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MantarayAR: Leveraging augmented reality to teach probability and sampling
Abstract
Drawing from the scholarly literature, it seems that across all levels of education, teachers frequently must assume that students come to them without knowledge of statistics; in essence, instructors start from scratch each time they set out to teach statistics. As such, augmented reality (AR) presents an opportunity to explore ways for students to learn basic statistical reasoning skills authentically and engagingly. This study investigated the impact of an AR learning environment, MantarayAR, on college students' learning outcomes and the perception of collaboration and engagement. The design of this study was a 3 × 2 factorial design that compared and analyzed the performance of students given three types of augmented reality conditions; a high AR experience (with movement throughout a physical space), a low AR experience (without movement throughout a physical space), and no AR experience (2-D images and text), as well as two levels of collaboration (pairs and no pairs). Using the pre-test to categorize students into low or high prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. The results suggest that an AR experience was particularly advantageous for students without prior knowledge of statistical reasoning. Also, students in the AR conditions reported a higher perception of engagement as measured than those who did not.
... The purpose of some research lies in evaluating the effectiveness of mobile applications, mobile platform interfaces to Learning Management Systems (LMS), and tools that are manipulated in mobile scenarios, designed to improve the preparation and learning outcomes of university students (Sommerauer & Müller, 2014;Conley, Atkinson, Nguyen & Nelson, 2020). Other studies investigate students' perceptions of mobile learning, trends, and insights into higher-order processing skills through mobile learning-mediated and problem-solving activities (Hwang, Lai, Liang, Chu, & Tsai, 2018), likewise, the purpose of reviewing the attitude toward m-learning in mathematics by students and teachers is highlighted (Fabian, Topping & Barron, 2016). ...
... Some scenarios show that participation and learning is possible with the intervention of mobile applications based on Augmented Reality (AR) or platforms that articulate Artificial Intelligence as a means of support. This facilitates the student's approach with real or simulated scenarios, effective in the application of mathematical concepts, since AR brings positive effects on learning in students with low prior knowledge (Conley, et al., 2020), and artificial intelligence favors the implementation of personalized mathematics teaching and learning systems, especially through formative assessments in simulation environments and problem-solving (Reimann, Kickmeier-Rust & Albert, 2013). ...
... The empirical evidence that has been gathered shows that AR has the potential to be an effective tool not only in the teaching and learning of mathematics in HEIs, but also in increasing the level of participation and interaction of students within a specific context (Conley, et. al., 2020), as well as providing scenarios to learn formal mathematics content in informal learning environments (Sommerauer & Müller, 2014). ...
In the last decade, the use of mobile devices has been intensified at all educational levels. They have recently been included in the design of strategies and methodologies that contribute to mathematics education, especially in the resolution of mathematical problems. In this research, a systematic review is carried out on the use of mobile devices in the teaching and learning of mathematics in higher education institutions, with the purpose of identifying advantages, limitations, effectiveness, trends, and characteristics that have been presented in the last 10 years. Thirty articles were selected between 2011 and 2021 in 15 indexed journals with three specialized on mobile learning. The insights found allow us to see the current state of the use of mobile learning in the teaching and learning of mathematics in higher education institutions and evolution in new research in mathematics educational scenarios.
... The above-mentioned research shows the superiority of high degree of embodiment, but it is also necessary to fully consider the learner's age, prior knowledge, learning material and the adaptability of embodied degree when designing embodied interventions to avoid redundant effects (Conley et al., 2020;Post et al., 2013). ...
... Existing studies in the field of embodied learning proposed that when students constructively integrate new knowledge with their knowledge structures, and actively participate in embodied activities, they will show a positive attitude towards learning (Conley et al., 2020;Ioannou & Ioannou, 2020). Although the two experimental classes selected in this study used two programming tools with different degrees of embodiment to learn Boolean operation, there were no significant differences in learning attitude, learning immersion, compatibility and cognitive load. ...
... The project logic of the middle-embodied class can only be presented in the form of building instructions, and the component interfaces must correspond one by one, which is relatively more complex. From the analysis of learners' sensitivity to technology, existing studies (Conley et al., 2020) have found that novices' sensitivity to new technology interventions is different, which will have an impact on the learning outcomes. Given the programming tools used by MDE class are more common in daily life, its sensitivity will be relatively lower than the programming tools of HDE class, which in turn result in the difference in the learning outcomes. ...
One of the aspects of programming that novices often struggle with is the understanding of abstract concepts, such as variables, loops, expressions, and especially Boolean operations. This paper aims to explore the effects of programming tools with different degrees of embodiment on learning Boolean operations in elementary school. To this end, 67 fifth graders were divided into two groups and participated in a 16-week quasi-experiment. The two groups were randomly assigned to two treatments: the Middle Degree of Embodiment class using AS-Block and the High Degree of Embodiment class using Boson Kits. The results indicated that (a) there were no significant differences in learning attitude (p>.05), learning immersion (p>.05), compatibility (p>.05) and cognitive load (p>.05) between the two groups; and (b) the High Degree of Embodiment class performed significantly better in terms of the quality of programming works (p<.01, rG=.533) and the final test score (p<.05, rG=.860) than the Middle Degree of Embodiment class. The experimental results are presented, and their implications for the instruction and development of programming education and embodied learning are addressed.
... In addition, novice and advanced learners have different sensitivities to new pedagogical and technological interventions. An interaction was found between AR experience and prior knowledge in which participants with low prior knowledge had the biggest growth space (Conley et al., 2020;Lui et al., 2020). ...
... In general, academic performance is the first indicator used to evaluate the teaching effect. In TBEL, it is more pivotal to carry out multidimensional evaluation, such as retention performance (including immediate recall and delayed recall) (Bokosmaty et al., 2017;Chao et al., 2013;Hung & Chen, 2018;Johnson-Glenberg et al., 2014;Junokas et al., 2018;Xu & Ke, 2020), transfer performance (Bokosmaty et al., 2017;De Koning & Tabbers, 2013), attention level (or engagement) (Cherdieu et al., 2017;Conley et al., 2020;Hung et al., 2015;Lindgren et al., 2019), cognitive load (Hung et al., 2014;Mierowsky et al., 2020;Skulmowski et al., 2016), learning attitude including interest and motivation (Ioannou & Ioannou, 2020;Lindgren et al., 2016;Skulmowski et al., 2016), etc. ...
... On the other hand, collaboration is an important causal factor associated with learning gains. However, cooperation may not bring significant learning gains as a result of some factors, such as the mixed effects in the pairs with random assignment (Conley et al., 2020). In this case, the specific embodied-activity framework should be designed to support cooperation . ...
BRIEF SUMMARY
Technology-Based Embodied Learning (TBEL) is a hotspot in learning science. By systematically reviewing 49 SSCI journal articles, this paper revealed the relationship between any two of sample group, sample size, duration, subject distribution, research design, and measurement instrument, etc. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, et al. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some limitations and future research directions from reviewed papers.
ABSTRACT
Technology-Based Embodied Learning (TBEL) has become a hotspot in learning science. This paper systematically reviewed 49 SSCI journal articles. The results mainly indicate that: (1) The learning phase is proportional to sample size; (2) The sample size of experiments is inversely proportional to the duration; (3) The experiment duration may be inversely proportional to the learning phase; (4) The integration between experiments and various subjects in middle and high school still needs to be improved; (5) A variety of measurement tools are used for almost every type of research design; (6) TBEL has been integrated with a variety of embodied learning theories in various disciplines, especially mathematics and language; and (7) Comparing with other interaction modes, tangible interaction is more conducive to achieve a higher degree of embodied learning, et al. In general, the major results showed TBEL is helpful for students to enhance the knowledge comprehension and skills, improve long-term retention and transfer, achieve high levels of engagement and attention, increase positive learning attitude, and decrease cognitive load. But sometimes, the effect of embodied learning may be limited by types of learning, age of learners, or redundant strategy. We also derive some future research directions from reviewed papers.
