On the potential of augmented reality for mathematics teaching with the application cleARmaths

Learning content in mathematics, such as vector geometry, is still predominantly taught in an abstract manner, as the visualization and interaction of three-dimensional problems are limited with classical forms of teaching such as blackboard lessons or exercise sheets. This research article proposes the use of augmented reality (AR) in mathematics education. The proposed approach aims at easing the learning process related to vector geometry currently taught in senior mathematics classes by using intuitive visualization. The article introduces the concept of AR and presents the didactic foundations and the influence on the learning process based on an extensive literature review. Although studies see great potential in the use of AR for teaching mathematics, the method has so far hardly been used in schools. This can be mainly explained by the technological entry barrier of AR and the lack of simple, robust AR applications, in particular for vector geometry. To fill this gap, the authors developed “cleARmaths”, a developed android application for augmented reality-based teaching in vector geometry that allows widespread use. As a didactical concept, some example exercises sessions with the app are proposed, demonstrating how the app could be used in a mathematics classroom. Finally, the app was evaluated in a mathematics class and the results analyzed in a detailed study. It was found by the teacher and students to be beneficial and amusing, demonstrating the potential for AR in mathematics classes

Immersive Learning Research Network 4th International Conference, iLRN 2018, Missoula, MT, USA, June 24-29, 2018, Proceedings

This volume constitutes the refereed proceedings of the 4th International Conference of the Immersive Learning Network, iLRN 2018, held in Missoula, MT, USA, in June 2018

Adult Learning Sign Language by combining video, interactivity and play

One in every six persons in the UK suffers a hearing loss, either as a condition they have been born with or a disorder they acquired during their life. 900,000 people in the UK are severely or profoundly deaf and based on a study by Action On Hearing Loss UK in 2013 only 17 percent of this population, can use the British Sign Language (BSL). That leaves a massive proportion of people with a hearing impediment who do not use sign language struggling in social interaction and suffering from emotional distress, and an even larger proportion of Hearing people who cannot communicate with those of the deaf community. This paper presents a theoretical framework for the design of interactive games to support learning BSL supporting the entire learning cycle, instruction, practice and assessment. It then describes the proposed design of a game based on this framework aiming to close the communication gap between able hearing people and people with a hearing impediment, by providing a tool that facilitates BSL learning targeting adult population. The paper concludes with the planning of a large scale study and directions for further development of this educational resource