Explore the influences of AR-supported simulation on mutual engagement of social interaction in face-to-face collaborative learning for physics

Master'sMASTER OF ART

Enhancing collaborative learning in an augmented reality supported environment

Master'sMASTER OF ENGINEERIN

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

Benefits of Augmented Reality in Educational Environments - A Systematic Literature Review

By augmenting the real world with virtual information, Augmented Reality (AR) provides new possibilities for education. Although AR is frequently applied in educational environments, the value of AR applications in these environments is not yet investigated in its entirety. Additionally, educators face different directions of AR applications, which may differ regarding their potential benefits. To help overcome these challenges, we conduct a systematic literature review to synthesize a set of 25 publications. We identify 14 different benefits and cluster these into six different groups. We use the Five Directions of AR in educational environments by Yuen et al. [1] to further detail possible benefits for different directions of AR applications. Our findings indicate that specific directions of AR applications are more likely to lead to certain benefits such as increased motivation. Future research is needed to investigate the causality between benefits and directions of AR in more detail

User Preferences on Supplementary Learning Tool in Physics Experiment Using Mobile AR

Mobile augmented reality (AR) technology is utilized as the medium for enhancing real time interaction between user and technology by adding virtual contents to the real world. However, this technology is about to grow in the learning landscape. The focus of this article is to determine user preferences on technology based supplementary learning tool in Physics experiment. In this study, a user requirement is conducted by means of questionnaire. This questionnaire was distributed among target group and school teachers. Findings of user requirements provide evidence on the necessity and potentials of Mobile AR to be used as a supplementary learning tool. This exercise provides details on the learning content and technology they would like to acquire