... In this sense, in the last ten years the integration of AR systems in mobile devices has been facilitated, allowing the increase in the number of AR applications (Soltani & Morice, 2020). In the case of its application in the educational field, numerous studies have revealed that this technology has immense potential to improve learning and teaching (Billinghurst & Duenser, 2012;Cai et al., 2021;Conley et al., 2020;Dunleavy et al., 2009;Garzón and Acevedo, 2019;Jesionkowska et al., 2020;Johnson et al., 2011;Wang, 2017). Furthermore, studies reveal how it has been used in the hope of increasing knowledge retention by students (Huang et al., 2019); as a strategy to encourage participants to be active and interact with other participants (Finco et al., 2017); powerful and effective means to visualize the microscopic world so that students can observe the composition of different subjects live (Cai et al., 2014); visualize abstract concepts in general (Cai et al., 2016;Dunleavy et al., 2009); as a learning material in the education of people with special needs (Köse & Güner-Yildiz 2021); and it can even help students memorize factual historical information more effectively (Lim & Lim, 2020). ...
... In the scientific literature, AR is positioned as an educational technology of great projection in learning spaces (López-Belmonte et al., 2019). Its potential lies in the benefits it provides in training actions and that science has been demonstrating in its trajectory as a technology applied to the field of education (Cai et al., 2021;Conley et al., 2020;Jesionkowska et al., 2020). In this sense, research has mostly focused on verifying its effectiveness as a technological resource for the improvement of various psychosocial and educational indicators in student populations (Garzón & Acevedo, 2019). ...
The attitude of the teaching staff is positioned as a fundamental aspect for the development of good training practices. These good practices are essential when applied within an innovative techno-pedagogical methodology: augmented reality in education. The objectives of this study are to analyze the development of good teaching practices with augmented reality and to discover the factors that influence their quality. A descriptive and correlational design has been carried out. A total of 1490 Spanish Secondary Education teachers have participated. The instrument used was the adaptation to the Spanish context of the questionnaire of the Attitude Scale of Augmented Reality Applications. The results reveal that teachers show a positive attitude towards the use of augmented reality. As for the aspects that influence the good attitude of teachers are age, the number of devices teachers use, the time they dedicate to technological resources and teaching experience. However, ICT training is what determines a direct influence on the attitude of teachers, as well as satisfaction with reliability.
... Although the number of downloads of AR applications in educational settings exceeds millions, many academic studies on the use of AR in learning settings are carried out as experiments with large effect sizes (Kljun et al., 2020) with a focus on specific effects. Hence, whereas studies have found several benefits of using AR in learning settings (Chu et al. 2019;Conley et al. 2020;Fonseca et al. 2014;Nadeem et al. 2020), there is no comprehensive and coherent classification of the benefits of using AR in learning settings. An overview of the benefits of using AR in learning settings contributes to a better understanding of the role of the AR artefact in general. ...
... A plethora of studies in computer science and learning utilize AR to support beneficial aspects such as learning gain (Chu et al. 2019;Conley et al. 2020;Fonseca et al. 2014;Nadeem et al. 2020) and motivation (Chu et al. 2019;Fonseca et al. 2014;Koo et al. 2019;Moorhouse et al. 2019;Nadeem et al. 2020;Tobar -Muñoz et al. 2017). AR offers the possibility of learner participation (Cai et al. 2020;Lu and Liu 2015;Sáez-López et al. 2020) through collaborative learning areas using interactive 3D content in learning environments (Chen et al. 2020;Küçük et al. 2016;Sáez-López et al. 2020;Tobar-Muñoz et al. 2017). ...
Over the last years, Augmented Reality (AR) technology has been increasingly used in various settings. Yet, AR is still often considered as experimental, which is partly due to the unclear picture of the benefits of using AR. This study systematically reviews research on using AR in learning settings. By examining 93 relevant articles, we identified 21 benefits related to AR learning gains and outcomes. To obtain a comprehensive and coherent overview of the benefits, we classified them based on Fink's taxonomy of significant learning. Our analysis shows that the positive effects of using AR on learners' motivation and joy have been well-studied, whereas the effects on independent learning, concentration, spontaneous learning, critical thinking, and practical skills have not yet been examined in detail. Our study provides directions for future studies on using AR in learning settings and can also help to improve learning designs.
... Those literature review studies show that different learning outcomes and pedagogical conclusions have been studied with both the augmented reality activities (Akçayır and Akçayır, 2017;Altinpulluk, 2019;Bacca et al., 2014;Chen et al., 2017;Erbas and Atherton, 2020;Özdemir, 2017) and the flipped learning method (Akçayır and Akçayır, 2018;Altemueller and Lindquist, 2017;Aydın and Demirer, 2017;Correa, 2018;Koh, 2019;Yıldız et al., 2017). However, some studies suggest designing empirical studies for augmented reality research (Erbas and Demirer, 2019;Conley, Atkinson, Nguyen and Nelson, 2020;Steele, Burleigh, Bailey and Kroposki, 2020;Uluyol and Eryilmaz, 2014), and there were studies to use augmented reality in the flipped learning method (Akçayır and Akçayır, 2018;Chang and Hwang, 2018;Hwang, Lai and Wang, 2015;Ibáñez and Delgado-Kloos, 2018). ...
... Like many other technological steps, integrating augmented reality into the learning process is important. The researchers have suggested conducting experimental studies on the effects of augmented reality(Erbas and Demirer, 2019;Conley, Atkinson, Nguyen and Nelson, 2020;Steele, Burleigh, Bailey and Kroposki, 2020; Uluyol and Eryılmaz, 2014) and have also suggested using augmented reality materials in the flipped learning method(Akçayır and Akçayır, 2018;Chang and Hwang, 2018;Hwang et al., 2015;Ibáñez and Delgado- Kloos, 2018). In conclusion, while the need to examine the effects of the augmented reality materials and activities in educational environments has not been fulfilled, there is also a need to examine the augmented reality materials in the flipped learning method learning environments. ...
This study aims to investigate the effects of augmented reality activities in both traditional and flipped learning method classroom environments and compare the efficacy of these activities in the context of English phrasal verbs. For this purpose, the study was carried out within the scope of a college of foreign language English language preparation course, and the students' academic achievements, motivation and use of learning strategies were examined. In addition, the opinions of the course lecturer and students on augmented reality, augmented reality activity experiences, and expectations of the future of augmented reality were all examined within the scope of the research. A mixed-method approach was used with a quasi-experimental research design in the
study, which includes a pre-test, a post-test, and a control group. The research study group consists of 61 students from the College of Foreign Languages’ English preparatory course. The research was carried out within the English language preparatory course scope in the context of phrasal verbs in the fall semester of the 2019–2020 academic year. There were two experimental research groups, one of which followed the traditional classroom instruction plan, and the other followed the flipped learning method instruction plan. The control group followed the standard curriculum, using existing classroom
technology. Both experimental research groups performed the same augmented reality activities throughout the research process. Descriptive statistics, one-way Analysis of Variance (ANOVA), repeated measure variance analysis, and the Kruskal–Wallis test were all used to analyse the study's quantitative data. In addition, descriptive analysis was performed on the qualitative data. As shown by the study results, the students' academic achievement scores in the experimental groups increased more than the control group students, who only followed the curriculum. However, at the end of the experimental process, it was concluded that there were no significant differences between the students’ pre-test and post-test motivational belief and learning strategy scores. Furthermore, when the findings obtained from the semi-structured interviews were examined, the course lecturer and students from the experimental research groups generally stated that augmented reality activities could increase lesson success and motivation. Lastly, several suggestions were made based on the results of the study.
... Collaborative learning with AR has emerged as a new research and development trend in both academia and industry [4,13,15,26,27]. Collaborative learning can not only improve students' learning motivation and performance but also improve their teamwork ability and social skills. ...
... In addition, the "pull-request" feature was designed in the application to add an iterative process in the projects. Mantara-yAR [4] is a marker-based AR application to teach statistics. It studies students' learning performance and engagement with different setups, including AR vs. non-AR and individual vs. collaborative learning. ...
... Conley (2018) investigated the effect of the AR learning environment on the learning gains and perception of collaboration and engagement [14]. Two hundred and fifty-two participants, consisting of undergraduate and graduate students, were divided into six groups with different AR learning environments given the levels of AR experience and collaboration. ...
... First, the results indicate that AR-based AI education proposed in this study can sufficiently recognize the interest in AI and the importance of AI to non-engineering majors who have never learned about AI. In other words, this study indicated that AR-based hands-on activities provide enough immersion and audiovisual stimulation so that even non-engineering majors can perform meaningful learning activities [8], [14]. Second, by analyzing the acceptance of AR technology used in AI education for non-engineering majors, the scores of ATU and IU were high, which implies that the attitude and intention to actively use AR-based AI education apps are high. ...
