An Enrichment Program Based on Using of Augmented Reality Technology for Developing 3D Geometric Shapes Skills for Second Grade Intermediate Students

Students usually encounter several barriers when entering STEM classrooms, including the novelty of the concepts, the necessity to develop mathematical thinking, spatial reasoning, critical thinking, and abstract understanding. Teachers usually face a major challenge with engaging students in STEM subjects due to their low interest and fear. Multiple studies confirm that the integration of AR into the classroom experiments carried out by students in STEM subjects could benefit them profoundly in terms of engagement, attitude, and productivity. This study used a quantitative experimental design to determine if AR affects student engagement in a 3D geography class and if it affects the attitudes of learners to the subject. To test the hypotheses, the study recruited 75 second-grade intermediate learners from Al- Masoudi Intermediate School, Jeddah City, Saudi Arabia. The results showed that AR has a positive effect on student engagement by improving it. AR also improved the students attitude toward 3D geography. It is recommended to continue exploring AR technology in the context of STEM subjects, including math and geography. Keywords: Augmented Reality (AR), STEM, 3D Geometric Shapes

The Role Of Simulation In The SY2000 Initiative

Report on how simulation can be used in education because it approximates, replicates or emulates the features of some task, setting, or context

The use of a virtual environment in the education of engineering students

This study explores die educational value of using duree-dimension (3D) interactive technology in a virtual reality (VR) environment to augment the learning of engineering students at the polytechnic level in Temasek Polytechnic, Singapore. The virtual environment (VE) consists of a factory floor with different planning tools and machines which students need to interact with to achieve an optimum production rate. Forty second- year engineering students opting for the Computer Integrated Manufacturing (CIM) third year elective were used as subjects. They were separated into two groups of twenty students. The second-year examination results from these two groups of students showed that there was no statistical difference between them, implying that both groups of students had similar initial knowledge. The VR augmentation group used a combined lecture/tutorial format to cover theories of the subject and used die VE as a learning tool to further improve their understanding by solving problems. The traditional instruction group used course notes, tutorial work sheets and teacher-led discussions. The instruments used include a post-test to measure performance, a survey questionnaire consisting of thirty-three 4-point Likert Scale questions, three essay questions, one ranking question and a final concept map type of question. This was followed by an interview to provide a deeper understanding of the use of VR in augmenting the learning process by probing for further details. Results in die post-test indicated that there was no significant difference in the score obtained by students undergoing VR augmentation and the traditional group (p=0.167, d=0.44). However, it was noted that the mean for every question was consistently higher for the VR augmented group. A more detailed analysis showed that for questions relating to problem solving, there was statistical significance (p=0.038, d=0.68) between the scores from the VR augmented group scores and the traditional group. Analysis of inputs from the survey questionnaire and the interview led to a further understanding of the learning aspects of VR, namely the features, learner characteristics, interactive experience, learning experience and the learning itself. This consequently led to an enhanced model of learning in VR

Introduction to pollution prevention concepts in freshman chemistry through simulations and hypermidia

As citizens of the 20th century, a key issue we all are aware of is degradation of the environment. In the interest of teaching the environmental issues to freshmen engineers, this study develops a computer aided learning/teaching (CAL/T) tool. This CAL/T tool consists of Internet based multimedia courseware and intelligent simulations. The courseware assembles the fundamentals of chemistry associated with current environmental issues such as air pollution, stratospheric ozone layer depletion and environmentally sensitive or \u27clean\u27 manufacturing. The courseware targets early and comprehensive understanding of pollution prevention concepts with a focus on environmentally friendly manufacturing. The courseware includes: on-line text, audio-video education tools, video files of laboratory demonstrations, interactive computer software for environmental problem solving and laboratory simulation, on-line self assessment tests, information about faculty, and on-line evaluation tools to obtain students\u27 feed-back to enhance faculty teaching. To enable the widest possible dissemination this courseware can be accessed by academia, industry, and governmental research and educational institutions through the World Wide Web

2016-2017 Course Catalog

2016-2017 Course Catalo

2018-2019 Course Catalog

2018-2019 Course Catalo

Exploring how advanced-level biology teachers Integrate ict in teaching and learning,A case of one public secondary school in Songwe Region, Tanzania

Information and Communications Technology (ICT) has pedagogical advantages that can help teachers design, teach, and assess biology lessons. The aim of this study was to explore how teachers integrate ICT during the teaching of Biology at A-level classes in Songwe region, Southern Tanzania. The research site of this study is one public advanced-level secondary school in the Mbozi district. The purposive sampling technique was used to get the sample comprising two, A-level biology teachers, one ICT technician, one laboratory technician, and six students from A-level classes who were persuing a science subject combination known as CBG (Chemistry Biology Geography). This study used a qualitative approach whereby observation, interview, and focus group discussion were the major instruments for collecting data in the field. Data obtained was analyzed thematically based on research questions. The study\u27s findings show that although most teachers lack an ICT background, they have a positive attitude towards the use of ICT in education and at least include ICT in their teaching methods. However, according to the teachers, barriers such as insufficient ICT tools and sporadic electricity often limit the successful integration of ICT in teaching biology at A-Level classes. To tackle these challenges, the study recommends that adequate ICT tools should be available in schools, installing Wi-Fi in schools to address the issue of a weak internet connection. Furthermore, the school needs to invest in a diesel or petrol backup generator to solve the issue caused by the power outage. Finally, Colleges and universities should train teachers with the necessary ICT skills for them to be equipped with digital literacy. This will go a long way in ensuring that teachers of biology at A-level secondary schools integrate ICT right from planning, teaching, and assessing the students. This will eventually culminate in improved learning outcomes in biology

Digital Learning for Future Science Learning: A Systematic Literature Review

In the 21st Century, technology is increasingly fast, even getting information is considered very easy with the existence of digital media which becomes a facilitator to be able to communicate with each other share and exchange information. Of course, with the development of time, feel left behind if you don't keep up with technological developments. Education in the digital era is mandatory education integrating Information and Communication Technology into all areas of lessons. Students need to have the ability to think to be able to answer the problems they face and education must be able to facilitate developing this thinking ability. The research aims to examine Digital Learning for Future Science Learning. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines We must know and practice changes in education and learning patterns at all levels of education by describing the characteristics of learning that are currently needed. The results of this research explain that learning and learning have theory and implementation to be applied at every level of education, several learning media are carried out, and currently, digital learning media is increasingly widespread and developing with the times

An integrated environment for problem solving and program development

A framework for an integrated problem solving and program development environment that addresses the needs of students learning programming is proposed. Several objectives have been accomplished: defining the tasks required for program development and a literature review to determine the actual difficulties involved in learning those tasks. A comprehensive Study of environments and tools developed to support the learning of problem solving and programming was then performed, covering programming environments, debugging aids, intelligent tutoring systems, and intelligent programming environments. This was followed by a careful analysis and critique of these systems, which uncovered the limitations that have prevented them from accomplishing their goals. Next, an extensive study of problem solving methodologies developed in this century was carried out and a common model for problem solving was produced. The tasks of program development were then integrated with the common model for problem solving. Then, the cognitive activities required for problem solving and program development were identified and also integrated with the common model to form a Dual Common Model for problem Solving and Program Development. This dual common model was then used to define the functional specifications for a problem solving and program development environment which was designed, implemented, tested, and integrated into the curriculum. The development of the new environment for learning problem solving and programming was followed by the planning of a cognitively oriented assessment method and the development of related instruments to evaluate the process and the product of problem solving. A detailed statistical experiment to study the effect of this environment on students\u27 problem solving and program development skills, including system testing by protocol analysis, and performance evaluation of students based on research hypotheses and questions, was also designed, implemented and the result reported

2017-2018 Course Catalog

2017-2018 Course Catalo