Context-Aware Mobile Augmented Reality Visualization in Construction Engineering Education

Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess effectiveness of augmented reality (AR)-based pedagogical tools on student learning. For this purpose, two sets of experiments were designed and implemented in two different construction and civil engineering undergraduate level courses at the University of Central Florida (UCF). The first experiment was designed to systematically assess the effectiveness of a context-aware mobile AR tool (CAM-ART) in real classroom-scale environment. This tool was used to enhance traditional lecture-based instruction and information delivery by augmenting the contents of an ordinary textbook using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g. sound, video, graphs). The experiment conducted on two separate control and test groups and pre- and post- performance data as well as student perception of using CAM-ART was collected through several feedback questionnaires. In the second experiment, a building design and assembly task competition was designed and conducted using a mobile AR platform. The pedagogical value of mobile AR-based instruction and information delivery to student learning in a large-scale classroom setting was also assessed and investigated. Similar to the first experiment, students in this experiment were divided into two control and test groups. Students\u27 performance data as well as their feedback, suggestions, and workload were systematically collected and analyzed. Data analysis showed that the mobile AR framework had a measurable and positive impact on students\u27 learning. In particular, it was found that students in the test group (who used the AR tool) performed slightly better with respect to certain measures and spent more time on collaboration, communication, and exchanging ideas in both experiments. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to reform traditional teaching methods

How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.This work was developed within the framework of the following funded teaching innovation project: Challenge-based learning at the Community of Madrid Regional Archaeological Museum: a proposal for teacher training applied to the classroom 5 years old (UAH/EV1212) (University of Alcalá, Spain). In addition, it had the support of the R + D HETEIC project: Heritage education for the territorial and emotional intelligence of citizens. Analysis of good practices, design, and intervention in compulsory education (EDU 2015-67953-P) (Ministry of Science, Innovation and Universities/FEDER

Horizon Report 2009

El informe anual Horizon investiga, identifica y clasifica las tecnologías emergentes que los expertos que lo elaboran prevén tendrán un impacto en la enseñanza aprendizaje, la investigación y la producción creativa en el contexto educativo de la enseñanza superior. También estudia las tendencias clave que permiten prever el uso que se hará de las mismas y los retos que ellos suponen para las aulas. Cada edición identifica seis tecnologías o prácticas. Dos cuyo uso se prevé emergerá en un futuro inmediato (un año o menos) dos que emergerán a medio plazo (en dos o tres años) y dos previstas a más largo plazo (5 años)

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

COSMUS in school, community and diversity

UIDB/04647/2020 UIDP/04647/2020publishersversionpublishe

Understanding and Telling Stories across Online and Real-world Cultural and Historical Artefacts

Storytelling is a natural way for humans to make sense of their world. Narratives structure experience into expected forms that improve understanding of relationships between discrete objects and events. This is the rationale behind museum curation, which organises objects in the physical museum space to reveal how they are related. This thesis explores how to support people to tell and experience narratives across multiple objects. For the online world, a model of curatorial inquiry is introduced which is designed to support a historical inquiry from online sources. This model extends existing inquiry models and is inspired by museum practice in which curators organize objects into museum narratives. For the physical world, a model is introduced that describes navigation through both the physical and conceptual neighbourhood of a set of objects. It is designed to support tourist activities across a non-portable set of cultural objects, such as statues, buildings, or landscape features. Key findings, based on both participant studies and analysis of data from Foursquare, is that while people are keen to understand stories that link places in a physical space, they prefer to navigate using physical, rather than conceptual proximity, and to visit places that are popular. This is counter to many mobile tour guides that focus on prompting navigation to similar places. The proposal of this thesis is therefore to develop applications that support tourists in understanding both what is physically nearby and conceptually nearby. This would allow them to use physical proximity - or any preferred alternative – to select where to go next, whilst supporting them to make links between the places they visit. In this way tourists would be provided with enough information about the relationships of places within a physical neighbourhood that they can start to understand and create their own stories about them

Trendswatch 2013: Back to the Future

TrendsWatch 2013 highlights six trends that CFM's staff and advisors believe are highly significant to museums and their communities, based on our scanning and analysis over the past year. For each trend, we provide a brief summary, list examples of how the trend is playing out in the world, comment on the trend's significance to society and to museums specifically, and suggest ways that museums might respond. We also provide links to additional readings. TrendsWatch provides valuable background and context for your museum's planning and implementation

Developing and Piloting a Design Guide for Outdoor Classrooms in Utah

Studies nationwide suggest that the use of outdoor classrooms in education benefits both students and teachers. In response, the Utah Office of Outdoor Recreation (OOR) established a grant to help fund the implementation of outdoor classrooms across the state of Utah. Interested schools and non-profit organizations may apply for this grant to fund outdoor classroom projects that will help transform their properties into outdoor learning environments. One requirement for the application is to submit a site plan for the proposed outdoor classroom space. However, many interested applicants have little to no experience with landscape design and may struggle knowing how to create a successful outdoor classroom site plan for their grant application. Additionally, other design guides for outdoor classrooms are not specific to Utah and may contain irrelevant information that is burdensome or confusing to applicants. The aim of this project was to create a Utah-specific outdoor classroom design guide that was simple enough for beginner-level designers to follow and thorough enough to help produce a quality design. The design guide is targeted towards grant applicants applying for the Utah Outdoor Classroom Grant but can be used by anyone interested in designing an outdoor classroom. The guide contains a step-by-step design process focused on public participation. It also features a variety of tools to help streamline the design process, including a sample survey, worksheets, case studies, and an additional resources section. Grant applicants will be able to use the design guide for their grant applications for years to come