SIMNET: simulation-based exercises for computer net-work curriculum through gamification and augmented reality

Gamification and Augmented Reality techniques, in recent years, have tackled many subjects and environments. Its implementation can, in particular, strengthen teaching and learning processes in schools and universities. Therefore, new forms of knowledge, based on interactions with objects, contributing game, experimentation and collaborative work. Through the technologies mentioned above, we intend to develop an application that serves as a didactic tool, giving support in the area of Computer Networks. This application aims to stand out in simulated controlled environments to create computer networks, taking into ac-count the necessary physical devices and the different physical and logical topologies. The main goal is to enrich the students’ learning experiences and contrib-ute to teacher-student interaction, through collaborative learning provided by the tool, minimizing the need for expensive equipment in learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Using the Proteus virtual environment to train future IT professionals

Abstract. Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design

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

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Augmented Reality-Based English Language Learning: Importance And State Of The Art

Augmented reality is increasingly used in the educational domain. However, little is known concerning the actual importance of AR for learning English skills. The weakness of the English language among English as a foreign Language (EFL) students is widespread in different educational institutions. Accordingly, this paper aims at exploring the importance of AR for learning English skills from the perspectives of English language teachers and educators. Mixed qualitative methods were used. To achieve the objective of this study, 12 interviews were conducted with English teachers concerning the topic under investigation. Second, a systematic literature review (SLR) that demonstrates the advantages, the limitation, and the approach of AR for learning English was performed. This study is different from other studies in using two methods and conducting comprehensive research on the importance of AR in improving English language skills in general. Thus, the study concluded that AR improves language skills and academic achievements. It also reduces students\u27 anxiety levels, improves students\u27 creativity, and increases students\u27 collaboration and engagement. Moreover, the students have positive attitudes towards using AR for learning the English language. The findings present important implications for the integration and development of AR for learning

Application of augmented reality as a means of interdisciplinary learning

En el presente artículo se despliega una revisión de la cuestión relacionada con la aplicación de la realidad aumentada como medio de aprendizaje interdisciplinario. La investigación se desarrolló utilizando dos métodos: exploratorio y descriptivo, con un enfoque sistémico, utilizando las siguientes categorías como origen: realidad aumentada, realidad virtual, análisis de sistemas, web, realidad mixta y enseñanza. La búsqueda se realizó en las bases de datos Science Direct, Web Science, Google Académico y Scopus. Se catalogaron ciento dos artículos científicos para desarrollar la revisión. A partir de los artículos seleccionados se abordaron los siguientes interrogantes: ¿Cuáles son los vacíos conceptuales presentes en la realidad aumentada como medio de aprendizaje?; ¿Cómo se desarrolla la realidad aumentada como medio de aprendizaje?; ¿Cuál es la discusión actual sobre la realidad aumentada como medio de aprendizaje? y ¿Cuáles son los temas relevantes de la realidad aumentada como medio de aprendizaje?. Se determinaron las implementaciones de la realidad aumentada en los temas académicos y los factores influyentes directamente en su desarrollo, para tener un impacto positivo en el rendimiento académico. Como conclusión general se encontró: la realidad aumentada mejora el interés académico y facilita el desarrollo de los procesos de enseñanza y aprendizaj

Application of augmented reality as a means of interdisciplinary learning

En el presente artículo se despliega una revisión de la cuestión relacionada con la aplicación de la realidad aumentada como medio de aprendizaje interdisciplinario. La investigación se desarrolló utilizando dos métodos: exploratorio y descriptivo, con un enfoque sistémico, utilizando las siguientes categorías como origen: realidad aumentada, realidad virtual, análisis de sistemas, web, realidad mixta y enseñanza. La búsqueda se realizó en las bases de datos Science Direct, Web Science, Google Académico y Scopus. Se catalogaron ciento dos artículos científicos para desarrollar la revisión. A partir de los artículos seleccionados se abordaron los siguientes interrogantes: ¿Cuáles son los vacíos conceptuales presentes en la realidad aumentada como medio de aprendizaje?; ¿Cómo se desarrolla la realidad aumentada como medio de aprendizaje?; ¿Cuál es la discusión actual sobre la realidad aumentada como medio de aprendizaje? y ¿Cuáles son los temas relevantes de la realidad aumentada como medio de aprendizaje?. Se determinaron las implementaciones de la realidad aumentada en los temas académicos y los factores influyentes directamente en su desarrollo, para tener un impacto positivo en el rendimiento académico. Como conclusión general se encontró: la realidad aumentada mejora el interés académico y facilita el desarrollo de los procesos de enseñanza y aprendizaj