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

RANCANG BANGUN APLIKASI GAME EDUKASI PENGENALAN HURUF ALFABET DENGAN TEKNOLOGI AUGMENTED REALITY BERBASIS ANDROID

Educational games have very high potential for increasing motivation in learning process. Besides increasing motivation, educational games also have advantages compared to e-learning methods, easier to understand and more interesting. The design of this game will prioritize the process of teaching and learning using the concept of "playing while learning". For some children, "Learning" feel very boring, so that with educational games created as attractive as possible, children will not realize if what is being done is learning and children will enjoy the learning process. The method used in the design of this Android-based learning alphabet education game are System Development Life Cyle (SDLC) Waterfall and Unified Modeling Language (UML) method, this game made with Unity 3D software, assisted with Adobe Photoshop, Blender and Vuforia SDK. it expected this educational game using augmented reality technology on the android platform can increase children's learning interest. This technology allows displaying three dimensional animation in real time that seems real

ANALISIS 3 APLIKASI AUGMENTED REALITY UNTUK ANAK USIA DINI

Pengguna gadget di era teknologi saat ini menjangkau seluruh kalangan, mulai dari remaja, dewasa, bahkan orang tua dan anak-anak tidak kalah lihai dalam menggunakan gadget. Adapun jika anak-anak diberikan gadget hendaknya aplikasi yang digunakan tidak hanya untuk hiburan semata, melainkan untuk mendampingi proses belajarnya. Augmented reallity berbasis colouring memberikan kesempatan anak untuk mewarnai, kemudian discan dan hasil pewarnaan dapat bergerak, hal demikian harapannya dapat menstimulasi perkembangan seni bagi anak usia dini. Metode yang digunakan dalam penelitian ini merupakan metode kualitatif, dengan prosedur penelitian yang menghasilkan deskriptif. Penelitian ini bertujuan untuk menganalisis fitur-fitur 3 aplikasi augmented reality yang dapat menjadi alat permainan edukatif untuk anak usia dini dan untuk menganalisis 3 fitur-fitur augmented reality yang dapat digunakan untuk mengembangkan keterampilan seni anak usia dini. Desain penelitian yang digunakan dalam penelitian ini ialah analisis isi (Content Analysis) dengan instrumen penelitian berupa checklist. Ketiga aplikasi augmented reality untuk anak usia dini dapat menjadi alat permainan edukatif modern untuk anak usia dini, ditinjau dari pembelajaran yang sesuai dengan karakteristik anak, tujuan pembelajaran anak, dan sesuai dengan kreativitas anak serta dapat membantu meningkatkan perkembangan keterampilan seni untuk anak usia dini, hal ini ditinjau dari segi unsur – unsur yang terdapat dalam pembelajaran seni yakni eksplorasi dan ekspresi. Gadget users in today's technological era reach all groups, from teenagers, adults, even parents and children who are no less adept at using gadgets. Meanwhile, if children are given gadgets, the application should be used not only for entertainment, but to accompany the learning process. Coloring-based augmented reality provides the opportunity for children to color, then scanned and the results of the coloring can move, it is hoped that it can stimulate the development of art for early childhood. The method used in this research is a qualitative method, with research procedures that produce descriptive. This study aims to analyze the features of 3 augmented reality applications that can be educational games for early childhood and to analyze 3 augmented reality features that can be used to develop early childhood artistic skills. The research design used in this research is content analysis with a research instrument in the form of a checklist. The three augmented reality applications for early childhood can be a modern educational game tool for early childhood, in terms of learning that is in accordance with children's characteristics, children's learning goals, and in accordance with children's creativity and can help improve the development of artistic skills for early childhood. This is viewed in terms of the elements in art learning, namely exploration and expression

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

Teaching Cultural Heritage using Mobile Augmented Reality

open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Veneto’s and the surrounding territories’ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning