' opinion, AR increases interaction and provides deeper learning. ...
... However, it is seen that the number of studies with teachers on the use of AR in education is insufficient. In addition, most of the studies that were previously conducted focused on pre-service teachers (Delello, 2014;Ke & Hsu, 2015;Muñoz-Cristóbal et al., 2014;Ulusoy & Eryilmaz, 2015) or centered on student opinions (Huang, Li & Fong, 2016;Kamarainen et al., 2013;Yilmaz, 2016). This research, which aimed to determine directly why teachers have an interest in AR use in education, is expected to contribute to fill the gap in the literature. ...
... Open-ended questions were only accessible to the participants who met the criteria determined in the sample selection. The questionnaire, which was prepared by using similar studies (Delello, 2014;Yilmaz, 2016) in the literature, was finalized by making necessary revisions in line with the opinion of two experts. ...
This study aimed to identify the reasons why teachers are interested in augmented reality (AR) technology. AR is a technology that allows simultaneous enrichment of real-world images with virtual objects. AR is used at all levels of education from preschool to graduate school. The teachers who liked the Facebook page were sent the online survey via a message. 205 teachers who responded voluntarily to the questionnaire constituted the study group. Criterion sampling method, which is a purposeful sampling method, was used in the research. Case study design which is one of the qualitative research methods was used in this research. To ensure the reliability of the study, the coding process was conducted by the first researcher and another domain expert, and the codes were cross-checked. The results of the study showed that the reasons teachers are interested in AR were classified under three themes: educational benefit (teaching more effective lessons, attracting students' attention to lessons, enriching the content of the course, facilitating easier understanding of subjects, ensuring more permanent learning, making lessons more fun were attractive for teachers), professional development (follow current educational technologies, develop specialized course materials, share what they know with other teachers, use this information with other subjects) and personal development (learning new things, benefit from academic studies, prepare projects).
... Several previous studies in various countries have studied augmented reality technology, such as research conducted in Spain on the use of Augmented Reality to improve English learning and motivation to build social-affective relationships. Augmented Reality as a digital game that shapes children's behavior patterns and cognitive achievement in early childhood in Turkey [1], and research analyzing how feasibility of Augmented Reality technology in early childhood is based on characteristics of Augmented Reality and the child psychology side [2]. ...
... There have been many researchers who utilize Augmented Reality technology as one way to explore how the technology is effective in gaining knowledge, supporting, and improving learning [1][3]- [6]. Among some of the existing studies, there has not been a study that examines the use of augmented reality technology in terms of early childhood creativity development through Digital Sorytelling. ...
... As research conducted by Yilmaz [1] in his research entitled "Educational magic toys (EMT) Developed with Augmented Reality Technology for Early Childhood Education": states that "Teachers and children's opinions about EMT can be revealed from children's behavioral patterns and cognitive achievement; Teachers can use EMT in early childhood education in the future because they accept and have a positive attitude towards these toys that appear in 3D through Augmented Reality Technology". Moreover, children are interactively able to play with these toys with cognitive achievement. ...
One of the important activities in children's learning that is rarely explored is creativity. This is an important concept for the successful implementation of early childhood education programs. Every child's creative talent must be developed. Opportunities and learning resources in the form of an environment to explore sources and media need to be given to children in realizing their creative potential. The growing digital world and children's interest in devices such as smartphones are an opportunity for teachers to take advantage of interactive and interesting ICT-based learning resources and media through audio, visual and audio visual media. Utilization through the wise use of digital resources and media for children is an important part of learning. Digital Storytelling in coloring activities through the “Quiver 3-D Coloring based on augmented reality technology” application offers the integration of virtual objects into a real environment forming three-dimensional animations on smartphones, color pictures for children, presenting digital stories at the end of the activity, so that children have an interest so that their creativity will develop. The purpose of this research is to spread "augmented reality technology with Quiver-3D coloring application in developing children's creativity" by presenting digital stories. The approach used in this research is descriptive analysis method through a qualitative-quantitative approach. The data in this research were obtained by direct observation and research-related questions to informants. The results of the research show that: "children's creativity develops well through digital storytelling learning with 3-D Coloring based on Augmented Reality applications".
... (Ivanko et al., 2018). AR has already proven its potentialities in previous research works in the field of childhood education (Yilmaz, 2016), molecular biology (Safadel and White, 2019) and mathematics (Chen, 2019), and many other educational fields (Barrow et al., 2019;Kellems et al., 2019;Yilmaz, 2016). Starting from the assumption that nowadays AR is increasingly used in the field of individual education, the authors decided to adopt it in addressing an important and complex sustainable issue such as that of microplastics, in the design and development of an AR educational application named Resized Plastic. ...
... (Ivanko et al., 2018). AR has already proven its potentialities in previous research works in the field of childhood education (Yilmaz, 2016), molecular biology (Safadel and White, 2019) and mathematics (Chen, 2019), and many other educational fields (Barrow et al., 2019;Kellems et al., 2019;Yilmaz, 2016). Starting from the assumption that nowadays AR is increasingly used in the field of individual education, the authors decided to adopt it in addressing an important and complex sustainable issue such as that of microplastics, in the design and development of an AR educational application named Resized Plastic. ...
... Moreover, surprising elements introduced in AR experiences communicate a magical feeling to the audience and boost users' curiosity, imagination, visualization capabilities and positive attitude, lowering their stress level and improving their learning performances. As exemplified by Yilmaz (2016), some smart toys have been used to enhance children's curiosity about the learning activity, integrating into the experience 3D models, animations and videos. This research highlighted how AR provided a magical feeling to the experience, causing a high degree of surprise and curiosity in the young learners. ...
Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions.
... Among various emerging technologies, augmented reality (AR) has been recognised as a promising technology that can help students in dealing with physical tasks with support from mobile devices (Aguayo et al., 2017;Chittaro & Ranon, 2007). For example, students can view a virtual learning object from the actual environment through the use of a mobile phone, which enables them to obtain instant feedback and guidance in real-world learning scenarios and further increases their learning perceptions and motivations (Bursztyn et al., 2017;Chu et al., 2016;Yilmaz, 2016). Through the use of AR technology, students' expression of spatial cognition, experiment operation ability and collaborative learning can be enhanced in real-world learning activities (S. C. Chang & Hwang, 2018;Choi & Baek, 2011). ...
... The experimental result showed that the students who learned with the AR-based mobile touring system were able to improve their learning interest more than those who learned with the conventional mobile touring system. This finding suggests the potential of AR technology to motivate learning due to its real-time interaction and enjoyable experience (Cascales-Martínez et al., 2017;Chin et al., 2019;Chu et al., 2019;McMahon et al., 2016;Yilmaz, 2016). This study found significant differences in the assessment of the actualised interest factor and the taskbased interest factor between the two groups from the questionnaire survey. ...
In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.
... The people who used the augmented reality flashcards were motivated to learn [20]. Magic book is earliest and well-known augmented reality-based AR application [21]. The purpose of this game is to generate 3D scenes of book. ...
... Glasses are used for the interaction with the virtual environment as well as with real environment [22], [23]. A mobile application named as ''Educational Magic Toy (EMT)'' uses flashcards, match cards and puzzles to give knowledge to early childhood kids about shapes, numbers, vehicles, vegetables, animals, fruits etc. [21]. Quiver Vision is another AR based mobile application that has capability of changing virtual object's colors based on marker color that are drawn by users [24]. ...
Early childhood learning is an important concern for the concept building of children. Students have been taught with traditional methods from the beginning. However, these methods lack kids’ attention. Application of Augmented Reality (AR) in a traditional way of teaching can help students in better engagement and better learning. In this research, an ABCD-AR mobile based application is designed to overcome the flaws in the traditional education system. While designing AR mobile applications, certain guidelines need to be considered that cause problems for kids in their learning. These may include but are not limited to small screen size and irregularity. Considering these problems, this study proposes 23 usability principles for AR based learning applications for kids. These identified usability principles are validated by human experts. Furthermore, experiments are carried out to evaluate the application in terms of efficiency, effectiveness, learn-ability, user satisfaction engagement. The results implies that the developed game-based application is highly effective and efficient because the mean of marks obtained by students before using ABCD-AR application is lower (M = 4.97, SD = 1.650) than the marks obtained after using ABCD-AR application (M = 7.97, SD = 1.608). Similarly, results indicate that mean of time taken to perform tests without using ABCD-AR application (M = 7.97, SD = 1.650) is higher as compared to with using it (M = 4.37, SD = 1.608). Majority of the students were entertained by playing the game while learning, and felt motivated to continue based on the game’s scenario due to the variety of activities included. Teachers and parents involved in these experiments have shown satisfaction towards the use of ABCD-AR application in learning process of preschool kids.
... According to Chen et al. (2007), the AR learning material demonstrated to kindergarten children a new way of assisting them with Chinese pronunciation and memorization while motivating and attracting their attention. Yılmaz (2016) found that children prefer educational magic toys that include puzzles and flashcards to teach fruit, vegetables, occupations, color, animal, vehicle, number, and shapes using AR in his study for pre-school children. ...
... It is claimed that the use of AR technologies in education ensures individual interaction (Azuma, 2004;Bujak et al., 2013;Ivanova & Ivanov, 2011;Kamarainen et al., 2013;Kerawalla et al., 2006;Kesim & Özarslan, 2012;Wojciechowski & Cellary, 2013;Wu et al., 2013;Yılmaz, 2016). We think the interaction in the learning process will bring about collaborative learning. ...
