Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning

Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning Hazem Abu-Orf Faculty of Applied Engineering and Urban Planning, University of Palestine, Gaza, PalestineThe background to this study is addressing how formal and informal institutions might intersect in planning. This article has at its aim addressing not only the effects that formal and/or informal institutions have but also how both shape each other. In fulfilling this aim, analysis in this study adopts qualitative research methods, including qualitative interviewing, direct observation and archival records, which are applied to the Nicosia Master Plan that is considered in this study as a particular case study because it arguably helps this study to fulfill its aims. The perspective of formal/informal ‘dialectics’, marked by a ‘mutual-shaping’ exercise, is applied to this case study. Its application reveals several arguments as follow. First, formal institutions are found in this study to be blocked from mobilizing any development, however, remain the key determinant. The second argument concerns informal institutions that have been found to adopt strategies capable of mobilizing development, nevertheless, these strategies could not obviate the central role of formal institutions. Thirdly, formal institutions formalize informal institutions by ‘absorbing’ the latter into their hierarchy while equally denying any degree of autonomy, nor a role assigned, to informal institutions. Altogether, the findings revealed in this study stress the importance of the political and economic contexts of power that are key to how the formal/informal ‘dialectics’ occur.University of Palestine, www.up.edu.p

Co-design of augmented reality book for collaborative learning experience in primary education

Through co-design of Augmented Reality (AR) based teaching material, this research aims to enhance collaborative learning experience in primary school education. It will introduce an interactive AR Book based on primary school textbook using tablets as the real time interface. The development of this AR Book employs co-design methods to involve children, teachers, educators and HCI experts from the early stages of the design process. Research insights from the co-design phase will be implemented in the AR Book design. The final outcome of the AR Book will be evaluated in the classroom to explore its effect on the collaborative experience of primary school students. The research aims to answer the question - Can Augmented Books be designed for primary school students in order to support collaboration? This main research question is divided into two sub-questions as follows - How can co-design methods be applied in designing Augmented Book with and for primary school children? And what is the effect of the proposed Augmented Book on primary school students' collaboration? This research will not only present a practical application of co-designing AR Book for and with primary school children, it will also clarify the benefit of AR for education in terms of collaborative experience

Graphical Instruction For Coloring Mobile-Based Augmented Reality Applications

This paper describes an empirical study of effectiveness and satisfaction utility in augmented reality coloring application. Five children aged 6, 7 and 8 from several Primary School participated in usability test. This study involved applications that were used to study and observe the children interaction with augmented reality coloring application. These pre-tests were to measure the effectiveness and satisfaction on wizard Oz by conducting usability test, observation survey methods in order to assess children experience with augmented reality application. By following children computer interaction methodology the usability test appears to be helpful by providing input to design user interface and improve user experience. The result offers graphical instruction on interaction design framework for children augmented reality application. This research employed a qualitative experimental research with purpose to investigate the effects of user interface and user experience. This study had resulted animated graphical instruction in the production of coloring augmented reality application. It is a critical and comprehensive review of a range of recently published literature sources addressing various issues related to children computer interactio

Using Augmented Reality in early art education: a case study in Hong Kong kindergarten

Innovation in pedagogy by technology integration in kindergarten classroom has always been a challenge for most teachers. This design-based research aimed to explore the feasibility of using Augmented Reality (AR) technology in early art education with a focus on the gains and pains of this innovation. A case study was conducted in a typical kindergarten in Hong Kong, with a class of four- to five-year-old children (N=30) and their class teacher, ICT teacher as well as two parent volunteers. A series of art education activities using AR was designed and implemented in the class. Effectiveness of the activities was evaluated through a triangulation of semi-structured interviews with teachers, principal and parents, and surveys administered to children. The results indicated that (1) all the children could design, control and interact with the animated objects generated by the AR application; (2) all the stakeholders interviewed were supportive of this pedagogical innovation and (3) the principal, teachers and parents were concerned about the side effects of using AR in early childhood education. Possible improvements and implications to AR-based art education were also addressed.postprin

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

User Acceptance Test Terhadap Aplikasi Augmented Reality Quivervision 3D Sebagai Media Pembelajaran Mewarnai

