Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Augmented reality and mobile learning: the state of the art

In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashion that identifies both positive and negative aspects of AR. We seek to provide a working definition of AR and examine how it is embedded within situated learning in outdoor settings. We also attempt to classify AR according to several key aspects (device/technology; mode of interaction; type of media involved; personal or shared experiences; if the experience is portable or static; and the learning activities/outcomes). We discuss the technical and pedagogical challenges presented by AR before looking at ways in which AR can be used for learning. Lastly, the paper looks ahead to what AR technologies may be on the horizon in the near future

Realidad aumentada como herramienta para enriquecer los entornos educativos

Tesis de la Universidad Complutense de Madrid, Facultad de Informática, leída el 22/12/2020. Tesis formato europeo (compendio de artículos)Augmented reality (AR) is an important technology that allows an interactive experience with the real world, where the objects in the real world are enhanced by computer-generated perceptual information. This information can be perceived as a natural part of the environment through different sensory modalities including visual, auditory, haptic, olfactory, and somatosensory. The term "augmented reality" was coined in 1992 and has received different definitions since then. however, a simple and broadly accepted definition describes AR as technology that overlays virtual objects over the real world. This technology has experienced a rapid growth since 2010, due in part to improvements in mobile computing power and tablets. This technology has potential to positively influence different aspects os our daily lives. It can change the way we think, the way we entertain, the way we work, the way we communicate and, more importantly, the way we learn...La realidad aumentada (RA) es tecnología que permite una experiencia interactiva con el mundo real, donde los objetos en el mundo real son aumentados por información generada por computadora. Esta información puede ser percibida como parte natural del medio ambiente a través de diferentes modalidades sensoriales que incluyen visual, auditiva, háptica, olfativa y somatosensorial. El término "realidad aumentada" fue acuñado en 1992 y ha recibido diferentes definiciones desde entonces. Sin embargo, una definición simple y ampliamente aceptada describe la RA como tecnología que superpone objetos virtuales sobre el mundo real. Esta tecnología ha experimentado un rápido crecimiento desde 2010, debido en parte a mejoras en la informática móvil, lo que se refleja en la integración de la RA en dispositivos los dispositivos móviles. La RA tiene potencial para influir positivamente en diferentes aspectos de nuestra vida diaria. Esta tecnología puede cambiar la forma en que pensamos, la forma en que nos entretenemos, la forma en que trabajamos, la forma en que nos comunicamos y principalmente, la forma en que aprendemos.Fac. de InformáticaTRUEunpu

Instructional Message Design: Theory, Research, and Practice (Volume 2)

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, virtual reality and simulations are only a few of the multitude of applications. Special needs learners and designing for online, e-learning, and web conferencing are only some of many applied areas where effective message design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further!https://digitalcommons.odu.edu/distancelearning_books/1003/thumbnail.jp