Towards Sustainable Education with the Use of Mobile Augmented Reality in Early Childhood and Primary Education: A Systematic Mapping

Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc.This work was financed by the Universidad de Las Américas through project code: TIC.LCC.22.01

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Volume 2. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Full version of volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conferenc

Canonical explorations of 'Tel' environments for computer programming

This paper applies a novel technique of canonical gradient analysis, pioneered in ecological sciences, with the aim of exploring student performance and behaviours (such as communication and collaboration) while undertaking formative and summative tasks in technology enhanced learning (TEL) environments for computer programming. The research emphasis is, therefore, on revealing complex patterns, trends, tacit communications and technology interactions associated with a particular type of learning environment, rather than the testing of discrete hypotheses. The study is based on observations of first year programming modules in BSc Computing and closely related joint-honours with software engineering, web and game development courses. This research extends earlier work, and evaluates the suitability of canonical approaches for exploring complex dimensional gradients represented by multivariate and technology-enhanced learning environments. The advancements represented here are: (1) an extended context, beyond the use of the ‘Ceebot’ learning platform, to include learning-achievement following advanced instruction using an industrystandard integrated development environment, or IDE, for engineering software; and (2) longitudinal comparison of consistency of findings across cohort years. Direct findings (from analyses based on code tests, module assessment and questionnaire surveys) reveal overall engagement with and high acceptance of collaborative working and of the TEL environments used, but an inconsistent relationship between deeply learned programming skills and module performance. The paper also discusses research findings in the contexts of established and emerging teaching practices for computer programming, as well as government policies and commercial requirements for improved capacity in computer-science related industries

Experiential Learning for Children Aged 4-14: A Rapid Evidence Assessment

A rapid evidence assessment (REA) about experiential learning in education was undertaken to synthesise research concerning children aged 4-14. The REA investigated the effects that approaches to experiential learning had on children’s motivation, engagement, agency, wellbeing, and academic achievement. Database searches were carried out of the Education Resources Information Center (ERIC), the British Education Index, the Teacher Reference Center, the Education Database and APA PsycInfo to review peer-reviewed research studies published between 2013 and 2023. Studies were screened for their relevance, and the Mixed Methods Appraisal Tool (MMAT) was used to assess the methodological quality of relevant studies. 88 studies were included in the final analysis. Synthesis of the findings of the 88 research studies showed positive effects for experiential learning approaches related to children’s motivation, engagement, agency, wellbeing, and academic achievement. Key effects included strong evidence for the beneficial effect of experiential learning on children’s science and maths achievement, and the positive effect that experiential learning had on the engagement and motivation of children who are at-risk, have special educational needs, have behavioural or emotional difficulties, or who are otherwise struggling in formal education. The implications of the REA include the importance of embedding experiential learning within the curriculum, and of connecting it to the wider community

Evaluation of inquiry-based Learning in high school earth science and biology classrooms: learning environment and attitudes

This evaluation of inquiry-based teaching involved 1396 high-school biology and earth science students from Los Angeles County. Inquiry teaching was perceived by students to be more effective than traditional methods in terms of greater teacher support and student involvement. Also inquiry-based instruction was equally effective for male and female student