Application of Augmented Reality Based Freestyle Swimming Material Learning Media for Junior High School Students

This study aims to develop and apply learning media for freestyle swimming material based on augmented reality to junior high school students in the city of Padang Sidempuan. The type of research in this study is qualitative research with development studies used in a research must be based on the issues raised. The research procedure used in this study is in accordance with the steps for using the method Research and Development. The sample used in this study was PJOK teachers in Padang Sidempuan District. The results of this study indicate that out of 10 small group trial samples with a total score of 650 divided by a maximum score of 700 x 100%, it produces a presentation of 92.8% with the following criteria:Very Worth it.The results of the stage 2 trial on teachers are outlined through the formula for the percentage of the number of answers/maximum score x 100% with the following results. Of the 20 samples of the Phase II trial with a total score of 1.505 divided by a maximum score of 1.600 x 100% yield presentation of 94.0% with criteriaVery Worth it.The conclusion in this study is eligibility based learning media augmented reality Freestyle swimming material for PJOK teachers declared appropriate and can be used for PJOK teachers in using media-based learning augmented reality freestyle swimming material

Multi-user virtual environments for physical education and sport training

For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed

Development of Augmented Reality Based Crawl Swimming Learning Module For Students of The UNU Blitar Sport Education Study Program

Swimming is a compulsory subject in the UNU Blitar Sports Education Study Program curriculum. Has a fairly high Semester Credit Unit (SKS) weight of 4 credits. The crawl style swimming is the basis of all styles so that it needs to be studied more deeply according to the era of the industrial revolution 4.0, namely with a touch of Augmented Reality (AR) technology. This study aims to develop a learning module for swimming crawl style which is integrated with Augmented Reality (AR). The method used by researchers is the Research and Development developed by Dick and Carey which consists of 10 steps. However, due to existing limitations, the researcher only carried out 9 steps. The module was validated by 3 experts, namely: media expert, learning expert, and swimming expert. The input from experts is used to complement the product. Subsequently carried out small group trials totaling 6 students while 30 students as large group trial subjects. The results obtained are: the criteria for product clarity obtained by a percentage of 91.17647% are very valid, the strategic criteria obtained by a percentage of 83.33% are quite valid, the evaluation criteria obtained by a presentation of 75% are quite valid. All criteria have met product eligibility. Product development of the module is declared valid enough and fit for use as a medium to maximize the learning process

Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential

Architecture, colour and images. Ideas and designs by Friedensreich Hundertwasser

Colour, imagination, inspiration, amazement. These four words very fittingly describe the work of the Viennese artist/architect Friedrich Stowasser, better known as Hundertwasser (meaning hundred water), a master of organic thinking who between 1928 and 2000 worked and lived in Vienna, Venice and New Zealand. He uses eye-catching images to convey his ideas, forcefully expressive chromatic forms and patterns that betray a strong link with a re-interpreted geometric structure. This contribution, inspired by Hundertwasser’s works, intends to study the unique relationship between creativity, imagination and architecture based on sociological, cultural and psychological principles

Confidence in assessment decisions when using ICT

The central question addressed in this paper is: How can teachers and schools have confidence in their assessment decisions when using information communication technologies (ICT)? The answer centres on what makes quality assessment. Assessing and evaluating children’s achievement and progress is critical to development of sound curriculum programmes that focus on student outcomes. With the increasing use of ICT in schools and classrooms for a range of assessment purposes such as recording, data analysis and online activities, teachers and school leaders must be assessment capable in order to make informed decisions about assessment design, selection and modification that utilises ICT. Based on examining assessment purpose and the three principles of quality assessment (validity, reliability and manageability), this paper offers guidelines for classroom teachers, those with responsibility for student achievement and those who lead ICT policy and practice in schools to be critical consumers of ICT-based assessment tools, strategies and evidence. Vignettes of assessment practice using ICT are used to illustrate sound school and classroom practices in relation to validity, reliability, and manageability. Drawing from the work of assessment writers such as Crooks, Sutton, and Darr, the guidelines will assist teachers in the effective use of ICT for both formal and informal information gathering as well as for analysis and interpretation of information for summative and formative purposes. This knowledge is needed to underpin teacher confidence in their assessment decisions when using ICT towards ‘best fit’ for purpose

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation

Applying Advanced ICT Technologies and Augmented Reality To Generate Future Events On The Example of Organisation and Education in Sports Methodological Assumptions

The article follows up on two research and implementation grants. One focused on the application of mobile ICT systems to improve communication efficiency within the structure of the AZS-AWF Wroc?aw sports club (e-AZS platform). The other was devoted to the application of the technology of augmented reality to prototype educational trainers as seen on the example of judo. The two projects are to result in the development of original software improving the systems of sports organisation and education. It is assumed that linearity of events means that present effects have their causes solely in events from the past. While this is true, we cannot reject a thesis whereby present events may also result from events located in the future. Weather forecast will never change the weather, but forecasts of stock market trends can and do influence current stock prices in a significant way (after [1]). Thus, one of the new paradigms we can put forward is the thesis saying that future events generated in the information field may be the cause of what is yet to happen. The authors adopt this new paradigm as they explore the areas of sports education and organisation focusing on the specific examples of the sports training process and the organisational system of sports clubs. Using advanced IT technologies, they have described and explained the methodological basis of the adopted paradigm in the form of a prototype trainer to be used in martial arts including judo and the e-ASZ platform, a tool used in the AZS-AWF Wroc?aw sports club to organise training activities.Hence, the paper describes the application of advanced information and communications technologies (ICT) to manage the organisational aspect of the sports club as well as augmented reality as a technology to create a new reality through augmenting its real (augmented reality), virtual (augmented virtuality) and medial (augmented mediality) aspects (research in 2013-2016 and 2015-2017 by the Ministry of Science and Higher Education, supervised by dr hab. Wojciech B. Cieslinski prof. at AWF Wroclaw grant numbers: 0014/RS2/2013/52, and dr hab. Kazimierz Witkowski 0011/RS3/2015/53)