The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design

Lifetime extension of mobile internet-enabled devices: measures, challenges and environmental implications

Increasing the service lifetime of mobile Internet-enabled devices (MIEDs) such as smartphones, tablets and laptops is a promising strategy to reduce the number of devices that need to be produced and reduce environmental impacts associated with device production. A broad spectrum of lifetime-extending measures has been explored in literature and in industry practice. In this article, we present an overview of explored measures, discuss challenges in their implementation and environmental impacts of lifetime extension. We find that measures can be distinguished into measures aiming at (1) the improvement of the device design (e.g. modular or durable design of smartphones), (2) device retention (increasing the time a user keeps a device, e.g. by offering repair services or fostering emotional attachment to devices), and (3) recirculation (creating a second life with a different user and/or in a different context, e.g. by refurbishing and reselling devices). The implementation of measures is challenged by trade-offs faced by organizations in the MIED value chain, which specifically occur when revenues depend on the number of new devices produced and sold. Furthermore, measures are subject to rebound and induction effects (e.g. imperfect substitution, re-spending effects), which can compensate for the (theoretical) environmental gains from service lifetime extension. In particular, it is uncertain to what extent a measure actually leads to lifetime extension and eventually reduces primary production of devices (displacement rate). Thus, more systematic research is needed on the feasibility of measures and the conditions under which they effectively contribute to a net reduction of environmental impacts

The influence of technology use on learning skills among generation Z:A gender and cross-country analysis

This inquiry flags the shortage of evidence on the distinctive effect of technology use on defined learning skills. To tackle this inertia, it identifies (1) video gaming, (2) internet searching and (3) smartphone usage as ubiquitous forms of technology. Then, it characterises (1) abstract conceptualisation, (2) concrete experience and (3) reflective observation and active experimentation as dominant learning skills. Investigating a Nigeria and UK sample of 240 generation Z students, the associations are examined alongside the effects of gender and country. Based on a structural equation model, the analysis showed that although alternate uses of technology have mostly significant influences, their impact is largely negative with only internet searching having a positive effect on learning. The findings are explained through a cognitive load lens and insights are offered to learning providers to temper the appetite for technology use in instructional designs with thought and caution

The Influence of Technology Use on Learning Skills Among Generation Z:A Gender and Cross-country Analysis

This inquiry flags the shortage of evidence on the distinctive effect of technology use on defined learning skills. To tackle this inertia, it identifies (1) video gaming, (2) internet searching and (3) smartphone usage as ubiquitous forms of technology. Then, it characterises (1) abstract conceptualisation, (2) concrete experience and (3) reflective observation and active experimentation as dominant learning skills. Investigating a Nigeria and UK sample of 240 generation Z students, the associations are examined alongside the effects of gender and country. Based on a structural equation model, the analysis showed that although alternate uses of technology have mostly significant influences, their impact is largely negative with only internet searching having a positive effect on learning. The findings are explained through a cognitive load lens and insights are offered to learning providers to temper the appetite for technology use in instructional designs with thought and caution

Using off-the-shelf AR and VR software for teaching immersive perspectives to 9th grade students

Recent research has argued that an immersive reformulation of the concepts of anamorphosis and perspective can have beneficial effects on the teaching of these concepts to young students, and a didactic itinerary for Portuguese 9th grade students has been proposed and executed along these lines. A part of this reformulation is an integration with VR and AR visualizations which was implemented with off-the-shelf software. We report on both the advantages and limitations of these off-the-shelf platforms and propose adaptations and alternatives that might improve the didactic experience.info:eu-repo/semantics/publishedVersio

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

MIRACLE Handbook : Guidelines for Mixed Reality Applications for Culture and Learning Experiences

Siirretty Doriast

Digital Transformation of Education for Quality Sustainability-Reference Based

Digital transformation (DX) is the adoption of digital technology by an organization to digitize non-digital products, services or operations. The goal for its implementation is to increase value through innovation, invention, customer experience or efficiency. Digital transformation entails considering how products, processes and organizations can be changed through the use of new, digital technologies. Digital transformation can be seen as a socio-technical programme

Exogenous cognition and cognitive state theory: the plexus of consumer analytics and decision-making

We develop the concept of exogenous cognition (ExC) as a specific manifestation of an external cognitive system (ECS). Exogenous cognition describes the technological and algorithmic extension of (and annexation of) cognition in a consumption context. ExC provides a framework to enhance understanding of the impact of pervasive computing and smart technology on consumer decision-making and the behavioural impacts of consumer analytics. To this end, the paper provides commentary and structures to outline the impact of ExC and to elaborate the definition and reach of ExC. The logic of ExC culminates in a theory of cognitive states comprising of three potential decision states; endogenous cognition (EnC), symbiotic cognition (SymC) and surrogate cognition (SurC). These states are posited as transient (consumers might move between them during a purchase episode) and determined by individual propensities and situational antecedents. The paper latterly provides various potential empirical avenues and issues for consideration and debate

Des terminaux green reconfigurables - vers une électronique durable

Vers une électronique durable ..