Media pembelajaran interaktif saat ini merupakan kebutuhan yang selalu ada saat proses belajar dan mengajar di kelas. Augmented Reality (AR) merupakan salah satu media pembelajaran yang membantu menampilkan gambar 2D pada lembar mewarnai menjadi 3D sehingga terlihat nyata. Tujuan penelitian ini adalah pemanfaatan aplikasi QuiverVision sebagai media pembelajaran mewarnai dan menunjukkan kelayakan pada aplikasi yang dikembangkan dari segi desain, kemudahan, dan efisiensi. Jumlah total respoden adalah 28 orang siswa dan 2 orang guru yang dipilih dengan teknik purposive sampling. User acceptance test dilakukan untuk memprediksi tingkat pemanfaatan terhadap aplikasi. Metode yang digunakan dalam penelitian ini adalah mix method yaitu penggabungan metode kuantitatif dan kualitatif. Hasil penelitian menunjukkan penerimaan dari segi desain 91,56% responden menjawab sangat setuju dengan desain tampilan aplikasi sebagai media pemebelajaran mewarnai, dari segi kemudahan 92,8% responden menjawab sangat setuju penggunaan aplikasi sebagai media pemebelajaran mewarnai ini sangat mudah digunakan, dan dari segi efisien 91,5% responden menjawab sangat setuju aplikasi Augmented Reality QuiverVision 3D sebagai media pemebelajaran mewarnai ini dapat digunakan sangat cepat efektif dan efisien. Hal ini mengimplikasikan bahwa aplikasi dapat sangat diterima

A Review Of The Features Of Augmented Reality Science Textbook

This paper reviews several literatures concerning the features of Augmented Reality (AR) based textbook that could be applied for science learning in schools in order to make the learning process effective and interesting. The intervention of AR in science textbook could bring a tremendous impact on students’ attitude towards the science subject. Even though there are several other proven and astonishing technologies for learning, AR has been chosen because of its highly potential and immersive characteristics. AR overlays real and virtual environment and displays them simultaneously on a computer screen. This technology offers students with the ultimate imaginary and makes them feel the real experience with scientific concepts which is impossible to experience in real life. This paper identifies several interesting features that could be applied in science textbook. These features are able to cultivate positive attitude and motivate the students to perform well in the science subject. Even though, the existing textbook is comprehensive, there are some limitations that might influence students’ performance in the science subject. By adding some additional features into the textbook, it could overcome the limitations and motivates the students in the learning process. This paper will be of interest to researchers in the areas of Augmented Reality in education as well as science teachers in general. This paper aims to introduce AR based textbook so that it can be widely used in schools especially for science learning so as to motivate students to be more interested in science. The information about the features of Augmented Reality (AR) based textbook that have been discussed in this paper will hopefully be a very useful guidance for other researchers as well as science teachers in planning and developing their own AR based textboo

Enhancing multimodal literacy using augmented reality

Augmented reality (AR) technology has been used to successfully improve traditional literacy. However, there has been a paradigm shift in literacy education from traditional literacy to multimodal literacy. Little research has explored how students establish effective multimodal meaning-making using AR technology. This study is an investigation of how EFL college students use different multimodal modes to communicate with others using AR technology. Participants were 52 English as a Foreign Language (EFL) students. The collected data included (a) pre-and post-administrations of a multimodal literacy survey, (b) students’ use of different modes to introduce tourist spots within the location-based AR app, and (c) students’ reflection essays. The results demonstrated that the modes which students used were categorized into visual and auditory forms. The visual mode was composed of visual effects, images, and animations, whose functions were to focus viewers’ attention on what is important, provide concrete ideas, process complex information, and promote engagement. The auditory mode consisted of background music and sound effects, which were used to arouse emotional feelings and enhance immersive experiences. The results also revealed that creating the content in a location-based AR app with the combination of different multimodal media significantly improved students’ multimodal literacy

Developing Interactive Learning Multimedia Based on Simulation Model

The purpose of this research is to develop interactive multimedia namely Smile English that can be used as the media for learning reading especially for self-preparation on the Test of English for International Communication (TOEIC) material. This reading interactive media used a simulation model. This idea exploded after observing and collecting the data in the internal environment of Politeknik Negeri Batam Based on the placement test, it was found that about 540 (49,23%) of Polibatam students' test were categorized into the intermediate level and the rest were elementary and novice level. It means that the students need to improve their preparation before taking the test to an accomplished better score. Smile English was developed by using R and D research. In this case, the researcher followed the step of the Luther-Sutopo method which was started from concept, design, material collecting, assembly, testing, and distribution. It was designed using Adobe Flash software which in this software combined text, sound, and animation. The research result showed that the implementation of Smile English was successful to help the students in preparing themselves for the TOEIC test. Therefore, 60 students from Politeknik Negeri Batam had a good result in joining the TOEIC test, especially for the reading section

Connecting to Educational Resources Online with QR Codes

Quick Response (QR) codes are two-dimensional barcodes which can be scanned with web-enabled mobile devices. These codes connect directly to a website, video, phone number, or text message, providing instant access to information resources whenever and wherever needed. This paper will examine to what extent QR codes are currently being used in schools, and will explore the possibilities of integrating QR codes in school settings. Embedded in this discussion are descriptions of the next evolution of this form of technology