The purpose of this study is to develop an AR-based app to teach non-engineering majors AI and analyze the educational effect. AIEduAR has developed a visual solution that displays the methods of teaching non-engineering majors how the machine learning on their own. Eighty-eight undergraduates who had not received any AI education were given lessons on AI learning principles and required to solve 10 problems using AIEduAR. Through AIEduAR, the students inputted data into augmented reality, set data attributes and learning rates, and entered new data to check out the accuracy of trained AI. Analysis of the technology acceptance model and Instructional Materials Motivation Survey questionnaire concluded that they are highly likely to accept and learn AR technology in AI education. Moreover, AIEduAR turned out to be effective in boosting their confidence in learning and instantaneous feedback. This study has successfully incorporated AR into AI education and developed learning steps required for AI education using AR.
... Additionally, learning using memorization coupled with low conceptual knowledge on STEM disciplines hinders the development of students' thinking skills (Ali & Bakar, 2019). Therefore, AR technology as an effective instrument for STEM education indicated by the characteristics and features of as education and training in STEM pedagogy over an interdisciplinary method and leveraging modern technologies can support in the processes of learning (Conley et al., 2020;Sahin & Yilmaz, 2020). Moreover, STEM lessons enriched with technologies which involve visuals for the teaching of phenomena which cannot be well examined in the class are more effective than conventional lessons (Arici et al., 2019). ...
Augmented Reality has found extensive use as an interactive technology in various learning and educational environments. However, a previous systematic review (SR) lacked a framework to identify the various types of augmented reality utilized, the types of technology employed, and the types of augmented parameters involved. The primary objective of this study was to review current studies in which Augmented Reality learning was used to assist Science, Technology, Engineering and Mathematics education. This study was guided by the processes of identification, screening, eligibility, included and data analysis on three search engines which were ERIC, ScienceDirect and Scopus. In reporting this research, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis protocol was followed which identified 42 related articles. Our findings revealed that three popular types of Augmented Reality design were being utilized in Science, Technology, Engineering and Mathematics learning including marker-less Augmented Reality, marker-based Augmented Reality and projection-based Augmented Reality. The SR outputs also indicated that most scholars employed cameras and object markers as technological modalities to support Science, Technology, Engineering and Mathematics education. Finally, 3D and animated elements were widely used augmented components in Science, Technology, Engineering and Mathematics education. One of the significant implications was that comprehending these distinctions could help in the choice of the appropriate Augmented Reality variant for a specific use circumstance and enable the creation of successful Augmented Reality experiences that fulfil predetermined goals.
... In fact, in the 21 st -century, the education system must apply the skills needed in the world of education today. One of the demands of the 21st century focuses on communication skills (Conley et al., 2020;López-Faican & Jaen, 2020). According to the US-based Partnership for 21 st Century Skills in identifying skills needed in the 21st century, namely "The 4Cs" -collaboration, communication, creativity, and critical thinking Sajid et al., 2021). ...
Students' creative thinking skills need to be developed, one of which is through learning. This research was aimed to produce Augmented Reality (AR) media based on Group Investigation (GI) practice models on various living things to improve students' creative thinking skills. This research and development using the 4-D model. However, it only reached the Develop stage. The population of this study was students of SMA Muhammadiyah 10 Surabaya in the Science class, with 37 students in each class. This study collected data through validation tests, pre-tests, post-tests, observation sheets for creative thinking skills, questionnaires, and student responses. The data analysis technique used is qualitative and quantitative descriptive. The results of development research carried out by researchers related to Mobile AR media with display aspects with 17 indicators obtaining good category. Whereas in the programming aspect, seven indicators are good category. So, the Mobile AR media validation results are good category. Biological material in the application with AR with content aspects with eight indicators are very good category. Whereas in the learning aspect, which consists of 16 indicators, in the good/valid category. The material in this category is worthy of being tested in the field. Based on descriptive statistics, the pre-test and post-test proved to be higher. We discuss these results and its implications.
... The result of this activity was the development of more safety-conscious explorations, in addition to improved content knowledge acquisition . Integration of AR into hi-flexible/hybrid learning experiences affords learners opportunities to engage with science content remotely (online) (Nidhom et al., 2022) and in-person (face-to-face) (Conley et al., 2020;Turan & Atila, 2021). The creation of immersive interactive learning experiences are foundational practices in every learning experience, be they core physical and social science courses or the liberal arts (i.e., music, language, art, communication, etc.) Another example of applied AR technology is assisting learners in developing general science knowledge. ...
Extended reality (XR) represents the future of education. Before XR can be effectively integrated into schools and XR teaching standards can be imagined, practitioners and researchers must first lead the way to educate stakeholders on the power of XR as a tool for teaching and learning by establishing data-backed pedagogical strategies. Traditional uses of technology in the classroom are becoming outdated. XR is gradually being assimilated into education to replace them. This second volume shares research on XR within the contexts of schools and universities analyzed through the lens of teacher education. This volume features a wealth of international perspectives of XR researchers from across the globe.
... The result of this activity was the development of more safety-conscious explorations, in addition to improved content knowledge acquisition (Akçayır et al., 2016). Integration of AR into hi-flexible/hybrid learning experiences affords learners opportunities to engage with science content remotely (online) (Nidhom et al., 2022) and in-person (face-to-face) (Conley et al., 2020;Turan & Atila, 2021). The creation of immersive interactive learning experiences are foundational practices in every learning experience, be they core physical and social science courses or the liberal arts (i.e., music, language, art, communication, etc.) (Dunleavy et al., 2009) Another example of applied AR technology is assisting learners in developing general science knowledge. ...
White, S., & Lowell, V. L. (2023). Instructional design practice considerations for augmented reality (AR) content creation and implementation in undergraduate science. In A. Fegely & T. Cherner (Eds), Bridging the XR Technology-to-Practice Gap: Methods and strategies for blending extended realities into classroom instruction, volume II (pp. 197-209). Association for the Advancement of Computing in Education and Society for Information Technology and Teacher Education. https://www.learntechlib.org/p/222293/
... In this study, the authors investigated if learning about geography with an AR tool is effective for both female and male students. In Conley et al. (2020), prior knowledge was used to examine the effectiveness of an AR game. Further learner characteristics that might influence learning with AR are, for instance: self-efficacy, age, curiosity, and experience with AR technology. ...
Research on the use of augmented reality (AR) in education has received a lot of attention in recent years. Based on many systematic reviews and meta-analyses, it has been concluded that AR is effective. Recently, however, researchers have criticized the fact that the empirical basis for this conclusion is based on results from methodologically problematic media comparison studies. However, an analysis of the literature and quantitative evidence for this claim are lacking. In this research project, this research gap was addressed using the Systematic Review method. A total of 92 primary studies from the top 12 Educational Technology journals were coded and analyzed. The results show that research on AR in education is based on media comparison studies: 80% of the studies compare AR to another medium or technology. Few studies examine how and when learning with AR is effective. In addition, results show that over the years, since 2009, more media comparison studies have been published than other research types. We summarize why media comparison studies are problematic and discuss directions for future research on AR in education. This research shifts from the question if AR can be used in instruction to the more important questions of how and when learning and teaching with AR works.
... In this study, the authors investigated if learning about geography with an AR tool is effective for both female and male students. In Conley et al. (2020), prior knowledge was used to examine the effectiveness of an AR game. Further learner characteristics that might influence learning with AR are, for instance: self-efficacy, age, curiosity, and experience with AR technology. ...
To investigate how learning in immersive Virtual Reality was designed in contemporary educational studies, this systematic literature review identified nine design features and analysed 219 empirical studies on the designs of learning activities with immersive Virtual Reality. Overall, the technological features for physical presence were more readily implemented and investigated than pedagogical features for learning engagement. Further analysis with k-means clustering revealed five approaches with varying levels of interactivity and openness in learning tasks, from watching virtual worlds passively to responding to personalised prompts. Such differences in the design appeared to stem from different practical and educational priorities, such as accessibility, interactivity, and engagement. This review highlights the diversity in the learning task designs in immersive Virtual Reality and illustrates how researchers are navigating practical and educational concerns. We recommend future empirical studies recognise the different approaches and priorities when designing and evaluating learning with immersive Virtual Reality. We also recommend that future systematic reviews investigate immersive Virtual Reality-based learning not only by learning topics or learner demographics, but also by task designs and learning experiences.
