The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students

[EN] This study aimed to investigate the effectiveness of using a mobile Augmented Reality application in the geography unit for 10th-grade students on their achievements and attitude. The unit is part of the Omani’s social studies curriculum and entitled, “Environmental Problems and Hazards”. To achieve this purpose, a quasi-experimental study design was conducted. The instruments designed, validated and used to collect data were pre-post achievement tests and attitudinal scale. The participants were 64 male students, divided into two experimental and control groups. The field application period took four weeks in which the control group studied the unit using the normal teaching method, while the mobile Augmented Reality application, HP Reveal, with a website that supports its features, was integrated to teach experimental group. Findings show that there was a statistically significant difference between the pre- and post-field applications in terms of students’ achievement and attitudes. Nevertheless, there was no impact observed when the control and experimental groups’ achievement was compared.  The researcher suggested conducting further investigations to examine the value of integrating Augmented Reality in the educational system considering various factors and variables.Al Shuaili, K.; Al Musawi, AS.; Hussain, RM. (2020). The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students. Multidisciplinary Journal for Education, Social and Technological Sciences. 7(2):20-29. https://doi.org/10.4995/muse.2020.13014OJS202972Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002Al-Asheeri, H. A. Y. (2017). Effectiveness of Using Augmented Reality Strategy in Enhancing Learning English for Cycle One Students in the Elementary Stage in the Kingdom of Bahrain. US-China Foreign Language, 15(7), 409-419. https://doi.org/10.17265/1539-8080/2017.07.001Al-Azawi, R. (2018, April). Embedding augmented and virtual reality in educational learning method: present and future. Paper presented at the 9th International Conference on Information and Communication Systems- ICICS, Irbid, Jordan. Retrieved from https://ieeexplore.ieee.org/document/8355470. https://doi.org/10.1109/IACS.2018.8355470Al-Maamari, S., Al-Nofli, M., & Al-Gharibi, Z. (n.d.). The state of social studies in basic education schools in Oman. Asian Social Science, 10(7), 213-220. https://doi.org/10.5539/ass.v10n7p213Al Maashri, A., Al-Asadi, S., Tageldin, M., Al-Lawati, S., & Al Shidhani, A. (2015, February). Augmented Reality for Tourism in Oman Using Free Open Source Software. Paper presented at the 2nd Free and Open Source Software Conference FOSS-2015, Muscat, Oman. Retrieved from https://fossc.om/images/papers/Ahmed_AlMaashri_Fossc_Oman_2015.pdfAl Musawi, A., Ambusaidi, A., Al-Balushi, S., Al-Sinani, M., & Al-Balushi, K. (2017). Effectiveness of Learning with 3D-Lab on Omani Basic Education Students' Achievement, Attitudes and Scientific Thinking. Journal of Education and Training Studies, 5(11), 177-188. https://doi.org/10.11114/jets.v5i11.2743Alhumaidan, H., Lo, K. P. Y., & Selby, A. (2018). Co-designing with children a collaborative augmented reality book based on a primary school textbook. International Journal of Child-Computer Interaction, 15, 24-36. https://doi.org/10.1016/j.ijcci.2017.11.005Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools' education: Barriers to teachers' adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100. https://doi.org/10.3991/ijet.v12i02.6158Al Musawi, A., Resheidi, A., Jadeedi, M., Alsaadi, A., Riyami, H.A. (2016). The impact of an augmented reality system in teaching machine dynamic course for engineering students, Turkish Online Journal of Educational Technology, Special Issue, July 2016; 562-564. http://www.tojet.net/special/2016_7_1.pdf.Basha, S., Abbas, M., Yusufi, G., & Rajbunisa. (2019). Augmented Reality Based Education for the Improvement for Sustainable Learning Ability in Oman Educational System. International Journal of Advanced Trends in Computer Science and Engineering, 8(12), 110 - 115. https://doi.org/10.30534/ijatcse/2019/1881.22019Chang, H.-Y., Wu, H.-K., & Hsu, Y.-S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44(3), 95-99. https://doi.org/10.1111/j.1467-8535.2012.01379.xGarzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27, 244-260. https://doi.org/10.1016/j.edurev.2019.04.001Georgieva, E. (2006, June). A comparison analysis of mobile learning systems. Paper presented at at International Conference on Computer Systems and Technologies - CompSysTech' 2006, Veliko Tarnovo, Bulgaria, Retrieved from https://pdfs.semanticscholar.org/2e3c/61c97bf06dcb86c8e94125407c79bb0b2a9f.pdf.Gómez-Ejerique, C. & López-Cantos, F. (2019). Application of innovative teaching-learning methodologies in the classroom. Coaching, flipped-classroom and gamification. A case study of success. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 46-70. https://doi.org/10.4995/muse.2019.9959Romero Forteza, F. & Carrió Pastor, M. (2014). Virtual language learning environments: the standardization of evaluation. Multidisciplinary Journal for Education, Social and Technological Sciences, 1(1), 135-152, https://doi.org/10.4995/muse.2014.2199Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 417-440. https://doi.org/10.12973/eurasia.2017.00624aShelton, B. E., & Hedley, N. R. (2002, September). Using Augmented Reality for. Teaching Earth-Sun Relationships to Undergraduate Geography. Students. Paper presented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.116.3323&rep=rep1&type=pd

Augmented Reality and Context Awareness for Mobile Learning Systems

Learning is one of the most interactive processes that humans practice. The level of interaction between the instructor and his or her audience has the greatest effect on the output of the learning process. Recent years have witnessed the introduction of e-learning (electronic learning), which was then followed by m-learning (mobile learning). While researchers have studied e-learning and m-learning to devise a framework that can be followed to provide the best possible output of the learning process, m-learning is still being studied in the shadow of e-learning. Such an approach might be valid to a limited extent, since both aims to provide educational material over electronic channels. However, m-learning has more space for user interaction because of the nature of the devices and their capabilities. The objective of this work is to devise a framework that utilises augmented reality and context awareness in m-learning systems to increase their level of interaction and, hence, their usability. The proposed framework was implemented and deployed over an iPhone device. The implementation focused on a specific course. Its material represented the use of augmented reality and the flow of the material utilised context awareness. Furthermore, a software prototype application for smart phones, to assess usability issues of m-learning applications, was designed and implemented. This prototype application was developed using the Java language and the Android software development kit, so that the recommended guidelines of the proposed framework were maintained. A questionnaire survey was conducted at the University, with approximately twenty-four undergraduate computer science students. Twenty-four identical smart phones were used to evaluate the developed prototype, in terms of ease of use, ease of navigating the application content, user satisfaction, attractiveness and learnability. Several validation tests were conducted on the proposed augmented reality m-learning verses m-learning. Generally, the respondents rated m-learning with augmented reality as superior to m-learning alone

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture