Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery

Utilization Of Augmented Reality In Automotive Subjects For Basic Competencies Of Four-Wheeled Vehicle Brake Systems

In automotive learning, teachers generally use books and teaching aids as learning media. Automotive learning outcomes show the low value of learning outcomes. Thus a learning media is needed that can help improve learning outcomes. One way to overcome this problem is to use learning media that utilize augmented reality technology. In this study, a learning media using augmented reality technology based on android was developed to simulate the brake system on four-wheeled vehicles in 3 dimensions. The Augmented Reality work system used is marker based tracking, and uses 3D Max software and the Vuforia plug-in. In terms of pedagogy, this learning system uses the Modality Principle. Participants are class XI students of SMK YPM 4 Taman. This research uses experimental research. The students involved were 44 students divided into 2 groups, with each group consisting of 22 students. Both groups received a pre-test and a post-test. The experimental group was given treatment with Augmented Reality-based learning media, while the control group did not use conventional learning media. After making comparisons, the results show less than optimal due to the pandemic period. The results showed that the pre-test result between the control group and the experimental group was 49.32, and the post-test result for the control group was 62.73, while for the experimental group it was 73.18. So that from the difference in the difference in post-test scores between the experimental group and the control group shows that the treatment factor by providing Augmented Reality-based learning media in the experimental group has an influence. From observations and interviews, students were more active in learning activities and students were eager to take part in learning. This proves that students are interested in this media which can generate motivation to learn

Experimenting technology enhancement active learning with support of mobile device, gamification and augmented reality application

Having lecture series as the main instructional design in tertiary education is considered no longer relevant recently. Students nowadays are exposed to gadget and online environment that imposing them into listening to lectures alone does not produce effective learning result. This research investigates how an instructional design could be planned to make learning enjoyable, by experimenting digital technology to enhance active learning, with support of mobile devices and augmented reality application. First, an innovative instructional design is developed using combination of traditional and modern techniques of teaching and learning, for the dissemination of knowledge in timber building construction class. The improved instructional design engages students to experience five stages of learning processes that have been enhanced with game elements; listening to the lecture, gamifying quiz, experimenting the visualization of augmented reality models, gamifying quiz again, and expressing their opinion. The instructional design is tested in a session of building construction class, specifically focusing on timber construction of Malaysian traditional houses. Students’ insight is later sought via online survey, to obtain their feedback on the tested instructional design. The majority of respondents confirmed that conventional teaching method is still relevant in this digital era. However, the usage of Technology Enhancement Active Leaning (TEAL) is preferred by very high percentage of the respondents. The majority of respondents also agreed that mLearning of Augmented Reality helps to enhance active learning in the classroom setting

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

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