Teachers’ experiences and perceptions regarding mobile augmented reality games: a case study of a teacher training

The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers’ previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games.publishe

Educ@rtenatureza: dialogical relationship between education, nature and digital technologies

O projeto Educ@rteNatureza entende a educação como estando na ação humana, ao longo da vida, não se restringindo aos limites físicos das instituições formais, do tempo ou do mundo analógico. Através de uma abordagem interdisciplinar e transdisciplinar, propõe-se a construir coreografias educativas que através dos e na natureza, da arte e das Tecnologias Digitais da Informação e Comunicação, ativem os cinco sentidos na imersão em experiências transformadoras em contexto de natureza. O projeto tem como público-alvo direto profissionais da educação e comunidade local; como público-alvo indireto crianças do ensino básico; baseia-se numa metodologia de investigação-ação com abordagem sistémica. Este artigo ambiciona mostrar as potencialidades de uma intervenção que desafia agentes educativos, sociedade civil e comunidade local a conhecer o meio envolvente e a usá-lo como espaço educativo; onde a tecnologia facilita novos olhares‘ sobre o meio‘, apoiando o processo de exploração da/na natureza.The Educ@rteNatureza initiative firmly believes that education should not be restricted to conventional institutions, timeframes, or conventional methods. Rather, it should be an ongoing process that involves active participation from individuals. By utilizing an interdisciplinary and transdisciplinary approach, the project aims to create educational experiences that immerse individuals in nature, art, and digital communication technologies, engaging all their senses. The project's direct target audience is education professionals and thelocal community; its indirect target audience is primary school children; it is based on an action-research methodology with a systemic approach. This article aims to show the potential of an intervention that challenges educational agents, civil society, and the local community to get to know their surroundings and use them as an educational space; where technology facilitates 'new perspectives' on the 'environment', supporting the process of exploring nature.info:eu-repo/semantics/publishedVersio

O que é ensino em mídias móveis? Aprendendo com a Universidade de Aveiro

Esse artigo procura apresentar o conceito de ensino em mídias móveis, discutindo benefícios e limitações desta forma de aprendizagem. Entre os temas discutidos, estão a ubiquidade e a gamificação, que são aspectos da aprendizagem em dispositivos móveis, sendo a ubiquidade algo que a diferencia. Numa época em que as redes sociais são pervasivas, tornou-se um desafio prender a atenção dos usuários, ainda mais em se tratando de uma atividade que requer maior tempo e concentração. O texto analisa em maior profundidade um exemplo na Universidade de Aveiro, em Portugal, em que o Parque Infante Dom Pedro serve como cenário para um ambiente de aprendizagem gamificado

An app that changes mentalities about Mobile Learning – the EduPARK Augmented Reality Activity

The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.publishe

Lessons Learned – EduPARK

Resumo indisponível.publishe

Jogo móvel com realidade aumentada para promoção da conservação da natureza: uma investigação integrada no Projeto EduPARK

