4,788 research outputs found

    Mobile learning: benefits of augmented reality in geometry teaching

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    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

    Scientific Visualisation: Linking Science and Technology Education through Graphic Communications

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    Scientific visualisation is a new curriculum in the technology education area in orth Carolina, USA. The goal of this two-course curriculum is to help develop students' ability to communicate technical and scientific information to a variety of audiences. A historical context is set to help explain the development of this curriculum. The curriculum's unique application of the design process to visualisation methods and its emphasis on the use of science and technology concepts for visualisation topics are discussed. How curriculum is implemented in the classroom and an example activity are outlined

    A Virtual Tornadic Thunderstorm Enabling Students to Construct Knowledge about Storm Dynamics through Data Collection and Analysis

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    A visually realistic tornadic supercell thunderstorm has been constructed in a fully immersive virtual reality environment to allow students to better understand the complex small-scale dynamics present in such a storm through data probing. Less-immersive versions have been created that run on PCs, facilitating broader dissemination. The activity has been tested in introductory meteorology classes over the last four years. An exercise involving the virtual storm was first used by a subset of students from a large introductory meteorology course in spring 2002. Surveys were used at that time to evaluate the impact of this activity as a constructivist learning tool. More recently, data probe capabilities were added to the virtual storm activity enabling students to take measurements of temperature, wind, pressure, relative humidity, and vertical velocity at any point within the 3-D volume of the virtual world, and see the data plotted via a graphical user interface. Similar surveys applied to groups of students in 2003 and 2004 suggest that the addition of data probing improved the understanding of storm-scale features, but the improved understanding may not be statistically significant when evaluated using quizzes reflecting short-term retention. The use of the activity was revised in 2005 to first have students pose scientific questions about these storms and think about a scientific strategy to answer their questions before exploring the storm. Once again, scores on quizzes for students who used the virtual storm activity were slightly better than those of students who were exposed to only a typical lecture, but differences were not statistically significant

    Exploring multimedia and interactive technologies

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    The goal of multimedia design strategies and innovation is to produce meaningful learning environments that relate to and build upon what the learner already knows and what the learner seeks. The multimedia tools used to achieve knowledge transfer should activate recall or prior knowledge and help the learner alter and encode new structures. Traditionally, multimedia has been localized to specific delivery systems and demographics based on the government, industry, or academic concentration. The presenter will explore the introduction of immersive telecommunications technologies, constructivist learning methodologies, and adult learning models to standardize networking and multimedia-based services and products capable of adapting to wired and wireless environments, different devices and conditions on a global scale

    Psychological benefits and educational potential of physically immersive artificial environment pedagogy

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    Over the last decade, physically immersive artificial environments (PIAEs) have proliferated. These environments afford greater interactivity, which has been shown to increase learner understanding, knowledge retention, and interest in the subject (Bonwell & Eison, 1991, p. 3; Prince, 2004). It would follow, then, that PIAEs would have similar educational benefits. However, little research has been done to prove that such benefits exist. Immersive environments include 2-demensional and 2.5-dimensional on-screen displays, semi-immersive screens, and physically immersive setups, such as CAVE and blue-c (Display Systems: 3D & Advanced, 2008; Gross, n.d.). There are many perceived benefits to immersive environments. At present, their novelty seems to hold students\u27 attention better than traditional environments. PIAEs may improve students\u27 attitude toward the domain; provide contextual learning, constructivism, and experiential learning; allow students to visit physically inaccessible environments; and provide concrete representations of abstract concepts. Student interaction and multimodal interaction may be increased and students\u27 spatial abilities may increase in physically immersive environments. A physically immersive artificial environment was developed at RIT, for which the students of two classes used and created immersive content. These students were tested to determine whether they exhibited differences in their science related attitudes, mental rotation abilities, and spatial orientation abilities after using the PIAE for a 10-week period. The study found inconclusive evidence regarding changes in science related attitudes and spatial orientation abilities, but did find evidence in support of the hypothesis that experiences in a physically immersive environment increase students\u27 mental rotation abilities. The study lays the groundwork for further research into the educational benefits of physically immersive artificial environments
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