The research aims to examine augmented reality (AR) technology during the preschool years. For this purpose, we created activities with AR cards and compared them to activities with other materials. We designed the study as a case study, a qualitative research model. We used the convenience sampling method to select the study group, and we used the criterion sampling method from the selection methods. The study group consists of 18 children, nine boys and nine girls attending kindergarten. Children are between 54-and 77 months. We gathered data through semi-structured interviews, observation, and audio and video recordings. We used the content analysis method to analyze the data, creating codes and themes. Findings show that using AR technology in the preschool period attracts children's attention, gives them a sense of reality, embodies the content, supports peer relationships positively, and allows children to participate in activities willingly and focus on the activity. Furthermore, we have seen that AR technology can be a distraction. When comparing AR technology to other materials, we discovered that children prefer materials that directly connect to real life. They prefer materials that contain AR to materials that do not. We presented recommendations for the use of AR in the preschool period and for future research.
... It has been established that the utilitarian aspect can enhance objects' visibility and increase their recognition in a real-time environment, thus contributing to an optimistic attitude among users and their perceived intention to use the application (Novak et al., 2000). They can also improve the physical appearance of online courses, further engaging and inspiring students with regard to digital learning (Yimaz, 2016). ...
... However, perceived behavior control demonstrated a non-significant impact on digital learning through augmented reality applications, because the beta value (0.012) was lower, with an insignificant t-value of 1.92. A previous study by Yimaz (2016) had similar results for perceived behavioral control. The integration of augmented reality applications into digital learning systems must be considered from a rational perspective. ...
Augmented reality applications are digital learning innovations that can rapidly improve the learning of college and university students in the virtual setting. Ever since the beginning of the pandemic, on-site teaching has been pushed back to limit the spread of disease. This paper examines the attitudes and subjective and behavioral norms of 100 college students in Thailand toward digital learning innovations accessed through augmented reality applications. The study offers a theoretical model established through the theory of planned behavior (TPB) and uses it to investigate students’ choices of augmented reality applications as digital learning innovations in their courses. The data were analyzed through structural equation modeling. The findings showed that students’ acceptance of digital learning innovations through augmented reality applications could be explained through TPB wherever attitudinal and subjective factors showed significant influence; meanwhile, perceived behavioral control did not demonstrate a significant influence on college students. The findings acknowledge the positive effects of augmented reality applications as experienced by college students in Thailand.
... La RA se utiliza en todos los niveles educativos, desde el preescolar hasta la universidad. Además, existen estudios en muchos campos diferentes, como las matemáticas (LIN et al., 2015;MARTIN-GONZALEZ et al., 2016), la física (YOON et al., 2012), la química (YANG et al., 2018), la biología (HWANG et al., 2016;LAINE et al., 2016), astronomía (CHEN; WANG, 2015), educación preescolar (YILMAZ, 2016), historia SOMMERAUER;MÜLLER, 2014) y artes KLOOS, 2013). La educación STEM es una de las áreas en las que la RA puede utilizarse de forma eficaz. ...
... La contribución más importante para el alumno fue el aumento del éxito logrado por el uso de la RA en la educación BQU. Muchos estudios concluyeron que la RA aumentó el rendimiento en la , 2016;IBÁÑEZ et al., 2014;CHEN, 2018). Aunque se encontró que la RA tiene un impacto positivo en el rendimiento, este impacto varió para los estudiantes con diferentes niveles de rendimiento. ...
El presente estudio se desarrolló con el objetivo de establecer una revisión bibliográfica documental sobre la realidad aumentada en la educación universitaria con respecto a las áreas de la biología y de la química. Como metodología investigación se aplicó el enfoque multi método o también conocido como método mixto toda la investigación. el diseño fue de tipo documental, estableciéndose una revisión bibliográfica de 564 artículos de investigación relacionados a la biología la ciencia y la química aplicándose la realidad aumentada. a través de los criterios de inclusión y exclusión se considerarán 180 artículos para la revisión investigativa. entre los principales resultados se puede determinar que a partir del año 2012 la realidad aumentada se ha vuelto muy popular en la educación. por otra parte, la realidad aumentada ofrece ventajas afiliadas a la innovación educativa facilitando el proceso de enseñanza y aprendizaje. los retos de la realidad aumentada están sustentados en los altos costos de los dispositivos y la brecha tecnológica.
... Destacan las ciencias sociales como principal área de indexación (72) University), existiendo otros países con producción alta (16 España o 13 Estados Unidos) que no tienen a ninguna de sus instituciones con 4 o más artículos publicados sobre el tema. Las publicaciones más citadas guardan relación con las posibilidades de los juegos interactivos para el aprendizaje de los infantes (Aladé et al., 2016;Bird & Edwards, 2015;Edwards, 2016), el uso de realidad aumentada en educación infantil (Yilmaz, 2016) y las creencias docentes respecto al juego y las TIC en Educación Infantil (Nikolopoulou & Gialamas, 2015). Como palabras claves, junto a los descriptores que han constituido el comando de búsqueda, cabe destacar otros términos como creencias docentes o curriculum, reflejando que las investigaciones profundizan en la construcción del cuerpo de contenidos para esta etapa formativa, así como la reflexión sobre las opiniones y valoración de los docentes sobre el papel de las tecnologías en el aprendizaje de los infantes. ...
... El juego interactivo (Aladé et al., 2016;Bird & Edwards, 2015;Edwards, 2016), se convierte en el gran protagonista de las investigaciones más influyentes (mayor número de citas), sin olvidar otras posibilidades tecnológicas como la realidad aumentada (Yilmaz, 2016). ...
En los primeros años de escolarización, la incorporación de las tecnologías brinda una
oportunidad para sentar las bases de una educación inclusiva. Éstas ofrecen fuertes
posibilidades para favorecer la inclusión de las personas con diversidad funcional y
superar las limitaciones que se derivan de la misma.
Esta obra se apoya en los principios de igualdad, autonomía y singularidad, pilares que
se suman al valor de la vida humana sin distinción alguna. Queremos sumarnos a esta
labor, generando foros de análisis nacionales e internacionales en los que discutir y
debatir sobre estrategias, metodologías, recursos, criterios, competencias, etc… Todo
ello para dibujar espacios de futuro inclusivos.
Anímate a trazar líneas con nosotros, a dibujar espacios inclusivos con tecnologías.
Publicación destinada a personas relacionadas o interesadas con el mundo de la
Tecnología Educativa en Educación Infantil.
... Research on AR has been conducted for different ages; for instance, [11] developed educational magic toys using AR at the preschool level. The application comprising flashcards and matching cards is designed for preschoolers between five and six. ...
It is challenging to comprehend abstract information on a scientific topic. In essence, AR could display abstract scientific information excitingly and graphically, improving the students' learning interests and performance. Their critical engagement could be enhanced further through AR's visualisation capability, achieved via active learning in an AR-game environment. Hence, this paper proposed and described a reflection on a mobile AR game, ARCell, involving cell biology. This game is designed to help students learn about the structures of animals and plant cells via an AR tapping game and a quiz module. This study recruited thirty-two participants. The usability results showed that the game was practical and highly developed, predicated on the different usability factors. They were keen on more educational content on biology, which included challenging game features in the AR game module.
... AR has been utilized in all educational levels in early childhood education [15], primary and secondary education, and higher education [16]. It has also been utilized by various types of learners, such as adult learners, older adults, and students with special needs [17]. ...
Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness.
... AR technology has quickly become viable for commercial and research projects over the past decade due to the prevalence of head-mounted devices (HMD) and smart devices such as phones, tablets and handheld game consoles, which are now intrinsically woven into everyday life [4]. AR technology is applicable in various fields, such as medicine, education and simulated training among others [5,6], health sciences [7], tourism [8] or navigation [9]. ...
Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile devices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. The aspects of the use of augmented reality technology in the system of higher education are considered. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement and also of interest to the younger generation Some noted challenges imposed by AR are usability issues and frequent technical problems. The advantages and limitations of using this technology are given. The prospects for the use of augmented reality technology in the educational environment are considered.
... This prototype [1] is an application running on a tablet computer that uses natural markers such as leaves and pinecones in a game-like nature quiz. Similarly, Yilmaz [30] presents educational magic toys (EMT) developed with AR technology, including puzzles, flashcards, and match cards to teach children to recognize animals, fruits, and vegetables. To shape children's experience and to enhance their imagination, Ekō refrains from using scripted and semi-structured adventures. ...
The pervasive use of technology, especially screens, is often blamed for children not leaving home. The prevalence of intrusive gameplay paradigms hinders social interaction as well as interest in the natural environment, leading to children's alienation from nature. Ekō is a smart toy that fits into this context by transforming screen-time into an active, educational, and fun outdoor experience. The system is meant for children from 6 to 10 years old and it is designed to stimulate their interest in the natural environment through a slower sensorial activity. Ekō consists of five recorders (see Figure 1), designed to collect natural sounds and an integrated tablet-based system to produce audiovisual content. In this case, technology becomes a solution to encourage children to go out in the open air and explore, without interfering with the central experience and indeed promoting a connection with the natural world.
... Di bagian awal, marker terdeteksi oleh kamera smartphone. Model deteksi mencakup algoritma yang berbeda seperti deteksi ujung atau algoritma pemrosesan image target, (Yilmaz, 2016). Gambar atau objek yang diperoleh dari proses deteksi dimanfaatkan untuk mengkontruksi ulang sistim koordinat real time. ...
Mengoptimalkan kegunaan smartphone khususnya bagi anak usia dini adalah penerapan teknologi Augmented Reality, yaitu teknologi yang menggabungkan objek dunia maya dengan dunia nyata secara realtime. Adapun tujuan penelitian adalah tersusunnya sebuah media berbasis Augmented Reality yang dapat diterapkan di lembaga pendidikan anak usia dini dan melihat peningkatan pemahaman guru mengenai penggunaan augmented reality. Penelitian ini menggunakan metode pengembangan dengan tahapan penelitian Analysis, Desain, Development, Implementation dan Evaluation. Subjek penelitian adalah guru pada TK Madani Cendekia Rumbai. Adapun hasil penelitian yaitu tersusunnya media pembelajaran berbasis augmented reality dan terjadi peningkatan pengetahuan dan pemahaman guru setelah dilakukan ujicoba kurikulum berbasis augmented reality pada subjek penelitian yang telah dilakukan, terdapat peningkatan yang signifikan pengetahuan guru antara sebelum dengan sesudah mengikuti ujicoba model kurikulum berbasis augmented reality.
... According to Lee, people can communicate in new ways with interactive media. This is because the interactive approach changes the media environment in creative ways [1] [2][3] [4]. ...
In this age of digitization, it is essential to develop interactive media that may serve as a vehicle for learning while also engaging children. Thus, learning media that includes both real and digital media can be made more exciting and less tedious by making it more fun while still valuing traditional and interactive learning utilizing technology, which is why this is important. This project aims to generate media solutions that early childhood educators and kindergarten teachers can use to assist them in learning and teaching. The media that was created includes Android apps that use Augmented Reality. (AR), technology to make the experience more fun for kids and book media based on the kindergarten curriculum. Subsequently, parents and caregivers can use this media to teach their children about the living room, toilet, and other places based on the images that have been shown. When an Android app scans this picture, it will illustrate animated 3D objects through Augmented Reality. Notwithstanding, the Android app has a free picture coloring option. Equally, it must be supervised by parents or teachers, a practice known as digital parenting. The development and verification results confirm that this medium is suitable for implementation and use in schools and kindergartens.
... AR technology has quickly become viable for commercial and research projects over the past decade due to the prevalence of head-mounted devices (HMD) and smart devices such as phones, tablets and handheld game consoles, which are now intrinsically woven into everyday life [4]. AR technology is applicable in various fields, such as medicine, education and simulated training among others [5,6], health sciences [7], tourism [8] or navigation [9]. ...
Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile devices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. The aspects of the use of augmented reality technology in the system of higher education are considered. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement and also of interest to the younger generation Some noted challenges imposed by AR are usability issues and frequent technical problems. The advantages and limitations of using this technology are given. The prospects for the use of augmented reality technology in the educational environment are considered.
... Elkhamoshi (2011) applies the permanence test following the academic year and reports that the experimental group gets more successful results. The maintenance of permanence by the use of AR in a PBL environment may result from the enhancement of interaction by AR technology in the classroom environment (Wu et al., 2013;Yılmaz, 2016;Yılmaz et al., 2015). This can be interpreted as AR increases the permanence of academic achievement as it increases the academic achievement and the quality of learning (Cai et al., 2014;Ibanez et al., 2014;Kamarainen et al., 2013;Lee, 2012;Lin et al., 2013;Özarslan, 2013;Wei et al., 2015). ...
Lay Description
What is already known about this topic
AR provides an engaging learning experience in educational settings
AR engages students in lessons and prevents the distraction among students in lessons, increases interaction, contributes to social development and ensures learning through experience.
PBL is a learning approach that allows students to investigate and question problem scenarios chosen from daily life, as well as work collaboratively and from various perspectives.
What this paper adds
There are no studies that examine reflective thinking toward problem‐solving and decision‐making abilities in a PBL environment enriched by AR.
There are not enough studies on these variables in the science education field, even though there are many studies in medicine and management fields, the contribution of this study to the literature will be significant.
PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL and helps us achieve the above‐mentioned objectives.
Implications for practice and/or policy
In order to maximize the usefulness of both the PBL method and AR technology, groups of 3–5 students should be formed, rather than a small number that limits interaction or a large number that forms a crowd and decreases class participation.
Tablet quality, screen clarity, classroom lighting quantity, colored or black‐and‐white images, printed quality, and camera resolution, among other factors, have a negative impacton applications. As a result, for an efficient process, these conditions should be managed as much as feasible.
In AR applications, PBL scenario presentation and the evaluation of activities carried out in the process can be also performed as interactive using the AR application.
... EMT used puzzles, flashcards, and match cards to teach animals, fruits, vegetables, vehicles, objects, professions, colors, numbers, and shapes for Early Childhood Education. Teachers and children showed a high positive attitude towards EMT (Yilmaz 2016). Meanwhile, augmented reality also proves it is effective for science topics. ...
Augmented reality (AR) technology is playing an important role in the preschool education. AR provides cost-effective learning systems which improve the attention skills of preschool children. In AR technology, the marker is used as an open-source computer tracking object to create AR applications that overlay virtual imagery on the physical world. Therefore, through augmented reality (AR) technology, learning materials, and knowledge can be visualized, and preschool children can learn interactively with the virtual model in an enjoyable manner and provide a stress-free teaching environment. This paper presents an ABCD AR Game for autistic children to learn the English alphabet innovatively. In the proposed system, a simple marker is used to recognize each character of the English alphabet to teach autistic children. After marker recognition, the ABCD AR-Game displays the corresponding image, helping students understand of English alphabets and their pronunciation, that provides multi-level gaming for reading, speaking, coloring, and writing under the teacher’s and parent’s supervision. The proposed system also provides game-based learning such as preview, question, read, self-recite, and test (PQRST) statistical method to optimize autistic children’s reading and learning of English alphabets. For evaluations, seventy-two (72) autistic children, their parents, and ten teachers participated and were divided into two groups for the assessment. Evaluation results indicated that autistic children, parents, and teachers reacted positively to the ABCD AR-Game. These results showed that ABCD AR-Game enhances autistic children’s learning and their motivation to learn about the English alphabet.
... Martín-Gutiérrez et al. (2015) found that interaction with three-dimensional (3D) electric machine models in AR helped students' autonomous studying and improved their laboratory collaboration with other engineering students. Yilmaz (2016) studied AR-embedded educational toys and found that teachers and children liked interacting with 3D models and Flash animation and suggested that one should design interaction and collaboration according to children's cognitive level. Fonseca et al. (2016) identified AR as offering new interactive and collaborative methods to visualize architectural and urban models as an informal way of learning. ...
... e study concluded that the AR-based learning activities could engage learners in interactions for knowledge construction [44]. Yilmaz [48] has used an AR educational magic toys to obtain teachers' and children's opinions, and determine children's behavior models and their cognitive achievements. ...
Since learning environments have the support of innovational technology, blended learning environments could integrate the physical learning methods with multimedia learning materials, which combines the use of technology with the traditional teaching methods and offers a potential for teachers and students to meet the requirements of learning flexibility and innovation. This study aims to redesign a user-centered Activity System-Based Process Model (ASPM) and integrate the Augmented Reality (AR) into blended learning to implement the Augmented Reality-Based Blended Learning (ARBL) system. There were 57 participants who learned with the ARBL while the control group was made up of 52 students who learned with the Traditional Blended Learning (TBL) approach. Analytical results indicate that the learning outcomes and learning attitude of the ARBL group were better than those of the TBL group. The activity system-based process model could provide a helpful structure in the ARBL to guide course designers, teachers, and researchers for designing the AR learning activity.
... RealityConvert, for example, was created to convert molecular structures to 3D representations in both AR and VR. In bioinformatics and cheminformatics, it is a useful tool (Yilmaz 2016). These technologies should be considered an effective tool during infectious epidemics. ...
Extended reality (XR) solutions are quietly maturing, and their novel use cases are already being investigated, particularly in the healthcare industry. By 2022, the extended reality market is anticipated to be worth $209 billion. Certain diseases, such as Alzheimer's, Schizophrenia, Stroke rehabilitation stimulating specific areas of the patient's brain, healing brain injuries, surgeon training, realistic 3D visualization, touch-free interfaces, and teaching social skills to children with autism, have shown promising results with XR-assisted treatments. Similar effects have been used in video game therapies like Akili Interactive's EndeavorRx, which has previously been approved by the Food and Drug Administration (FDA) as a treatment regimen for children with attention deficit hyperactivity disorder (ADHD). However, while these improvements have received positive feedback, the field of XR-assisted patient treatment is in its infancy. The growth of XR in the healthcare sphere has the potential to transform the delivery of medical services. Imagine an elderly patient in a remote setting having a consultation with a world-renowned expert without ever having to leave their house. Rather than operating on cadavers in a medical facility, a surgical resident does surgery in a virtual setting at home. On the first try, a nurse uses a vein finder to implant an IV. Through cognitive treatment in a virtual world, a war veteran recovers from post-traumatic stress disorder (PTSD). The paper discusses the potential impact of XR in transforming the healthcare industry, as well as its use cases, challenges, XR tools and techniques for intelligent health care, recent developments of XR in intelligent healthcare services, and the potential benefits and future aspects of XR techniques in the medical domain.
... La facilitación del proceso de aprendizaje como tal es una de las principales ventajas que otorga esta tecnología (Carlson & Gagnon, 2016), permitiendo que se baje un poco la carga cognitiva, desarrollando habilidades espaciales y asegurando un entorno en el que pueden aprender de forma dinámica y divertida (Bressler & Bodzin, 2013;C. ping Chen & Wang, 2015;Yilmaz, 2016). ...
Pages: 417-430 Resumen: La realidad aumentada tiene un papel importante como motor de desarrollo y mejoramiento de herramientas para el sector educativo a través del uso de los dispositivos móviles, creando nuevos ambientes dentro del salón de clase. Esta investigación se lleva a cabo con el fin de indagar acerca de las tendencias en aplicaciones de realidad aumentada en el aprendizaje por medio de dispositivos móviles, así como la evolución de los temas en el tiempo. Se implementa como metodología un análisis bibliométrico que incluye 111 trabajos científicos, donde se plantearon y analizaron indicadores de productividad, calidad, estructura y tendencias temáticas. Se evidencia el creciente interés por la investigación del campo en general abordando principalmente las temáticas de sistemas de aprendizaje, realidad aumentada móvil y dispositivos móviles. Se concluye que las aplicaciones de nuevas tecnologías brindan mejores resultados en los procesos de aprendizaje y experiencias más significativas, al involucrar a los estudiantes directamente, darles autonomía y enseñarles en contextos más dinámicos e interactivos. Palabras-clave: Aprendizaje; bibliometría; dispositivos móviles; realidad aumentada. Augmented reality applications in learning through mobile devices: a bibliometric analysis Abstract: Augmented reality has an important role as an engine for the development and improvement of tools for the educational sector through the use of mobile devices, creating new environments within the classroom. This research is carried out in order to investigate trends in augmented reality applications in learning through mobile devices. A bibliometric analysis is implemented as a methodology that includes 111 scientific papers, where indicators of productivity, quality, structure and thematic trends were raised and analyzed. There is evidence
... Image-based markers, such as pre-identified printed pictures, were used to determine the position of physical objects in the real environment to overlay the virtual images through the image recognition technique. For example, flashcards, puzzle cards and match cards were used as marker inputs to create educational games by overlaying virtual contents on top of the cards [22]. The cards can also represent elements of the periodic table for learning atoms [23]. ...
The power of mobile devices has been harnessed as a platform for augmented reality (AR) that has embarked on opportunities to combine more inputs called multimodal inputs. There has been little research into the multimodal inputs that combine emotion, speech and markers in a mobile AR learning environment. This study aims to propose a framework for a mobile AR learning system that incorporates the combination of multimodal inputs, namely emotion, image-based marker and speech in order to determine how such a combination can enhance the learning experience. The proposed framework integrates the multimodal inputs based on the decision tree and develops into a four-phase learning system based on Kolb’s experiential learning model. To evaluate this learning system, 38 students were selected and divided into two groups for an experiment on vocabulary at a primary school. Quantitative findings showed better results concerning learning effectiveness, mental load, engagement, competency and challenge when the three multimodal inputs, speech, marker and emotion, were combined. Therefore, the proposed multimodal framework can be used as a guideline to develop a multimodal based AR application for learning environment by integrating multimodal inputs and Kolb’s experiential learning model.
... Penelitian mengenai augmented reality berkembang dengan pesat. Para peneliti memanfaatkan bidang ini sebagai salah satu cara baru untuk mengeksplorasi bagaimana teknologi augmented reality tersebut prospektif dalam mendapatkan pengetahuan , mendukung dan meningkatkan pembelajaran (Yilmaz, 2016;Fahrudin, 2017;Hung-Cheng, 2017;Beck, 2019). Dalam bidang pendidikan yang difokuskan pada pendidikan anak usia dini, penelitian dengan augmented reality banyak menggunakan metode education game yang dapat menarik perhatian dan motivasi belajar anak. ...
Cognitive development is a process of thinking about the ability to connect, assess, and consider an event or event. The environment and opportunities given greatly influence the realization of conceptions or conceptions that determine their cognitive potential. Utilization of media in the form of 3d-coloring based applications augmented reality can stimulate students' mindset because the nature of the media helps students in the learning process. The research is a descriptive study using data collection techniques through interviews, observation and application demonstrations. Based on the results of the study, the level of children's cognitive development increased from before being given knowledge and practice applications and after being given knowledge and practice of application-based coloring 3D augmented reality. ABSTRAK Perkembangan kognitif merupakan proses berpikir mengenai kemampuan dalam menghubungkan, menilai, dan mempertimbangkan suatu kejadian atau peristiwa. Lingkungan dan kesempatan yang diberikan sangat mempengaruhi terwujudnya konsepsi atau pembuahan yang menentukan potensi kognitifnya. Pemanfaatan media berupa aplikasi-3D coloring berbasis augmented reality dapat merangsang pola pikir anak karena sifat dari media tersebut membantu anak dalam proses pembelajaran. Penelitian ini merupakan penelitian deskriptif dengan menggunakan teknik pengumpulan data melalui wawancara, observasi dan demonstrasi aplikasi. Berdasarkan hasil penelitian, kemampuan kognitif anak dapat dikembangkan melalui praktik aplikasi 3D coloring berbasis augmented reality.
... The play pattern and storytelling features also contributed to children's social-emotional development, boosted their creativity and imagination. Yilmaz (2016) examined the cognitive attainment of children by using educational magic toys (EMT) developed with augmented reality technology. Güngör (2018) focused on determining the educational impact of using an English talking toy on children's receptive and expressive vocabulary learning. ...
The use of interactive, smart and connected toys is expected to increase rapidly with many claiming not only new ways to play, but also to have educational benefits. However, there is a lack of evidence to support such claims and the purpose of the current analysis was to gather expert opinion about interactive toys for play and learning. In-depth interviews with 15 experts from technology corporates, stakeholder organizations and academia using a semi-structured interview protocol were conducted. The audio transcripts were coded using a Template Analysis approach with the key themes being educational utility, learning, play, and children with disabilities. The text visualization revealed that experts perceived high educational effectiveness of interactive toys. Apart from the educational value, experts also spoke about the benefits of interactive toys in entertaining the children of busy parents, privacy, security and integrative features of smart toys. This study demonstrates that for experts' interactive toys have higher perceived educational value than traditional toys or other forms of play although this is an intuition or an insight rather than based on direct evidence to support this view. From the analysis and interpretation, we identified three main recommendations (1) the need for interactive toys to provide a safe, secure and private way to play and learn; (2) increased research, experimentation and investigation to explore interactive toy claims and potential; and (3) increased interdisciplinary and intersectoral collaboration and innovation.
... Given the enormous impact of modern technology tools on the education system, numerous teaching staff are becoming more willing to incorporate them into their teaching activities (Blackwell et al., 2014;Bourbour Hosseinbeigi, 2020;Undheim, 2021). It is necessary to surround the child with such an environment and such a system of relationships that stimulates the most diverse independent activities of the child and to form exactly what the child at the right time is able to perform (Plumb and Kautz, 2016;Yilmaz, 2016;Su and Yang, 2022). ...
With the continual development of artificial intelligence and smart computing in recent years, quantitative approaches have become increasingly popular as an efficient modeling tool as they do not necessitate complicated mathematical models. Many nations have taken steps, such as transitioning to online schooling, to decrease the harm caused by coronaviruses. Inspired by the demand for technology in early education, the present research uses a radial basis function (RBF) neural network (NN) modeling technique to predict preschool instructors’ technology usage in classes based on recognized determinant characteristics of technology acceptance. In this regard, this study utilized the RBFNN approach to predict preschool teachers’ technology acceptance behavior, based on the theory of planned behavior, which states that behavioral achievement, in our case the actual technology use in class, depends on motivation, intention and ability, and behavioral control. Thus, this research design is based on an adapted version of the technology acceptance model (TAM) with eight dimensions: D1. Perceived usefulness, D2. Perceived ease of use, D3. Perceived enjoyment, D4. Intention to use, D5. Actual use, D6. Compatibility, D7. Attitude, and D8. Self-efficacy. According to the TAM, actual usage is significantly predicted by the other seven dimensions used in this research. Instead of using the classical multiple linear regression statistical processing of data, we opted for a NN based on the RBF approach to predict the actual usage behavior. This study included 182 preschool teachers who were randomly chosen from a project-based national preschool teacher training program and who responded to our online questionnaire. After designing the RBF function with the actual usage as an output variable and the other seven dimensions as input variables, in the model summary, we obtained in the training sample a sum of squares error of 37.5 and a percent of incorrect predictions of 43.3%. In the testing sample, we obtained a sum of squares error of 14.88 and a percent of incorrect predictions of 37%. Thus, we can conclude that 63% of the classified data are correctly assigned to the models’ dependent variable, i.e., actual technology use, which is a significant rate of correct predictions in the testing sample. This high significant percentage of correct classification represents an important result, mainly because this is the first study to apply RBFNN’s prediction on psychological data, opening up a new interdisciplinary field of research.
... So that it can fully integrate and absorb the elements of modern art in our country and promote each other. Further, vigorously promote the scientific development and artistic innovation of modern art design in our country [20,21]. ...
Chinese traditional ceramic culture and art are an important foundation for the progress of civilization today, and these cultural foundations are closely related to the daily lives of modern people. Traditional ceramics, as a valuable cultural heritage leftover from ancient times, are inseparable from the various daily lives of modern people and have always played an important leading role in modern people’s daily life. Ceramic painting is also an important embodiment form of traditional culture, and the integration of the two is very conducive to enriching people’s spiritual world. This paper proposes a VRML-oriented method suitable for establishing a virtual ceramic product space model, that is, a method of building a VRML model with 3DS MAX and other three-dimensional modeling tools combined with a VRML visual editor. According to this method, based on the LOD node, the method is given the optimization and integration method of the virtual ceramic display space scene and completed the modeling of the outdoor background and building required by the virtual ceramic product display space scene. Subsequently, the interactivity of the virtual ceramic display space in the web application is explained, the realization method of the color switching and placement of the virtual ceramic product based on the built-in sensor is proposed, and the interaction based on the external data source of the web page is also given. Finally, in this article, the response time of the page can be basically controlled below 4 s/time, and after a long-term stress test, the system can still maintain the stability of operation, and the probability of serious errors is less than 0.512%.
... соңғы онжылдықта AR технологиясы коммерциялық және ғылыми жобалар үшін тез арада өміршең бола бастады. Медицина, білім беру және имитациялық оқыту сияқты әртүрлі салаларда кеңінен қолданысқа енді [8]. ...
"Білім беру саласында толықтырылған шынайылыққа (AR) көп көңіл бөлінуде. Көптеген AR жүйелері оқу зертханалық жағдайда жиі жүргізілетін эмпирикалық зерттеулер барысында кеңінен қолданылуда. Соңғы жылдары ерекше білім беру жағдайларын жасау үшін толықтырылған шынайылықты қолдануға қызығушылық артып келеді. Бұл мақалада білім беру мекемелеріндегі толықтырылған шынайылықтың қолданылуы, артықшылықтары, ерекшеліктері мен тиімділігі сияқты факторларды ескере отырып, білім беру мекемелеріндегі толықтырылған шынайылық туралы әдебиеттерге шолу жасалды. Web of Science, Scopus, Google Scholar әлеуметтік ғылымдардың дәйексөз индексінің деректер базасында 2019 жылдан 2021 жылға дейін жарияланған 30 зерттеу жұмыстары талданды. Білім беру саласындағы қосымшалардың қолжетімділігіне қатысты зерттеулердің одан арғы тақырыптары айқындалды. Шолудың нақты мақсаты білім беру сценарийлерінде AR қосымшасын қолдануға қатысты әдебиеттерді зерттеу болды. Тиісті ғылыми зерттеулерді қамту үшін келесі зерттеу сұрақтары қойылды: Соңғы жылдарда AR мақалаларына сұраныстар бар ма? AR қолдану салалары қандай? AR-мен байланысты тағы қандай технологиялар қолданылады? Білім беру мекемелерінде AR қосымшаларын қолданудың қандай артықшылықтары мен кемшіліктері бар? Сонымен қатар, білім берудегі кеңейтілген шындық технологиясын қолданатын эмпирикалық зерттеулерді қарастырамыз. "
... In addition, much of the previous work on immersive technology suggests that users' continuous adoption of immersive technology is influenced by the ease of use and perceived usefulness of the technology [52,54]. Some technology challenges were still reflected by users in this interview, for example, as P4 reported, "The gastroscopic surgery of VR operating room is a bit difficult for me. . ...
The library's information practices on immersive technologies help to enhance the scenario-based user experience. However, there has been limited research on user engagement with immersive technologies in the medical library setting. In this exploratory study, we conducted interviews and on-site observations with 17 medical students who had experience with immersive technologies at the medical library. The affordance lens was used to explore how the relationship between immersive technologies and medical students enables and constrains their information practices. The preliminary results suggest that users’ perceived affordances of immersive technologies are not a solid outcome but a dynamic process. In our case, users’ perceptions of technology affordances can be categorized into perceived entertainment affordances, perceived learning affordances, perceived instrumental affordances, and perceived socializing affordances. We also identified three perceived constraints in medical students’ experiences with immersive technologies in the library setting. The study contributes to the literature on user engagement from an affordance perspective, and yield practical implications for medical training and education by leveraging the immersive technologies in the library context.
... In today's digital era, Augmented Reality technology is increasingly important and has numerous applications in education (Saidin et al., 2015). Augmented Reality technology is applied to various levels of preschools (Yilmaz, 2016), primary schools (Kerawalla et al., 2006), secondary schools (Davidsson et al., 2012), anduniversities (Alahmari et al., 2019). ...
In the era of the Fourth Industrial Revolution, a string of new technologies was invented for the development related to Digital transformation. In recent years, Augmented Reality has gradually become well-known because of its application in many fields of life, especially in education. The paper presents a case study about using Augmented Reality for teaching and learning Mathematics at Vietnamese high schools. The analysis is drawn from the research to provide useful experiences for applying Augmented Reality in the diverse contexts of education around the World.
There are few studies related to programs based on augmented reality in the educational field, so measuring the effectiveness of augmented reality technology programs on the educational environment in higher education needs to be explored. Therefore, this study aimed to know the effectiveness of a program based on augmented reality on enhancing the skills of solving complex problems for the students of the optimal investment diploma. The participants were 60 participants from the Optimal Investment Diploma students at the College of Education at Najran University. They were randomly divided into two groups (control and experimental), each group included 30 participants. So that the control group studies the course "Issues and Problems in Teaching Digital Skills" in the traditional way, and the experimental group studies the same course through a program based on augmented reality. And 7 tasks of the Micro-DYN test battery were used as a tool to achieve the objective of the study. The study found the effectiveness of the program based on augmented reality in enhancing the skills of solving complex problems, mainly the acquisition and application of knowledge.
The sole purpose of all conceptual, theoretical, even scientific and technological developments to improve or raise educational standards should not be to increase the student's test scores. Rather, avoiding narrowly defining human possibilities, it should be based on the premise that each person finds identity, meaning, and purpose in life through their connections with society, the natural world, and spiritual values such as compassion and peace. For this reason, any educational approaches, systems, models and technological developments that promise innovation should definitely take into account the talent and motivation of the students, the quality and quantity of learning, the classroom social environment and the home environment. Therefore, instead of raising monotonous individuals based on economic efficiency, as encountered in some education systems and practices, it should be accepted as the most basic principle to raise a person who adopts universal principles and values such as love, respect, compassion, self-awareness and social justice. Of course this will only be possible when each human's intellectual, emotional, social, physical, artistic, creative and spiritual potentials are considered as a whole. In other words, dealing with all aspects of a person most comprehensively including all stages of development at the cognitive and affective levels will make it possible for any innovation or improvement to aim for the fullest possible human development.
The sole purpose of all conceptual, theoretical, even scientific and technological developments to improve or raise educational standards should not be to increase the student's test scores. Rather, avoiding narrowly defining human possibilities, it should be based on the premise that each person finds identity, meaning, and purpose in life through their connections with society, the natural world, and spiritual values such as compassion and peace. For this reason, any educational approaches, systems, models and technological developments that promise innovation should definitely take into account the talent and motivation of the students, the quality and quantity of learning, the classroom social environment and the home environment. Therefore, instead of raising monotonous individuals based on economic efficiency, as encountered in some education systems and practices, it should be accepted as the most basic principle to raise a person who adopts universal principles and values such as love, respect, compassion, self-awareness and social justice. Of course this will only be possible when each human's intellectual, emotional, social, physical, artistic, creative and spiritual potentials are considered as a whole. In other words, dealing with all aspects of a person most comprehensively including all stages of development at the cognitive and affective levels will make it possible for any innovation or improvement to aim for the fullest possible human development.
The aim of this study is to create augmented reality media. Then, based on the results of the development, the impact of the use of media with augmented reality on the results of learning mathematics was studied. The model used in this study uses the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model. The best, unequal control group was used in the evaluation. Data analysis techniques using the best observation sheets, questionnaires and post-validation sheets. Based, on the data analysis, the result of authentication of three math teachers in augmented reality is 85%. The results of the students’ answers also gave excellent results 83%. The evaluation results show that the value of N-Gain in augmented reality learning averages 73% or 0.73. These results show that learning math using polyhedron augmented reality effectively improves math learning outcomes. Studying mathematics without augmented reality shows a high N-Gain score 50% or 0.5. However, both options are more effective when using augmented reality learning tools. The difference is 23% or 0.23. Based on the results of the study, it can be concluded that the use of augmented reality can improve the performance in math of secondary school students at SMP 10 in.Serang city.
This paper presents an exploration of observational frameworks for student engagement during use of augmented reality (AR) in early primary school education. Existing observational frameworks used for evaluating engagement are explored in terms of their alignment with AR learning affordances, focusing on both practical and conceptual issues with student engagement observation. They are found lacking the necessary flexibility to cover atypical-for-the-normal-classroom-experience actions performed by students in one student per tablet augmented reality learning experiences (ARLEs). In such environment students are individually guided by their tablet to explore the real-world classroom environment around them in order to progress in their learning experience, augmented by digital data and digital interactions on the tablet, which poses a challenge both in correct classification of student actions using traditional action catalogues as well as being more difficult to systematically observe. An AR-specific student engagement observational methodology, named the Augmented Reality Lessons Engagement Observation framework or ARLEO, adapted to this environment and grounded in existing framework approaches, is proposed based on constant comparative period coding of video-records of lessons utilizing ARLEs on tablet computers. Finally, examples of application are given based on recorded actions of first and second grade primary school students during ARLE use. This shows ARLEO to be a practical approach to determining engagement of each student in the class, while respecting AR affordances, allowing for comparative research into engagement during ARLE use through multiple engagement categories.
This paper presented about the augmented reality learning application for kindergarten education. This paper explains how the learning application is developed and used to increase the motivation and engagement of the children. Education is transferred from traditional way of learning to the use of immersive, interactive technologies. Game based learning environment is very useful for children to learn very efficiently. Marker based Augmented Learning application is developed using Unity 3D game engine and hardware used for viewing is mobile phone. Augmented learning application consists of two main courses - English, Mathematics. In every course, application is developed in two modes - learn and play. After learning each module, children are tested using the play mode. Children are able to interact with the 3D objects and animations, audio visuals are used for enhancement.
In this study, the interactions of children in the English learning process with AR-supported educational toys were examined and the factors affecting their motivation were revealed. Based on the case study research design, this study included 15 volunteer children (10 girls, 5 boys) aged 5–6 years old. Children used AR-supported flashcards, match-cards, and puzzles to learn the English equivalents of vehicle names over the course of four weeks. At the end of the process, a total of 5 groups in groups of 3 were taken into the activity class separately, and their interactions while using AR applications were recorded with the camera. From the recordings, the interaction of the students with the material, their friends and their teachers, and their duration of occupation were noted on the observation form and analyzed descriptively. At the end of the implementation, interviews were conducted with 6 selected students. According to the results of the interaction, it was determined that the highest level of interaction was in the dimension of student-material interaction, and the lowest level of interaction was in the dimension of student-student interaction. In addition, the results related to motivation showed that there are many factors positively or negatively affecting preschool children's motivation in terms of attention, relevance, confidence, and satisfaction themes in the process of learning English vocabulary with AR-supported materials. It is thought that these detailed research results provide rich data for future research.
The aim of this research is to determine the effects of teaching the "Solar System and Beyond" unit with learning technique-based activities at stations enriched with science toys on the academic achievement, motivational strategies for learning, reflective thinking, curiosity and interest levels about space sciences, and their views on scientific toys. The study group of this research consists of 72 students studying at the 7th grade level in a public secondary school in Istanbul in the 2019-2020 academic year. Quantitative data collection tools used in this study are "Solar System and Beyond Achievement Test", "Motivational Strategies for Learning Scale", "Reflective Thinking Scale", "Space Sciences Curiosity and Interest Scale" and "Science Toys Opinion Scale". The qualitative data collection tool used in this study is interview data. The application lasted for 12 lesson. As a result of this study, the teaching of the "Solar System and Beyond" unit with learning technique-based activities at stations enriched with science toys; It has been found that secondary school seventh grade students have a positive effect on academic achievement, motivational strategies for learning, reflective thinking, curiosity and interest levels about space sciences, and their views on science toys. In addition to this, it was determined that the qualitative data supported the quantitative data.
In most existing games, the separation of gaming operation and feedback regions results in a lower immersion. Therefore, a mobile gesture interaction method is proposed to unify operation and feedback regions to provide users with more immersive interaction experiences. Specifically, the proposed method (PG) integrates a leap motion (LM) device with a HoloLens (HL) augmented reality (AR) glasses, which provides a natural mobile interaction interface between real bare hands and virtual objects in a real environment. To obtain an accurate mobile interaction between the real bare hand and virtual objects, the PG provides an effective registration method between LM and HL AR glasses. To ensure the accuracy and stability of the gesture data, the Kalman filter (KF) and the particle filter (PF) are applied to estimate the position and the orientation of the hand. The proposed interaction method provides a gaming interaction method similar to real-world interaction in daily life, which significantly improves the immersive experience of games. Game experiments and user subjective experience analysis are performed to evaluate the effectiveness of the PG. Results show that the PG yields a better accuracy and provides users with a more immersive interaction experience.
Purpose
Today, contactless businesses are becoming part of the “new normal” in daily life. Augmented reality-based services (ARBS) thus provide a mechanism for contactless commerce, offering customers access to sensory experiences, especially during the COVID-19 pandemic. However, privacy can be a key concern when consumers decide whether to continue using ARBS. Thus, drawing on the Appraisal Tendency Framework (ATF), the study aims to examine how augmentation quality (Aug-Q), discrete emotions (joy and frustration) and privacy perceptions influence users' ARBS continuing use intention.
Design/methodology/approach
A survey methodology with a well-designed online questionnaire was used for data collection. The data were analyzed using a structural equation model with Amos v. 22.0 software.
Findings
This study demonstrated that Aug-Q had a significant positive impact on joy and a significant negative impact on frustration. Additionally, joy was positively associated with the perception of privacy benefits and ARBS continuing use intention, while frustration was negatively associated with the perception of privacy benefits and ARBS continuing use intention. The results also indicate that (perceived privacy risks) PPR–benefits predict the likelihood of ARBS continuing use intention.
Originality/value
This study enhances understanding of users' ARBS continuing use intention from an integrative perspective based on the ATF, thus identifying the Aug-Q-induced emotions that subsequently influence privacy trade-offs and predict users' ARBS continuing use intention. The results provide evidence that privacy and emotions can be key determinants when consumers decide whether to continue using ARBS. The findings of this research may be beneficial for commercial companies in preventing the loss of ARBS users.
The purpose of this study is to develop a medium for learning ritatoon to support the social, emotional, and language development of preschool children. The method used in this research is research and development. The implementation of research and development uses the Borg and Gall model development procedure. The sample in this study was children aged 5-6 years. The data analysis technique is quantitative analysis in the form of a percentage used to percentage the validity of the ritatoon media and the paired sample t-test for the effectiveness test. The development product in the form of ritatoon learning media has gone through the process of validating learning designs, media experts, linguists, and early childhood social-emotional experts and obtaining score 88.88%, based on the eligibility criteria, the Ritatoon learning media can be said to be very valid or suitable for use. Furthermore, the results of the effectiveness test using paired sample t-test showed a sig value < .001, so it could be concluded that the ritatoon learning media was able to improve children's language and social-emotional development.
La Realidad Aumentada es una herramienta tecnológica capaz de permear en distintos campos sociales y ocupa un lugar importante en la educación desarrollando aplicaciones con información fundamental sobre temas de estudio en el aula y promoviendo un interés en los estudiantes por aprender. Esto provoca interés en los estudiantes, lo que hace pertinente la propuesta de imple-mentar recursos en Realidad Aumentada RA para ser aplicados en el aula. En algunas Instituciones educativas como Lacides C. Bersal de Lorica, la ausencia de la aplicación de las tecnologías en la pedagogía, es un aspecto que está incidiendo negativamente en los procesos de enseñanza-aprendizaje. La presente investigación busca, fundamentalmente, motivar en los estudiantes el aprendizaje de la anatomía humana aumentada para adelantar estudios en el área de ciencias na-turales en estudiantes de grado 7º1 en la Institución Educativa Lacides C, Bersal de Lorica. Se ob-tuvo resultados positivos en la aceptación de la metodología por parte de los estudiantes y un alto nivel de rendimiento en las competencias evaluadas durante el desarrollo del estudio. Llevando a una conclusión fundamentada de que las aplicaciones diseñadas en realidad aumentada ayudan a mejorar las estrategias pedagógicas de planeación docente, despertando el interés de estudio en los estudiantes acrecentando significativamente sus conocimientos.
Today’s media environment is characterized by dramatic changes. For brand communication, it is more difficult than ever to reach consumers. Notably though, despite all the radical changes in media consumption, the psychological principles of managing brands have not changed as human brains have evolved over millennia, rather than merely during the last decades. Thus, brands still have to communicate a relevant and differentiating positioning in every consumer–brand interaction. In order to design effective communication, brand managers have to ensure that the communication gets sufficient attention, elicits positive emotions, conveys the relevant information, and establishes brand knowledge in consumers’ minds. This chapter provides a comprehensive set of communication tactics that help to design effective brand communication in today’s dynamic media environment.KeywordsBrand managementBrand communicationMedia consumption
A toy is a material basis for children's play. It shapes children's experience, stimulates imagination, and directs their behavior, conveying the values of a certain historical In highly developed societies, younger and younger children are left to solitary with things and gadgets that favor copying models of the global consumer society, glorifying various stereotypes and the use of force. The question is which toys are the most common ones in children's play in our environment? This paper an overview of different studies examining the criteria for the selection toys, parents' exposure to media pressure, and children's wishes emerging from the influence of commercials. Readiness of parents to get engaged in mutual play with their children is also examined, and their developmental importance is emphasized.
This paper introduces StoryTech, a smart storytelling toy that features a virtual space, which includes computerbased graphics and characters, and a real space, which includes plush toys, background cards, and a communication interface. When children put real objects on the receiver panel, the computer program shows related backgrounds and characters on the screen. StoryTech encourages children to produce their own stories. Empirical research with a total of 90 children indicated that StoryTech contributed to narrative activities of children and made a positive impact on their creativity. The paper also focuses on the attributes, design, and development process of StoryTech. © International Forum of Educational Technology & Society (IFETS).
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. So far, however, there is a lack of review studies with focus on investigating factors such as: the uses, advantages, limitations, effectiveness, challenges and features of augmented reality in educational settings. Personalization for promoting an inclusive learning using AR is also a growing area of interest. This paper reports a systematic review of literature on augmented reality in educational settings considering the factors mentioned before. In total, 32 studies published between 2003 and 2013 in 6 indexed journals were analyzed. The main findings from this review provide the current state of the art on research in AR in education. Furthermore, the paper discusses trends and the vision towards the future and opportunities for further research in augmented reality for educational settings.
Creativity is a talent. On the other hand, opportunities should be given starting from young ages for its appearance and development. Creativity should be described as skills that involve working alone and cooperatively, giving time for listening, thinking and focusing, acting seriously when facing problems (Dağlıoğlu, 2010). The fundamentals for the development of scientific creativity can be defined as “a secure place, physiological freedom, a discipline that frees the person, intellectual argumentation methods, thinking of critical and creative thinking, authentic assessment” (Duman, 2009). A need, a necessity or desire for solving a problem comes forward in scientific creativity (Terzioğlu, 1993, cit. by Aktamış and Ergin, 2006). Hu and Adey (2002) define scientific creativity as a process that consists of imagination, thinking, fluency, flexibility, originality, scientific knowledge, scientific problem, scientific fact and technical product components. The aim of the study is to assess prospective science teachers’ metacognition and creativity perceptions and scientific toys in terms of scientific creativity. The qualitative and quantitative data gathered from the study were assessed comparatively with each other. The quantitative data were shown with percentages as well as qualitative data gathered from scientific toys were assessed in terms of scientific creativity dimensions: “fluency, flexibility, originality and scientific knowledge”. The results are shown in terms of four dimensions of scientific creativity for prospective science teachers’ metacognition and creativity perceptions and scientific toys as a result of qualitative and quantitative data of the study. In the light of these results, recommendations were made for researchers.
Keywords In this study, achievement, attitude and cognitive load levels of students in learning English by Augmented Reality (AR) is examined. Within this context, it is researched whether cognitive load and attitudes of students differ according to the achievement levels of students or not and the correlation between these variables were revealed. In the study, casual-comparative and correlational methods were used. The sample of the study is composed of 122 fifth-grade students (66 males and 56 females) from 5 different secondary schools in Erzurum. In data analysis, descriptive and inferential analysis methods were used. As the result of the study, it is found that secondary school students are pleased with learning English by the aid of AR, they have a low anxiety level and they want such applications to be used their courses in future. Moreover, it is found that the cognitive load levels of students in the process of self-directed learning in AR environment are low. Another important finding of the study is that the attitudes of successful students are significantly higher than others. In addition, the relationships between attitude, achievement and cognitive load levels were revealed in detail.
Motivation is an important factor in modern education and it is claimed that a high level of motivation is a
prerequisite for success. Augmented reality (AR) technologies are creating a new kind of user experience (UX) able to increase students’ interest and engagement in the learning process. This study is one of the few attempts to investigate the role of perceived enjoyment in the students’ acceptance of an augmented reality teaching platform (ARTP). Our model captures both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators so that students’s intention to use a new learning environment may be explained.. The model was tested by employing structural equation modelling. The results showed that perceived usefulness and perceived enjoyment have a significant impact on the behavioural intention to use ARTP, while perceived ease of use is not a significant direct antecedent. The perceived enjoyment has been proved to be the key influencing factor of intention to use the ARTP.
Current knowledge delivery methods in education should move away from memory based learning to more motivated and creative education. This paper will emphasize on the advantages tangible interaction can bring to education. Augmented Chemistry provides an efficient way for designing and interacting with the molecules to understand the spatial relations between molecules. For Students it is very informative to see actual molecules representation 3D environment, inspect molecules from multiple viewpoints and control the interaction of molecules.We present in this paper an Augmented Reality system for teaching spatial relationships and chemical-reaction problem-solving skills to school-level students based on the VSEPR theory. Our system is based on inexpensive webcams and open-source software. We hope this willgenerate more ideas for educators and researcher to explore Augmented Reality technology in the field of interactive education.
Technology has advanced to the point where realism in virtual reality is very achievable. However, in our obsession to reproduce the world and human experience in virtual space, we overlook the most important aspects of what makes us who we are—our reality. Yet, it isn’t enough just to trick the eye or fool the body and mind. One must capture the imagination in order to create truly compelling experiences. Mixed Reality (MR)) allows for the merging of our imagination with our physical self and virtual presence. With the additional convergence of entertainment simulation, artistic convention is playing an ever-growing importance in sparking the imagination to achieve compelling and effective simulations. This paper explores the artistic and technical research challenges of mixing these realities with the imagination based on the work at the Media Convergence Laboratory (MCL) presently being conducted at the at the University of Central Florida (UCF).
The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) system affects learners' knowledge construction behaviors and learning performances. In this study, 20 undergraduate students were recruited and divided into dyads to discuss given questions with the assistance of mobile collaborative AR system named AR Physics. The participants' knowledge regarding elastic collision was evaluated through a pretest and a posttest that occurred right after the treatment. Learners' knowledge construction behaviors were qualitatively identified according to a selected coding scheme and then were analyzed by adopting sequential analysis. The results indicated that learners significantly gained their knowledge on the topic of elastic collision after completing the given task by manipulating AR Physics system. Furthermore, sequential patterns of learners' behaviors during knowledge construction activities were identified.
Current Mixed Reality experiences focus primarily on training, design and entertainment. This paper presents a very different application, scientific virtualization and its use in informal education. Specifically, we describe a case study that extends an existing museum dinosaur exhibit to include an encounter with ancient sea life. The real world assets and environment are augmented and, in some cases, occluded by the virtual entities that inhabited the seas at the time of the dinosaurs. Achieving this blending of the real and virtual motivated the development of novel real-time computer graphics algorithms and distributed simulation protocols, as well as new conventions in the creation and production of non- linear MR experiences.
This article introduces StoryTech, a smart storytelling toy that offers children a mixed reality environment in which to tell imaginative stories. During usability testing, an empirical study was carried out with 90 child participants. The findings indicated that StoryTech creates a rich storytelling experience, especially for ages five and six.
Live Solar System (LSS) is an Augmented Reality book-based educational tool to learn Astronomy. Augmented Reality (AR) has its own potential in the education field. In this paper, we review on Tangible Augmented Reality (TAR) which is a combination of Tangible User Interface and AR interface. By applying TAR in LSS, it was able to provide intuitive interaction which became a new learning experience for users. A user study was conducted to test on the usability of LSS based on three constructs namely: ease of use, learnability, and effectiveness. Findings of the study showed that LSS is easy to use and learn, and it also helped users in learning Astronomy.
Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used in these informal environments can enhance learning. Through a quasi-experimental design, this study compared four conditions for learning science in a science museum using augmented reality and knowledge-building scaffolds known to be successful in formal classrooms. Results indicated that students demonstrated greater cognitive gains when scaffolds were used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments.
Augmented Reality (AR) is a computer related research area that allows users to see views of the real world enhanced with text and virtual information. AR with 3D models can be used as an educational aid to help students gain spatial intuition. This intuition is very useful in many disciplines like, for example, Inorganic Chemistry. We present in this paper an AR system for teaching spatial relationships and chemical problem solving skills to university-level students. Our system is based on inexpensive webcams and open-source software. Our students quickly gained visual cues and 3D intuition when the system was implemented. A survey we conducted after the experience shows great acceptance of the system as well as better results when solving Inorganic Chemistry problems related to 3D crystal structures.
In this paper the experience gained at using low-cost interactive marker augmented reality (AR) technology during course Computer graphics is presented. The preliminary exploration of AR technology adoption for teaching support and learning enhancement is done and several benefits are identified, summarized and analyzed via a model. Two learning scenarios are designed based on human-computer interaction principles to present important concepts virtually in interactive and engaging way. The students’ opinion is gathered and the results describe AR as promising and effective technology that allows better understanding of theory and facts and that supports creative thinking and development of more realistic 3D models and scenes.
The Augmented Knight's Castle is a pervasive computing playset which enriches the children's pretend play by using background music, sound effects and verbal commentary of toys that react to the childrens's play. We argue that such an augmented playset offers ideal possibilities of seamlessly integrating interactive learning experiences: toy figures such as the king, a knight or a farmer teach children about the life in the Middle Ages from their perspective and depending on the context of play. In addition to these interactive stories, a variety of other learning scenarios can be integrated (e.g., children learn songs or poems from the troubadour by simply pointing at the figure with a magic wand). Radio Frequency Identification (RFID) technology is used to automatically and unobtrusively identify the toys in the playset. Mobile devices equipped with RFID readers are introduced into the playset to provoke further interaction and to enhance the play.
Anatomy, the study of the structure of the human body, is fundamental to medical education. In recent years, the hours devoted to anatomy are declining from the medical curriculum. This decline includes the reduction of course hours and an emphasis on early clinical experience. To adapt to those changes in anatomy education, various complementary methods with technology of three-dimensional visualization have been tried, and the explosion of image technology during the last few decades and this has brought anatomical education into a new world. In this study, we aim to use augmented reality (AR) technology to create an interactive learning system, which help medical students to understand and memorize the 3D anatomy structure easily with tangible augmented reality support. We speculate that by working directly with 3D skull model with visual support and tangible manipulate, this AR system can help young medical students to learn the complex anatomy structure better and faster than only with traditional methods.
