An experience on natural sciences augmented reality contents for preschoolers

[EN] Early education is a key element for the future success of students in the education system. This work analyzes the feasibility of using augmented reality contents with preschool students (four and five years old) as a tool for improving their learning process. A quasi experimental design based on a nonequivalent groups posttest-only design was used. A didactic unit has been developed around the topic animals by the participant teachers. The control group followed all the didactic activities defined in the developed didactic materials, while the experimental group was provided in addition with some augmented reality contents. Results show improved learning outcomes in the experimental group with respect to the control group.The Spanish Ministry Economy and Competitiveness partially supported this work (Project ref. TIN2010-21296-C02-01).Cascales, A.; Laguna, I.; Pérez López, DC.; Perona Ruiz, PD.; Contero, M. (2013). An experience on natural sciences augmented reality contents for preschoolers. Lecture Notes in Computer Science. 8022:103-112. https://doi.org/10.1007/978-3-642-39420-1_12S1031128022Barnett, W.S.: Effectiveness of Early Educational Intervention. Science 333(6045), 975–978 (2011)OECD: Investing in high-quality early childhood education and care (ECEC). OECD Publishing, http://www.oecd.org/dataoecd/0/28/48980282.pdf (retrieved)Campos, P., Pessanha, S.: Designing Augmented Reality Tangible Interfaces for Kindergarten Children. In: Shumaker, R. (ed.) Virtual and Mixed Reality, HCII 2011, Part I. LNCS, vol. 6773, pp. 12–19. Springer, Heidelberg (2011)Lim, J., Kim, S.: A Study on Markerless AR-based Infant Education System using CBIR. Communications in Computer and Information Science 78, 52–58 (2010)Chen, C.H., Su, C.C., Lee, P.Y., Wu, F.G.: Augmented Interface for Children Chinese Learning Technologies. In: 7th IEEE International Conference on Advanced Learning Technologies, pp. 268–270. IEEE Press, New York (2007)Azuma, R.: A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments 6(1), 355–385 (1997)Winkler, T., Herczeg, M., Kritzenberger, H.: Mixed Reality Environments as Collaborative and Constructive Learning Spaces for Elementary School Children. In: Barker, P., Rebelsky, S. (eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002, pp. 1034–1039. AACE, Chesapeake (2002)Hsieh, M.C., Lee, J.S.: AR Marker Capacity Increasing for Kindergarten English Learning. In: International Multi Conference of Engineers and Computer Scientists, vol. 1, pp. 663–666 (2008)Hsieh, M.C., Lin, H.C.K.: Interaction Design Based on Augmented Reality Technologies for English Vocabulary Learning. In: Wong, S.L., et al. (eds.) Proceedings of the 18th International Conference on Computers in Education, vol. 1, pp. 663–666. Asia-Pacific Society for Computers in Education (2010)Lee, H., Lee, J.: Mathematical Education Game Based on Augmented Reality. Technologies for E-Learning and Digital Entertainment, 442–450 (2008)Hyun, E., Choi, K., Kim, G.J., Han, J., Jo, M., Kim, N.: Delphi Survey on the Use of Robot Projector based Augmented Reality in Dramatic Activity for Young Children. International Journal of Digital Content Technology and its Applications 5(11), 272–282 (2011)Kim, H.M., Song, T.H., Jung, S.M., Kwon, K.H., Jeon, J.W.: Virtual Storyteller Using Marker Based AR and FPGA. In: IEEE 54th International Midwest Symposium on Circuits and Systems, pp. 1–4. IEEE Press, New York (2011)Dunleavy, M., Dede, C., Mitchell, R.: Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology 18, 7–22 (2009)Martín-Gutiérrez, J., Saorín, J.L., Contero, M., Alcañiz, M., Pérez-López, D., Ortega, M.: Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics 34(1), 77–91 (2010)Cook, T.D., Campbell, D.T., Day, A.: Quasi-experimentation: Design and Analysis Issues for Field Settings, pp. 19–21. Houghton Mifflin, Boston (1979)Buendía, L., Colás, P., Hernández-Pina, F.: Métodos de Investigación en Psicopedagogía. McGraw Hill, Madrid (1997

What do people want from their lifelogs?