A Educação para o Desenvolvimento Sustentável (EDS) constitui-se um grande desafio para o ensino, pressupondo abordagens flexíveis do currículo e centradas na interdisciplinaridade. A presente investigação integra-se no Projeto EduPARK e surgiu ao aliar a necessidade de conservar a natureza com a tendência crescente da utilização de dispositivos móveis por parte dos jovens. O projeto desenvolveu a app EduPARK que promove uma experiência de aprendizagem interdisciplinar, ativa e contextualizada através de estratégias de ensino inovadoras que combinam mobile learning, game-based learning (GBL) e realidade aumentada (RA) com base em princípios de geocaching num ambiente de aprendizagem outdoor, o Parque Infante D. Pedro, em Aveiro. O objetivo deste estudo foi investigar de que forma as estratégias utilizadas pela app EduPARK, com exploração do guião educativo interdisciplinar sob a forma de um jogo em formato quiz, criado no âmbito desta tese, promovem a motivação, a construção de conhecimento e sensibilizam para a mudança de atitude nos alunos em contexto de educação formal e não formal, ao nível da conservação da natureza. Sob orientação qualitativa e com o suporte do paradigma sociocrítico realizou-se um estudo de caso com 233 alunos em contextos de educação formal outdoor (envolvendo escolas) e educação não formal (envolvendo centros de estudo e centros de ocupação de tempos livres). A metodologia inclui inquérito (questionário pré e pós jogo e focus group); observação estruturada (grelha de observação) e análise documental (registos da app EduPARK). Os resultados obtidos mostram que o guião integrado na app EduPARK, em contexto outdoor, promoveu a motivação dos alunos para a aprendizagem. Os alunos revelaram que o que mais os motivou foi estarem ao ar livre, jogar em equipa e explorar a RA. Com base na aplicação de questionários pré e pós jogo, foi possível avaliar o nível de conhecimento dos participantes sobre questões relacionadas com a biodiversidade e alterações climáticas, bem como as suas atitudes de conservação da natureza. Verificou-se que os alunos já tinham alguns conhecimentos, mas que após a atividade se sentiram mais seguros e com conhecimento mais consolidado relativamente a conteúdos relacionados com a conservação da natureza; como por exemplo, a reciclagem do óleo, a conservação dos oceanos e o desperdício alimentar. No focus group os alunos mencionaram que o jogo foi divertido, educativo, interessante e inovador. Os resultados sugerem, ainda, que a app promoveu a consolidação de conhecimentos segundo a perspetiva integradora de várias áreas (Ciências, Matemática, Educação para a Cidadania) e que a RA e os recursos multimédia auxiliam os alunos a desenvolver uma melhor compreensão dos conteúdos relacionados com a conservação da natureza. Na visão dos professores, a app EduPARK com recurso à RA motiva os alunos para as aprendizagens, promove conhecimentos interdisciplinares e sensibiliza-os para a conservação da natureza.The Education for Sustainable Development represents a major challenge for teaching, assuming flexible approaches to the curriculum and focused on interdisciplinarity. This research is part of the EduPARK Project and emerged by combining the need to conserve nature with the growing tendency of young people to use mobile devices. The project developed the EduPARK app that promotes an interdisciplinary, active, and contextualized learning experience through innovative teaching strategies that combine mobile learning, game-based learning (GBL), and augmented reality (AR) based on geocaching principles in an environment of outdoor learning, Parque Infante D. Pedro, in Aveiro. The goal of this study was to investigate how the strategies used by the EduPARK app, with the exploration of the interdisciplinary educational guide in a quiz game format, created within the scope of this thesis, promote motivation, the construction of knowledge and raise awareness of the change of attitude in students in a formal and non-formal education context, in terms of nature conservation. This research follows a qualitative approach with the support of the socio-critical paradigm. A case study was applied to 233 students in a formal context (involving schools) and in a non-formal context (involving study and leisure centers). The methodology includes a questionnaire (before and after the game and a focus group); structured observation (observation grid) and document analysis (data from the EduPARK app). The results showed the use of the EduPARK app, in an outdoor environment, promoted students’ motivation for learning. The students revealed what motivated them the most was being outside, playing as a team, and exploring AR. Based on the responses to questionnaires before and after the game, it was possible to assess the student's level of knowledge on issues related to biodiversity and climate change, as well as their attitudes towards nature conservation. The students already had some knowledge, but after the activity, they felt more confident and with more consolidated knowledge related to nature conservation. For example, oil recycling, ocean conservation, and food waste were the three most mentioned attitudes. In focus group, students mentioned that the game was fun, educational, interesting, and innovative. The results also suggest that the app promoted the consolidation of knowledge from an integrative perspective of several areas (Science, Mathematics, Education for Citizenship) and AR and Multimedia content helped students to develop a better understanding of the contents related to nature conservation. From the teachers’ point of view, the EduPARK app and AR motivate students to learn, promote the construction of knowledge, and raise awareness of nature conservation.Programa Doutoral em Multimédia em Educaçã