3Dvirtual world has been widely applied in e-learning project, as its several advantages like3Davatar, rich communication channels. This study focuses on a case of famous virtual world (i.e., Second Life, SL) application in on-line engineering education project. Based on the theory of IT capabilities, we investigated how SL provides value for on-line team as improving their knowledge work outcome. The findings suggested that SL may influence team leaning from two levels. First, at individual level, SL generally positive related to the individual knowledge work, including coding language skills, and personal creativity. Second, at team level, SL positively influence the team learning, by providing rich social resources, social networks, and efficient team dynamics. However, SL also has some disadvantages which may disturb the team learning, like advertising information's, gambling, and sex. We suggest the project must provide some rules to limit students to access information's unrelated to class objectives.
This paper surveys the field of augmented reality (AR), in which 3D virtual objects are integrated into a 3D real environment in real time. It describes the medical, manufacturing, visualization, path planning, entertainment, and military applications that have been explored. This paper describes the characteristics of augmented reality systems, including a detailed discussion of the tradeoffs between optical and video blending approaches. Registration and sensing errors are two of the biggest problems in building effective augmented reality systems, so this paper summarizes current efforts to overcome these problems. Future directions and areas requiring further research are discussed. This survey provides a starting point for anyone interested in researching or using augmented reality.
The current society has knowledge as one of its most important values and indeed this is often called Knowledge Society. But Knowledge Society is still a desired aim more than a reality. Technology must serve to the achievement of Knowledge Society through knowledgebased information systems, but this is not an easy and out-dated task, nevertheless critically important topics, from different multicultural and interdisciplinary perspectives, address the complex relationships among technology, knowledge and society. World Summit on the Knowledge Society (WSKS) is an international event that promotes the dialogue for the main aspects of the Knowledge Society towards a better world for all. WSKS brings together key stakeholders of the Knowledge Society development worldwide, from Academia, Industry, Government, Policy Makers, and active citizens to look at the impact and prospects of the Information Technology, and the knowledge-based era it is creating, on key facets of living, working, learning, innovating and collaborating in today's hyper-complex world.
Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous play of groups of parents and children over a two to three hour period. The primary design goals were to engage visitors more deeply in the museum, engage visitors more broadly across museum exhibits, and encourage collaboration between visitors. The feedback from the participants suggested that the combination of depth and breadth was engaging and effective in encouraging them to think about the museum's exhibits. The roles that were an integral part of the game turned out to be extremely effective in engaging pairs of participants with one another. Feedback from parents was quite positive in terms of how they felt it engaged them and their children. These results suggest that further explorations of technology-based museum experiences of this type are wholly appropriate.
Following a previous study (Cheng & Tsai, 2014. Computers & Education.), this study aimed to probe the interaction of child–parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity and paths of different learning behaviors. This study also explored the parents' conceptions of AR learning so as to understand more precisely how the children and their parents behaved. The results show that the parents in the “parent as dominator” group mostly considered AR learning as obstructing paper book reading and seemed to continually dominate the reading process to prevent the excessive use of mobile devices by their children. Compared with the parents in the other three groups, the parents in the “low communicative child–parent pair” group likely considered AR books as being a substitute for them reading to their children and did not frequently interact with them. The parents in the “communicative child–parent pair” and “children as dominator” groups played a mediating role during the learning process and generally showed positive beliefs about AR learning, such as considering learning by AR as fostering motivation and attaining in-depth understandings. A framework for implementing child–parent shared AR book reading is proposed for pedagogical consideration.
The ARIES system for creating and presenting 3D image-based augmented reality learning environments is presented. To evaluate the attitude of learners toward learning in ARIES augmented reality environments, a questionnaire was designed based on Technology Acceptance Model (TAM) enhanced with perceived enjoyment and interface style constructs. For empirical study, a scenario of a chemistry experimental lesson was developed. The study involved students of the second grade of lower secondary school. As follows from this study, perceived usefulness and enjoyment had a comparable effect on the attitude toward using augmented reality environments. However, perceived enjoyment played a dominant role in determining the actual intention to use them. The interface style based on physical markers had significant impact on perceived ease of use. Interface style and perceived ease of use had a weak influence on perceived enjoyment. In contrast, these two constructs had a significantly stronger influence on perceived usefulness.
Physical objects and virtual information are used as teaching aids in classrooms everywhere, and until recently, merging these two worlds has been difficult at best. Augmented reality offers the combination of physical and virtual, drawing on the strengths of each. We consider this technology in the realm of the mathematics classroom, and offer theoretical underpinnings for understanding the benefits and limitations of AR learning experiences. The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences. In the process of discussing these dimensions, we discuss examples from existing AR applications and provide guidelines for future AR learning experiences, while considering the pragmatic and technological concerns facing the widespread implementation of augmented reality inside and outside the classroom.
Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child–parent shared book reading. Choosing an AR picture book to introduce its artistic work, this study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment. A total of 33 child–parent pairs voluntarily participated in this study. Based on the indicators of the child–parent reading behaviors generated through content analysis, four behavioral patterns of AR picture book reading were identified: parent as dominator, child as dominator, communicative child–parent pair, and low communicative child–parent pair. The relationships between the child–parent reading behaviors and the children's cognitive attainment were further identified. Specifically, the child–parent behaviors of “parent as dominator” and “low communicative child–parent pair” were likely associated with simple description of the appearance of the artistic work by the children (low-level cognitive attainment). Conversely, the “child as dominator” and “communicative child–parent pair” behaviors resulted in the children explaining the artistic work they had seen or using their imagination to describe the content of the book (high-level cognitive attainment).
In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.
The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) simulation system affects learners' knowledge construction behaviors and learning performances. In this study, 40 undergraduate students were recruited and divided into dyads to discuss a given task either with the assistance of a mobile collaborative AR system or traditional 2D simulation system. The participants' knowledge acquisition regarding elastic collision was evaluated through a pre-test and a post-test comparison. Learners' knowledge construction behaviors were qualitatively identified according to an adapted three-category coding scheme including construction of problem space (PS), construction of conceptual space (CS), and construction of relations between conceptual and problem space (CPS), and were then analyzed by adopting lag sequential analysis. The results indicated that the learners who learned with the AR system showed significant better learning achievements than those who learned with the traditional 2D simulation system. Furthermore, the sequential patterns of the learners' behaviors were identified, including three sustained loops (PS→PS, CS→CS, CPS→CPS), a bi-directional path between the PS and CPS activities (PS↔CPS), and a one way path from the PS activity to the CS activity (PS→CS). The revealed behavior patterns suggest that the AR Physics system may serve as a supportive tool and enable dyad learners to respond quickly to the displayed results and support their knowledge construction processes to produce a positive outcome. Based on the behavioral patterns found in this study, suggestions for future studies and further modifications to the system are proposed.
In this paper, we present an augmented reality learning system that enables users to experience an interactive flower garden with the assistance of interactive agents in the augmented picture. We develop an interactive agent that generates problem-solving peer support to a user's action. We overlay virtual flower garden over a physical book and offer a collaborative environment that allows a learner to interact with the agent. To evaluate the effectiveness of the proposed system, we implement it on a mobile device and enable users to experience the collaborative task with the animated character. Through evaluation, we found that the interactive agent could be a promising technology for motivating users to engage in learning systems.
This article examines how play is affected by computers and digital toys. Research indicates that when computer software targeted at children is problem-solving oriented and open-ended, children tend to engage in creative play and interact with peers in a positive manner. On the other hand, drill-and-practice programs can be quite boring and limit children's initiative and decision-making. Digital toys with computer chips installed that make the toys talk or act in certain ways also appear to have a mixed impact on play. Digital toys can serve as catalysts for new forms of play and can have a positive influence on the content of more traditional forms of play. Others contend that children's development can be negatively influenced by playing with digital toys, because they do not encourage creative play. Technological advances in toy manufacture bring significant opportunities and challenges to early childhood education. Parents and teachers need to know how to use technology to promote learning and to enrich children's play and to protect children from possible negative influences.
onstructively promoting the educational development of today's young tech savvy students and fostering the productive technological facility of tomorrow's youth requires harnessing new technological tools creatively. Th e MIT Teacher Education Program (TEP) focuses on the research and development of educational computer-based simulations and games for K- 12 students and teachers. Th is fi eld grows out of the social constructivist basis of much of science and mathematics educational research where students are encouraged to learn through collaboration, conducting experiments and testing hypotheses. Th ese new technologies engage students at a deeply meaningful level, and provide them with the tools and techniques that scientists, engineers and technology workers across a diversity of fi elds use every day. Also at the core of this program is the belief that we must build a bridge between students' experiences in and out of school by incorporating into school curricula the tools, technologies and experiences that students acquire outside of the classroom. Th e specifi c technologies that the TEP has created range from StarLogo TNG, a simulation environment that allows students and teachers to build their own 3D immersive simulations, to handheld Augmented Reality (AR) simulations that combine real surroundings with virtual simulated information to convey authenticity in large scale scientifi c investigations. Th is comprehensive program works with scientists and engineers to ensure that the tools accurately convey scientifi c practices. It involves multiple levels of teachers in a variety of subject domains as design and implementation partners, and engages researchers to better understand what and how students learn from these technologies. Our goal is to provide important links between school curricula and the tools and technologies students are either already experiencing or are likely to experience in real world events, with the notion that they will acquire the skills, knowledge and habits of mind to be successful participants in our increasingly technology-infused society, thereby "bridging" experiences between the classroom and the outside world.