The practice of lifelogging potentially consists of automatically capturing and storing a digital record of every piece of information that a person (lifelogger) encounters in their daily experiences. Lifelogging has become an increasingly popular area of research in recent years. Most current lifeloggiing research focuses on techniques for data capture or processing. Current applications of lifelogging technology are usually driven by new technology inventions, creative ideas of researchers, or the special needs of a particular user group, e.g. individuals with memory impairment. To the best of our knowledge, little work has explored potential lifelogs applications from the perspective of the desires of the general public. One of the difficulties of carrying out such a study is the balancing of the information given to the subject regarding lifelog technology to enable them to generate realistic ideas without limiting or directing their imaginations by providing too much specific information. We report a study in which we take a progressive approach where we introduce lifelogging in three stages, and collect the ideas and opinions of a volunteer group of general public participants on techniques for lifelog capture, and applications and functionality

The effect of fantasy on learning and recall of declarative knowledge in AR game-based learning

With increasing research attention on the application of Augmented Reality (AR) and Game elements in education, fantasy elements as imaginary, fictional game features have been shown to improve learners’ motivation and are critical to engaging and immersive experiences in AR game-based learning. With its affordance of enriching real-life education with virtual effects, AR game-based learning has shown its potential to improve recall performance in previous research. However, educators and researchers have concerns regarding the effect of employing fantasy game elements in AR game-based learning, suggesting learning with such elements will add cognitive load for children leading to a lower recall. To explore the effect of AR and fantasy in game-based learning for recalling declarative knowledge, we conducted an experiment involving 98 children participants and 26 adult participants from the Netherlands and China, using our own designed AR game- ChemiKami AR. We used a mixed ANOVA to identify the effect of fantasy and AR on knowledge recall. This study showed that using AR fantasy in game-based learning can improve recall of declarative knowledge and increase learning effectiveness in classroom learning contexts for children. We offer insights and guidelines for designing AR and fantasy experiences that enhance declarative knowledge recall for target groups with different ages, learning capacities, and cultural backgrounds.</p

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

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

Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

Using augmented reality to support writing activities in Junior High School

The using of technology provides education with many solutions to create a new teaching and learning environment. Augmented Reality is believed to provide the solution, particularly for teaching writing. The research was aimed to investigate how Augmented Reality was implemented in teaching writing. This study was conducted on 21th October until 30th October 2019 at SMP Daya Warga Bakti Bojongsoang Bandung. This study used quantitative method with preexperimental design. The sampling technique used in this study was group random sampling. One class was taken as the sample of this study. The data obtained from experiment class through pre-test and post-test results were analyzed by using SPSS. The observation in the form of a teaching program was applied for four meetings. The first was the pre-test session. Moreover, the second and the third were the teaching implementation using Augmented Reality. The forth meeting was post-test session. The results showed that the maximum score for the pre-test is 75, and the minimum score is 40. For the mean of pre-test score is 57.38. Moreover, the minimum score for the post-test is 65 and the maximum score is 92. For the mean of post-test score is 75.38. Thus, there is a slight improvement between the mean score before and after treatment; the post-test result is eighteen points higher than the pre-test result. The category for pre-test is “fair”, meanwhile the post-test is “good” category. Furthermore, the result showed that there is a significant improvement of students’ writing ability after using Augmented Reality according to t-count > t-table and sig (2 tailed) > α (0.05/2); the t-count is 12.29. Meanwhile the t-table is 2.797. Then, the sig (2 tailed) result showed 0.000; it is less than α = 0.025. Furthermore, for the N-gain result, the average N-gain is 0.42. It can be said that the improvement of students’ writing ability after using Augmented Reality is in the medium category. Augmented Reality in writing activity influenced students’ ability in writing descriptive text. This research is hoped could be beneficial for English teacher, students, and others