... Similar to VR, AR is reported to be more effective at small-to-medium scales with students who have low-to-average academic achievements [20,21]. For students with high academic achievements, it proves to be less effective. ...
Higher educational institutions in Western Balkan countries strive for continuous development of their teaching and learning processes. One of the priorities is employing state-of-the-art technology to facilitate experience-based learning, and virtual and augmented reality are two of the most effective solutions to providing the opportunity to practice the acquired theoretical knowledge. This report presents (apart from the theoretical introduction to the issue) an overall picture of the knowledge of AR and VR technology in education in Western Balkan universities. It is based on a semi-structured online questionnaire whose recipients were academic staff and students from universities in Albania, Kosovo, and North Macedonia. The questionnaire differed for each target group; the version for academics comprised 11 questions for 710 respondents, and the version for students comprised 10 questions for 2217 respondents. This paper presents and discusses the results for each question with the aim to illustrate Western Balkan countries’ current state of VR and AR application in education.
... AR is an effort to combine digital elements with physical objects, by presenting information media on an object [7]- [9]. with AR applications, images of an object in 3D are displayed according to their original environment [10]- [12]. Therefore, this study aims to design an application that can provide AR-based information in providing detailed information on historical monuments in Gorontalo. ...
Several historical monument buildings in the city of Gorontalo with important colonial historical features have been designated as cultural reserves. The unavailability of information media that can be accessed by visitors so that visitors do not know in detail about the historical place visited, by implementing augmented reality (AR) technology as access to information media using multimedia development life cycle (MDLC) methods, visitors can access information freely and in real time, by presenting information and also displaying three-dimensional (3D) monument buildings with android devices. Based on research conducted, the design of AR applications is used to create an information media, and also one of the methods of introducing gorontalo historical monuments that can be used for prospective visitors outside the area and within the area. Implementing AR on historical monuments in Gorontalo Provides a new alternative, in utilizing technology by providing an information medium for historical monuments in Gorontalo.
... Neben der Motivation wurden in vielen Studien auch andere affektive Faktoren beim Lernen mit AR exploriert. Hierzu lässt sich festhalten, dass Lernende den Einsatz von AR als äußerst zufriedenstellend wahrnehmen und das AR-basierte Lernen gegenüber anderen Lernangeboten bevorzugen (Altmeyer et al., 2020;Conley et al., 2020;Demitriadou et al., 2020;Yip et al., 2019). Zudem wurde demonstriert, dass AR-Lernumgebungen die Einstellung gegenüber naturwissenschaftlichen Fächern (Baran et al., 2019;Beyoglu et al., 2020;Sahin & Yilmaz, 2020) verbessern kann sowie zu einer grundsätzlich positiveren Haltung gegenüber dem eigenen Lernen beitragen kann (Harley et al., 2016;López-Faican & Jaen, 2020;Poitras et al., 2019;Yilmaz et al., 2017). ...
In this thesis, the author presents three studies that deal with the effects of an augmented reality escape room game on learning outcomes and immersion experience. Augmented reality, AR, is a relatively new visualization technology that extends the real environment with virtual elements. AR allows completely new possibilities for the design of educational escape room games. For example, AR simulates authentic situations, enables interactions between players and virtual avatars as well as real and digital objects, and engages learners into physical activities. The combination of AR and the game-like narrative environment creates a learning space that involves learners cognitively and emotionally in the simulated situation leading to the experience of immersion. However, the influence of immersion experience on learning outcomes is contradictory.
For example, the lower levels of immersion (engagement, engrossment), described in the immersion continuum, turned out to promote learning, while the highest level of immersion, total immersion, tends to inhibit learning. Research that has addressed this challenge to learning with AR escape room games has been lacking. In this thesis, the author addresses this research gap by first exploring in Study 1 whether learning can occur with an AR escape room game. To be able to explain possible successes or failures, the Cognitive Affective Theory of Learning with Media (CATLM) serves as a theoretical framework. As the results show, the used AR escape room game Escape Fake can enhance learning: The learners in the study were able to significantly increase their knowledge on fake news, were better able to assess simulated postings from social networks as true or false news and increased their willingness to check online information on the Internet for accuracy.
Study 2 addresses the challenge of immersion as a possible distracting variable in the learning process. In study 2, the author developed scaled-down marker images to ensure playing Escape Fake in a seated position. The author hypothesized that a lower experience of total immersion would occur in the seated condition, which should then have a positive impact on learning outcomes. As the results from Study 2 show, the lower physical involvement had no effect on the experience of total immersion. As a result, the learners neither differ in their performance on a knowledge test and an application task, nor their willingness to check online information on the internet for accuracy. Significant differences were found for the immersion level of engrossment, which learners in the seated condition perceived as more intense.
To reduce the immersion experience, Study 3 combined the generative learning strategy of summarizing with playing Escape Fake in the experimental condition. Learners in this group summarized the content of the game in their own words after playing. The results show that adding the learning strategy can significantly reduce the experience of total immersion. As a result, learners in the experimental group were significantly better at applying their knowledge to the evaluation of simulated postings from the social networks. No effect was found for knowledge acquisition and the affective learning outcome. The second goal of Study 3 was also met: adding the generative learning strategy of summarizing had no negative effect on the experience of the two immersion levels that are productive for learning (engagement and engrossment).
In summary, the Escape Fake AR escape room game proved to be an effective and meaningful educational resource. The use of the game in the context of fake news education is recommended. Further empirical, theoretical, and practical implications and the development of future AR escape games are discussed in the course of this work.
... With the availability of Google Cardboard and powerful mobile computing hardware like Qualcomm Snapdragon 3 , developers can now integrate interactive technologies like AR/VR in affordable smartphones. These emerging interactive technologies help in visualizing the complex structures (Argüello & Dempski, 2020), increases students' self-efficacy (Petersen et al., 2020), supports industrial training (Grajewski & Hamrol, 2020), and improve students' learning performance (Conley et al., 2020). Educational apps have been in the market for quite a long while, and with new emerging technologies such as AR/VR, they are also incorporated in educational apps (Yuen et al., 2011). ...
The aim of this study is to investigate the public opinion (i.e., the learners themselves) of apps incorporating emerging technologies Augmented Reality (AR) and Virtual Reality (VR) and find out how satisfied mobile platform users are with these technologies for educational purposes. We performed sentiment analysis of more than one million reviews from 800 different Android apps collected by systematic scrapping of the Google Play Store. Identified apps were separated into five categories: AR, AR+Educational, VR, VR+Educational, and Educational. We identify reviews from each app as positive, negative, or neutral, and apply aspect labels depending on the content of the review. We adopted Bidirectional Encoder Representations from Transformers (BERT) and classify the labels into seven categories: technical issues, usability, content, user interaction, feature request, learning qualities, and advert-related. The results indicate that the positive sentiments are 54.6% for AR, 49.6% for AR+Educational, 47.7% for VR, 71.4% for VR+Educational, and 75.2% for Educational. The results suggest that education apps that do not incorporate AR or VR are receiving higher user satisfaction than apps that incorporate these emerging
technologies. Analyzing and understanding user reviews will help instructional designers, software developers, and hardware designers to resolve the key inhibitors of these apps.
... In one study, however, it was observed that some of the variables were not different in the traditional method and the AR method or the AR method was more effective. Nakano et al. (2017), Cai (2018, Demitriadou et al. (2019), de Ravé et al. (2016, Cheng et al. (2018), Conley, Atkinson, Nguyen and Nelson (2020), Flores-Bascuñana et al. (2020), Alves et al. (2017), Cai et al. (2020, Sarkar, Pillai and Gupta (2018), Arvanitaki and Zaranis (2020), Liao et al. (2015), Sun and Chen (2019), Sun and Chen (2020), Manisha and Mantri (2019) AR is more effective and/or makes no difference 1 Cai, Liu, Yang and Liang (2019) ...
Bu çalışmanın amacı AG teknolojisinin matematik eğitiminde kullanımına ilişkin gerçekleştirilen bilimsel çalışmaların incelenmesidir.
... In one study, however, it was observed that some of the variables were not different in the traditional method and the AR method or the AR method was more effective. Nakano et al. (2017), Cai (2018, Demitriadou et al. (2019), de Ravé et al. (2016, Cheng et al. (2018), Conley, Atkinson, Nguyen and Nelson (2020), Flores-Bascuñana et al. (2020), Alves et al. (2017), Cai et al. (2020, Sarkar, Pillai and Gupta (2018), Arvanitaki and Zaranis (2020), Liao et al. (2015), Sun and Chen (2019), Sun and Chen (2020), Manisha and Mantri (2019) AR is more effective and/or makes no difference 1 Cai, Liu, Yang and Liang (2019) ...
This study aimed to examine the methodological trends of studies using the Augmented Reality (AR) technology in mathematics education and reveal basic findings obtained from the studies. In this context, a systematic review process was conducted in the Web of Science database and 86 studies obtained as aconsequence were reviewed. In this systematic review study, the content analysis method has been used to analyze the data. As a result of analyzing the studies reviewed, it was observed that related studies increased as from 2010, and the qualitative method was the most frequently used. It was determined that materials in the studies were usually designed using the Unity3D and Vuforia platforms. In the studies reviewed, it was seen that the most frequently faced advantages of AR in mathematics education were that it supported learning and motivation and enhanced the spatial abilities of students. Additionally, the most frequent disadvantages of AR in mathematics education were that it caused technical inconveniences and it is difficult to develop materials through AR. Students show resistance against new technology, and it causes health problems in extended use. Finally, recommendations for researchers and practitioners have been presented based on the findings obtained from this systematic review.
... В складывающейся ситуации ощущается все большая потребность в цифровых учебных материалах. Исходя из такой необходимости, все больше исследований посвящается подготовке цифровых учебных материалов: видеолекций, практикумов с элементами дополненной реальности, презентаций, контрольных работ со встроенными заданиями в режиме дополненной реальности по различным учебным дисциплинам [7]. ...
Objective : to determine the character and forms of the new generation educational materials in the conditions of a new reality - the dominance of clip consciousness, because it is focused on the perception of changing visual images and it limits the formation of systemic knowledge about the subject of study. 2) to make an overview of augmented reality (AR) programs and applications that can be used in the preparation of educational materials. Applied method : analysis of documents, including publications of domestic and foreign authors, describing the experience of introducing virtual (VR), augmented (AR) and mixed (MR) realities technologies into the educational process and educational materials; online sources for the latest augmented reality learning software. Results : textbooks with AR enable to observe objects in 3D in real time and in a real physical environment using smartphones, special glasses; it will allow them to gain practical knowledge and experience. Educational materials with AR and VR will become more in demand in technical / engineering and architectural and construction education, they will allow to visualize projects, to view the architectural models in detail. Conclusions : the use of augmented reality elements has a positive effect on the quality of education, but its effectiveness for students of different specialties is different. The greatest effectiveness of AR in the process of teaching undergraduate students of engineering and architectural specialties was revealed. In general, the impact of virtual and augmented reality on consumers is ambiguous. The problem requires further study, in particular, in the aspect of technostress.
... In this context, it was identified that AR generates positive effects on students, generating greater motivation, which generates gains in the learning process, in fact, the use of technology is useful to support and improve learning. These findings were contrasted with the hypotheses of similar studies such as those presented by (Conley et al., 2020;Fidan & Tuncel, 2019;López-Faican & Jaen, 2020), these studies demonstrated the advantages of learning with RA and without RA, in which they conclude that this technology contributes to learning, attitude, motivation, attention and retention of students. ...
Augmented Reality (AR) is changing the perception of education in the way of learning, therefore, in the way of teaching, consolidating AR as part of the future of education, but not only in this field, but in general in the medicine, industry, transportation, marketing, architecture, entertainment and tourism. Currently, education seeks new techniques that help and facilitate students to improve compression. The present work makes a study of the use of Augmented Reality for the improvement of learning, from an analysis of the technological development of this technology, the types of software on the market to create augmented models, and an analysis of the use of this technology in the education, then an application, for the Logistics course of the Master's Degree in Organisational and Logistics Engineering of the Universitat Politècnica de València, with this application we intend to innovate in traditional educational strategies. Once this tool was created, we evaluated the use of Augmented Reality with the students of the subject, in which users determined that AR facilitates the learning process and motivates their participation in the subject.
In the present investigation, the qualitative results of an educational intervention are presented, which consisted in the implementation of augmented reality resources A.R in the teaching process, the objective of the investigation was to identify the different categories that arose in the speeches of the participants in relation to their experience in the application of augmented reality elements in the learning process, for which the open coding technique was used. The study, which lasted 8 weeks, was conducted with a population of 81 students, 45 women and 36 men, whose ages ranged between 13 and 16 years.Once the intervention was over, an in-depth interview was applied to identify the experiences of the participants, subsequently the information obtained was analyzed, identifying the following categories of description: a) learning experience with elements of augmented reality, b) adaptation to a new methodology of learning, c) motivation, d) benefits and disadvantages of the application of elements of A.R.The results show that many students interviewed gave answers in favor of the use of augmented reality technology, the participants pointed out that the learning experience with elements of augmented reality was innovative and interesting, in relation to the adaptation to a new methodology. of learning indicate that they did not have major difficulties once they became familiar with the operation of the different applications, the vast majority indicated that they felt motivated during the intervention, this being the greatest benefit as well as being able to access study topics in an effortless way. Interactive, which significantly improves their willingness to conduct learning activities, finally as disadvantages of the application of AR elements, they pointed out that the applications used require a lot of memory on mobile devices.KeywordsAugmented realityeducationinnovationtechnology
Augmented reality (AR) has shown positive effects in education. In the present investigation, the results of an educational intervention, which consisted in the implementation of AR resources in the teaching process, are presented. The research had as objectives A) to analyze students’ perspectives on the implementation of AR in the educational field; B) to design resources with AR with the participants, as products of their projects; and C) to compare the performance of students doing projects with AR with their performance in a project done previously. The study was carried out with a population of 39 students between 12 and 16 years old who developed research projects on various topics in which they had to develop a product as the result of their research. The duration of the project was 6 weeks, for which the students worked in groups with the PBL methodology. To collect information about the learning experience, a survey was applied to the participants at the end of the intervention. Products, because of the project, were developed and presented by the students, and the grades obtained in the development of the project and qualifications obtained in previous projects were compared. Once the results were analyzed, it was evident that A) the vast majority of students surveyed gave answers in favor of the use of the technology to improve their motivation to learn, which significantly improved their willingness to carry out learning activities; B) the products developed were brochures and posters assembled with AR resources; and C) an increase of 2.24 points in the course average occurred in relation to the previous project.KeywordsAugmented realityEducationInnovation
Este estudio tiene como objetivo describir la adaptación de las ideas de la cognición 4E en el estudio del aprendizaje de las matemáticas en la investigación contemporánea, de manera que pueda propor-cionar estrategias para cualificar los procesos pedagógicos y didácti-cos en las aulas en tiempos de pospandemia. Se realizó la búsqueda de artículos a texto completo en las bases de datos Science Direct y Ebsco Academic Search Ultimate, de los últimos cuatro años. Se se-leccionaron 56 artículos, que se analizaron mediante análisis de con-glomerados, nubes de palabras y mapas jerárquicos en Nvivo 11. Se obtuvieron cuatro núcleos temáticos (andamiaje, trayectoria socio-cultural, numerosidad y adquisición de conceptos básicos en mate-máticas y exploración de nichos matemáticos) que permiten avanzar en la implementación de mejoras en la enseñanza y el aprendizaje en pospandemia
It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with meta-analysis method. 16 studies included into this research were accessed from ERIC, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis, Web of Science databases in line with certain criteria. In order to reach these studies from databases, the following key words were used; “‘augmented reality’ & ‘achievement’” and “‘augmented reality’ & ‘achievement & science’”. Funnel plot, Orwin’s Fail-Safe N and Egger tests were used for detecting the publication bias and it was determined that there is no publication bias. At the end of the meta-analysis, it was determined that the effect of the use of the augmented reality applications on the student achievement in the science course is moderate (d = 0,643) in favor of the experimental group. Thus, it was presented that the use of the augmented reality applications affects the student achievement positively in the science course.
This work presents a revision of possible applications of the augmented reality in the scholar context, such as the utilization of augmented reality to improve reading comprehension or its application in geometry learning and many others. At the same time, as a contribution to the research field, there is a proposal about the design and development of didactical resources that count with augmented reality objects, images, or illustrative graphs, as well as multimedia videos to improve the teaching-learning process of various academic topics.
This study uses persuasive game design to improve the safety education of left-behind children in rural China. Persuasive game is a design method that is used to change or shape the user's behavior or attitude in recent years. It has been practiced and applied in many fields such as medical health [1, 2, 3, 4], social interaction [5], advertising [6]. By exploring how the Persuasive Technology and Behavior Change Model affect user behavior change, this paper optimizes the design model of persuasive games in the existing research and clarifies the four stages of the persuasive game on user behavior change. Finally, we verify the feasibility of persuasive games in the field of children's safety education through a design practice case named “Class is Over”.
This study presents a systematic review of the existing literature on the benefits and challenges faced regarding the use of augmented reality (AR) in Science, Technology, Engineering, and Mathematics (STEM) education. Guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) method, a systematic review of the ScienceDirect database identified 19 related studies. Further investigation of these articles resulted in four themes of AR advantages, namely its contribution to learners, the learning outcomes, the interaction of AR, and other benefits. These four themes further produced a total of 16 sub-themes, while the challenges aspect of AR resulted in 5 sub-themes. The most reported benefit of AR is that it stimulates learning achievement. Some observed that the challenges imposed by AR are concerned with marker detection and usability. Several other problems and advantages of AR usage in STEM education were also discovered, which will be discussed in detail. Additionally, the existing gaps of AR study in the STEM education field were identified, and recommendations are therefore presented for future research.
This study presents a systematic review of the existing literature on the benefits and challenges faced regarding the use of augmented reality (AR) in Science, Technology, Engineering, and Mathematics (STEM) education. Guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) method, a systematic review of the ScienceDirect database identified 19 related studies. Further investigation of these articles resulted in four themes of AR advantages, namely its contribution to learners, the learning outcomes, the interaction of AR, and other benefits. These four themes further produced a total of 16 sub-themes, while the challenges aspect of AR resulted in 5 sub-themes. The most reported benefit of AR is that it stimulates learning achievement. Some observed that the challenges imposed by AR are concerned with marker detection and usability. Several other problems and advantages of AR usage in STEM education were also discovered, which will be discussed in detail. Additionally, the existing gaps of AR study in the STEM education field were identified, and recommendations are therefore presented for future research.
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self‐efficacy. A total of 101 students were divided into two groups based on their mathematics learning self‐efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self‐efficacy to pay closer attention to higher level conceptions. It can also help higher self‐efficacy students to apply more advanced strategies when learning mathematics.
Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.
This paper explores the recent development and innovative uses of augmented reality (AR) in formal and informal education. Our research categorizes current AR technologies, introduces a review of relevant literature, and presents case studies illustrating AR implementation utilizing different pedagogical approaches. Based on current trends, the educational potential of AR tools and systems is discussed and factors impacting large-scale use in teaching and training are presented.
Background:
Computer-based applications are increasingly used to support the training of medical professionals. Augmented reality applications (ARAs) render an interactive virtual layer on top of reality. The use of ARAs is of real interest to medical education because they blend digital elements with the physical learning environment. This will result in new educational opportunities. The aim of this systematic review is to investigate to which extent augmented reality applications are currently used to validly support medical professionals training.
Methods:
PubMed, Embase, INSPEC and PsychInfo were searched using predefined inclusion criteria for relevant articles up to August 2015. All study types were considered eligible. Articles concerning AR applications used to train or educate medical professionals were evaluated.
Results:
Twenty-seven studies were found relevant, describing a total of seven augmented reality applications. Applications were assigned to three different categories. The first category is directed toward laparoscopic surgical training, the second category toward mixed reality training of neurosurgical procedures and the third category toward training echocardiography. Statistical pooling of data could not be performed due to heterogeneity of study designs. Face-, construct- and concurrent validity was proven for two applications directed at laparoscopic training, face- and construct validity for neurosurgical procedures and face-, content- and construct validity in echocardiography training. In the literature, none of the ARAs completed a full validation process for the purpose of use.
Conclusion:
Augmented reality applications that support blended learning in medical training have gained public and scientific interest. In order to be of value, applications must be able to transfer information to the user. Although promising, the literature to date is lacking to support such evidence.
Increased attention is being paid to the need for statistically educated citizens: statistics is now included in the K-12 mathematics curriculum, increasing numbers of students are taking courses in high school, and introductory statistics courses are required in college. However, increasing the amount of instruction is not sufficient to prepare statistically literate citizens. A major change is needed in how statistics is taught. To bring about this change, three dimensions of teacher knowledge need to be addressed: their knowledge of statistical content, their pedagogical knowledge, and their statistical-pedagogical knowledge, i.e., their specific knowledge about how to teach statistics. This book is written for mathematics and statistics educators and researchers. It summarizes the research and highlights the important concepts for teachers to emphasize, and shows the interrelationships among concepts. It makes specific suggestions regarding how to build classroom activities, integrate technological tools, and assess students' learning. This is a unique book. While providing a wealth of examples through lessons and data sets, it is also the best attempt by members of our profession to integrate suggestions from research findings with statistics concepts and pedagogy. The book's message about the importance of listening to research is loud and clear, as is its message about alternative ways of teaching statistics. This book will impact instructors, giving them pause to consider: "Is what I'm doing now really the best thing for my students? What could I do better?" J. Michael Shaughnessy, Professor, Dept of Mathematical Sciences, Portland State University, USA This is a much-needed text for linking research and practice in teaching statistics. The authors have provided a comprehensive overview of the current state-of-the-art in statistics education research. The insights they have gleaned from the literature should be tremendously helpful for those involved in teaching and researching introductory courses. Randall E. Groth, Assistant Professor of Mathematics Education, Salisbury University, USA.
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.
Web-augmented traditional lecture, fully online, and flipped sections, all taught by the same instructor with the same course schedule, assignments, and exams in the same semester, were compared with regards to student attitudes; statistical reasoning; performance on common exams, homework, and projects; and perceptions of the course and instructor. The Survey of Attitudes Toward Statistics-36 (SATS-36) instrument and eight questions from the Statistical Reasoning Assessment (SRA) were given both at the beginning and end of the semester to measure change. The students selected their own sections, but the students in the sections were similar demographically, with similar pre-course college grade point averages. The SATS-36 showed increases in affect, cognitive competence, and perceived easiness and decreases in value, interest, and effort from beginning to end of the semester for all sections. Only affect and perceived easiness showed any differences for section, with traditional higher than online on average for both. Results from the SRA questions showed an increase in correct statistical reasoning skills and decrease in misconceptions for all sections over the semester. Traditional students scored higher on average on all three exams, but there were no significant differences between sections on homework, the project, or on university evaluations of the course or instructor. Results are contextualized with prior educational research on course modalities, and proposals for future research are provided. © 2015 by Ellen Gundlach, K. Andrew R. Richards, David Nelson, and Chantal Levesque-Bristol.
The goal of this article is to introduce the topic of learning to reason from samples, which is the focus of this special issue of Educational Studies in Mathematics on statistical reasoning. Samples are data sets, taken from some wider universe (e.g., a population or a process) using a particular procedure (e.g., random sampling) in order to be able to make generalizations about this wider universe with a particular level of confidence. Sampling is hence a key factor in making reliable statistical inferences. We first introduce the theme and the key questions this special issue addresses. Then, we provide a brief literature review on reasoning about samples and sampling. This review sets the grounds for the introduction of the five articles and the concluding reflective discussion. We close by commenting on the ways to support the development of students’ statistical reasoning on samples and sampling.
This paper provides practical examples of how statistics educators may apply a cooperative framework
to classroom teaching and teacher collaboration. Building on the premise that statistics instruction ought
to resemble statistical practice, an inherently cooperative enterprise, our purpose is to highlight specific
ways in which cooperative methods may translate to statistics education. So doing, we hope to address
the concerns of those statistics educators who are reluctant to adopt more student-centered teaching
strategies, as well as those educators who have tried these methods but ultimately returned to more
traditional, teacher-centered instruction.
These 2 studies investigate the extent to which an Embodied Mixed Reality Learning Environment (EMRELE) can enhance science learning compared to regular classroom instruction. Mixed reality means that physical tangible and digital components were present. The content for the EMRELE required that students map abstract concepts and relations onto their gestures and movements so that the concepts would become grounded in embodied action. The studies compare an immersive, highly interactive learning platform that uses a motion-capture system to track students’ gestures and locomotion as they kinesthetically learn with a quality classroom experience (teacher and content were held constant). Two science studies are presented: chemistry titration and disease transmission. In the counterbalanced design 1 group received the EMRELE intervention, while the other group received regular instruction; after 3 days and a midtest, the interventions switched. Each study lasted for 6 days total, with 3 test points: pretest, midtest, and posttest. Analyses revealed that placement in the embodied EMRELE condition consistently led to greater learning gains (effect sizes ranged from 0.53 to 1.93), compared to regular instruction (effect sizes ranged from 0.09 to 0.37). Order of intervention did not affect the final outcomes at posttest. These results are discussed in relation to a new taxonomy of embodiment in educational settings. We hypothesize that the positive results are due to the embodiment designed into the lessons and the high degree of collaboration engendered by the co-located EMRELE. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Augmented Reality is poised to profoundly transform Education as we know it. The capacity to overlay rich media onto the real world for viewing through web-enabled devices such as phones and tablet devices means that information can be made available to students at the exact time and place of need. This has the potential to reduce cognitive overload by providing students with “perfectly situated scaffolding”, as well as enable learning in a range of other ways. This paper will review uses of Augmented Reality both in mainstream society and in education, and discuss the pedagogical potentials afforded by the technology. Based on the prevalence of information delivery uses of Augmented Reality in Education, we argue the merit of having students design Augmented Reality experiences in order to develop their higher order thinking capabilities. A case study of “learning by design” using Augmented Reality in high school Visual Art is presented, with samples of student work and their feedback indicating that the approach resulted in high levels of independent thinking, creativity and critical analysis. The paper concludes by establishing a future outlook for Augmented Reality and setting a research agenda going forward.
In recent years, an increasing number of Mixed Reality (MR) applications have been developed using agent technology — both for the underlying software and as an interface metaphor. However, no unifying field or theory currently exists that can act as a common frame of reference for these varied works. As a result, much duplication of research is evidenced in the literature. This paper seeks to fill this important gap by outlining “for the first time” a formal field of research that has hitherto gone unacknowledged, namely the field of Mixed Reality Agents (MiRAs), which are defined as agents embodied in a Mixed Reality environment.Based on this definition, a taxonomy is offered that classifies MiRAs along three axes: agency, based on the weak and strong notions outlined by Wooldridge and Jennings (1995); corporeal presence, which describes the degree of virtual or physical representation (body) of a MiRA; and interactive capacity, which characterises its ability to sense and act on the virtual and physical environment.Furthermore, this paper offers the first comprehensive survey of the state-of-the-art of MiRA research and places each project within the proposed taxonomy. Finally, common trends and future directions for MiRA research are discussed.By defining Mixed Reality Agents as a formal field, establishing a common taxonomy, and retrospectively placing existing MiRA projects within it, future researchers can effectively position their research within this landscape, thereby avoiding duplication and fostering reuse and interoperability.
In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.
Researchers and educators have found that statistical ideas are often misunderstood by students and professionals. In order to develop better statistical reasoning, students need to first construct a deeper understanding of fundamental concepts. The Sampling Distributions program and ancillary instructional materials were developed to guide student exploration and discovery. The program allows students to specify and change the shape of a population, choose different sample sizes, and simulate sampling distributions by randomly drawing large numbers of samples. The program provides graphical, visual feedback that allows students to construct their own understanding of sampling distribution behavior. To capture changes in students' conceptual understanding we developed diagnostic, graphics-based test items that were administered before and after students used the program. An activity that asked students to test their predictions and confront their misconceptions was found to be more effective than one based on guided discovery. Our findings demonstrate that while software can provide the means for a rich classroom experience, computer simulations alone do not guarantee conceptual change.
This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a
theoretical foundation and its pragmatic application to designing learning activities with mobile technologies.
It sets out three learning spaces that are explicitly considered in the book: individual, collaborative,
and situated learning. On these differing learning spaces, we begin by proposing the essential
factors in effective mobile learning experience design that should be addressed by different features
or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide
systematic support for mobile learning expererience design. This chapter concludes by surveying the
mobile learning systems included in this book, reviewing their differing learning activities within context
of the framework. We hope that this analysis will help to expose the key qualities and features that can
support the future development of increasingly effective mobile learning applications.
There is a growing feeling in the statistical community that significant changes must be made in statistical education. Statistical education has traditionally focused on developing knowledge and skills and assumed that students would create value for the subject in the process. This approach hasn't worked. It is argued that we can help students better learn statistical thinking and methods and create value for its use by focusing both the content and delivery of statistical education on how people use statistical thinking and methods to learn, solve problems, and improve processes. Learning from your experiences, by using statistical thinking in real-life situations, is an effective way to create value for a subject and build knowledge and skills at both the graduate and undergraduate levels. The learnings from psychology and behavioral science are also shown to be helpful in improving the delivery of statistical education.
Although there has been much speculation about the potential of Augmented Reality (AR) in teaching for learning material, there is a significant lack of empirical proof about its effectiveness and implementation in higher education. We describe a software to integrate AR using the Microsoft Hololens into UML (Unified Modeling Language) teaching. Its user interface is laid out to overcome problems of existing software. We discuss the design of the tool and report a first evaluation study. The study is based upon effectiveness as a metric for students performance and components of motivation. The study was designed as control group experiment with two groups. The experimental group had to solve tasks with the help of the AR modeling tool and the control group used a classic PC software. We identified tendencies that participants of the experimental group showed more motivation than the control group. Both groups performed equally well.
Outdoor field trip experiences are a cornerstone of quality environmental science instruction, yet the excitement and distractions associated with field trips can overwhelm learning objectives. Augmented reality (AR) can focus students’ attention and help them connect the concept rich domain of the classroom with the context rich experiences in the field. In this study, students used an immersive virtual pond, and then participated in a field trip to a real pond augmented by mobile technologies. We are interested in understanding whether and how augmenting a field trip with information via handheld mobile devices can help students connect concepts learned in the classroom with observations during the field trip. Specifically, we are curious about how augmentation allows students to “see the unseen” in concepts such as photosynthesis and respiration as well as apply causal reasoning patterns they learned about in the classroom while using an inquiry-based immersive virtual environment, EcoMUVE. We designed an AR supported field trip with three different treatments: (1) a ‘visual’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using videos and animations (2) a ‘text’ treatment in which students were prompted to consider content or perspectives from EcoMUVE using text and images, and (3) a ‘control’ treatment that did not specifically prompt students to think about content or perspectives from EcoMUVE. We used a mixed-methods research approach and collected data based on pre, mid, and post surveys; student responses to prompts captured in the notes and log files during the field trip; a post-field-trip survey; and performance on an in-class written assignment. On the field trip, we found that students in all three treatments more frequently referred to visible factors and direct effects than to invisible factors and indirect effects. There were few discernible differences between the text and visual prompted treatments based on responses in the notes and log files captured during the field trip. After the field trip, students exposed to the prompted treatments were more likely to describe invisible factors such as wind, weather, and human impacts, while students exposed to the control treatment continued to focus on visible features such as aquatic plants. These findings provide insights to designers who aim to support learning activities in outdoor and immersive learning environments.
How does statistical thinking differ from mathematical thinking? What is the role of mathematics in statistics? If you purge statistics of its mathematical content, what intellectual substance remains?
In what follows, we offer some answers to these questions and relate them to a sequence of examples that provide an overview of current statistical practice. Along the way, and especially toward the end, we point to some implications for the teaching of statistics.
Augmented reality (AR) technology is commonly used in education.
AR offers a combination of the virtual and real world; thus, it can help
students in learning abstract and complex subjects. The purpose
of the current study was to determine the impact of mobile AR
technology on achievement, cognitive load levels and views of 95
first-year university students (40 in the experimental group and 55
in the control group) enrolled in a geography course in the social
sciences education department of the education faculty of a university
in Turkey. A sequential explanatory design, a mixed method type of
research, was used. The data were collected using an achievement
test, a cognitive load scale, and a semi-structured interview form. The
results of the study showed that AR increases students’ achievement
and decreases their cognitive load levels, and the students’ views
about AR technology were positive. Consequently, it can be stated
that mobile AR technology is a useful tool for teaching geography,
especially geomorphology topics.
This classic book, first published in 1991, was one of the first to propose the “embodied cognition” approach in cognitive science. It pioneered the connections between phenomenology and science and between Buddhist practices and science-claims that have since become highly influential. Through this cross-fertilization of disparate fields of study, The Embodied Mind introduced a new form of cognitive science called “enaction," in which both the environment and first person experience are aspects of embodiment. However, enactive embodiment is not the grasping of an independent, outside world by a brain, a mind, or a self; rather it is the bringing forth of an interdependent world in and through embodied action. Although enacted cognition lacks an absolute foundation, the book shows how that does not lead to either experiential or philosophical nihilism. Above all, the book’s arguments were powered by the conviction that the sciences of mind must encompass lived human experience and the possibilities for transformation inherent in human experience. This revised edition includes substantive introductions by Evan Thompson and Eleanor Rosch that clarify central arguments of the work and discuss and evaluate subsequent research that has expanded on the themes of the book, including the renewed theoretical and practical interest in Buddhism and mindfulness. A preface by Jon Kabat-Zinn, the originator of the mindfulness-based stress reduction program, contextualizes the book and describes its influence on his life and work. © 1991, 2016 Massachusetts Institute of Technology. All rights reserved.
The now-classic Metaphors We Live By changed our understanding of metaphor and its role in language and the mind. Metaphor, the authors explain, is a fundamental mechanism of mind, one that allows us to use what we know about our physical and social experience to provide understanding of countless other subjects. Because such metaphors structure our most basic understandings of our experience, they are "metaphors we live by"--metaphors that can shape our perceptions and actions without our ever noticing them.
In this updated edition of Lakoff and Johnson's influential book, the authors supply an afterword surveying how their theory of metaphor has developed within the cognitive sciences to become central to the contemporary understanding of how we think and how we express our thoughts in language.
The purpose of this review was to (a) overview prior knowledge research and its role in student performance, and (b) examine the effects of prior knowledge in relation to the method of assessment. We selected 183 articles, books, papers, and research reports related to prior knowledge. While prior knowledge generally had positive effects on students' performance, the effects varied by assessment method. More specifically, prior knowledge was more likely to have negative or no effects on performance when flawed assessment measures were used. However, in some studies, flawed methods yielded informative results. Thus, in educational research the implications of assessment measures must be considered when examining the effects of prior knowledge.
Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students’ experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants’ cognitive overload and the ways to provide assistance in constructing the presented learning materials. In this study, a mindtool-based AR learning system was developed, based on the repertory grid method and the contiguity principle of multimedia learning, for assisting students in constructing their knowledge in a natural science course. Furthermore, an experiment was carried out on an elementary school natural science course to compare the influences of this method with those of the conventional AR learning system on students’ learning effectiveness. The experimental results show that the designated approach effectively promoted the students’ learning achievements, and no significant difference existed between the mindtool-based AR learning system and the conventional AR learning system in terms of students’ cognition load and satisfaction degree; moreover, both the experimental group and the control group perceived low cognition load during the learning activity and rated their own AR learning systems as being highly satisfactory.
This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. 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. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research.
In recent years, there has been an increasing interest in applying Augmented Reality (AR) to create unique educational settings. This paper reports a review of literature on augmented reality in educational settings considering the factors include the uses, advantages, features, and effectiveness of augmented reality in educational settings. In total, 55 studies published between 2011 and 2016 in Social Sciences Citation Index database 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.
An antagonistic relationship is traditionally seen as existing between eco-education and technology, with conventional instructional approaches usually characterized by a commentator guiding students in field learning. Unfortunately, in this passive learning approach, the discovery of rich ecological resources in eco-environments to stimulate positive emotions and experiences is often condensed into a “sightseeing”. Therefore, precise and systematic guidance focused on providing a rich learning experience is needed in field learning and eco-education. Based on Kolb's experiential learning theory, the current study develops an eco-discovery AR-based learning model (EDALM) which is implemented in an eco-discovery AR-based learning system (EDALS). In a field experiment at a botanical garden, 21 middle school students constitute three groups participated in a learning activity using different learning types and media. Quantitative results indicate that, compared to the human-guidance-only model, EDALS successfully stimulates positive emotions and improved learning outcomes among learners. In post-activity interviews, students indicated they found the exploration mode provided by the proposed system to be more interesting and helpful to their learning in school. The use of attractive technologies increase students’ willingness not only to learn more about the environment, but also to develop a more positive emotional attachment to it.
For many years, students have been taught to visualise data by drawing graphs. Recently, there has been a growing trend to teach statistics, particularly statistical concepts, using interactive and dynamic visualisation tools. Free down-loadable teaching and simulation software designed specifically for schools, and more general data visualisation tools are increasingly being used in New Zealand classrooms. This paper discusses four examples: the use of GenStat for Teaching and Learning Schools and Undergraduate (GTL); Auckland University's iNZight and VIT (Visual Inference Tools) for teaching bootstrapping and randomisation; the CAST e-books, and the use of data visualisation tools to assist learning concepts in official statistics. All these tools are publically available and several are already being used internationally. © International Association for Statistical Education (IASE/ISI).
It is clear that one of the 20th century's greatest educational thinkers believed that there is a close connection between the body and education. But why should we think in the same line? The answer that this chapter develops is in two parts. After a brief discussion of embodiment theory, the chapter first briefly reviews data showing an intimate connection between the body and simple mathematics. Second, it spends considerably more time reviewing data from a research project investigating a reading intervention based on an embodied theory of language. This intervention has been successfully applied across various populations of young readers, and its application in learning abstract concepts in science is beginning to be explored. The essence of embodied theories of cognition is that the body, particularly bodily systems that have evolved for perception, action, and emotion, contribute to "higher" cognitive processes. Many of these cognitive processes are important to education, such as language comprehension, reading, mathematics, and scientific thinking. Thus, the classroom offers a fertile ground for observing effects of embodiment and testing theories.
Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.
Making inferences about population differences based on samples of data, that is, performing intuitive analysis of variance (IANOVA), is common in everyday life. However, the intuitive reasoning of individuals when making such inferences (even following statistics instruction), often differs from the normative logic of formal statistics. The present study examined the reasoning used by several cohorts of first year statistics students when performing IANOVA. In general, participants perceived datasets representing larger but less reliable group differences as stronger evidence of a population effect than datasets representing smaller yet more reliable differences, across various data formats (Experiment 1) and datasets (Experiment 2). Qualitative results revealed several distinct patterns of reasoning between participants which was associated with performance. Implications for instruction are discussed.
This paper describes the importance of developing students’ reasoning about samples and sampling variability as a foundation for statistical thinking. Research on expert–novice thinking as well as statistical thinking is reviewed and compared. A case is made that statistical thinking is a type of expert thinking, and as such, research comparing novice and expert thinking can inform the research on developing statistical thinking in students. It is also posited that developing students’ informal inferential reasoning, akin to novice thinking, can help build the foundations of experts’ statistical thinking.
Augmented reality (AR) has recently received a lot of attention in education. Multiple AR systems for learning have been developed and tested through empirical studies often conducted in lab settings. While lab studies can be insightful, they leave out the complexity of a classroom environment. We developed three AR learning environments that have been used in genuine classroom contexts, some of them being now part of classroom regular practices. These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing. We present here the features that emerged from these co-design cycles and abstract them into design principles.
Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom.
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.
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.
This paper defines statistical reasoning and reviews research on this topic. Types of correct and incorrect reasoning are summarized, and statistical reasoning about sampling distributions is examined in more detail. A model of statistical reasoning is presented, and suggestions are offered for assessing statistical reasoning. The paper concludes with implications for teaching students in ways that will facilitate the development of their statistical reasoning.