Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself

Harnessing Technology: analysis of emerging trends affecting the use of technology in education (September 2008)

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1

The influence of age and educational qualification on stakeholders perception of integrating mobile technology into basic education in Nigeria

Policy makers, teachers, students and members of the society are normally referred to as major stakeholders in education. The role of stakeholders in facilitating decisions that affect educational policies cannot be undermined. Although technology is considered a veritable platform for enhancing the teaching-learning process, nevertheless the operators of this process are crucial to the strategic integration of this innovative tool to effective instructional delivery. The benefits accruable in the interface between mobile technology and basic education can only be fully harnessed when the views of stakeholders are given due consideration. It is against this background that this study interrogates how stakeholders in education perceive the integration of mobile technology into basic education in Nigeria. Two hundred and fifty-eight stakeholders in education were selected as participants for the study. The findings revealed that stakeholders in education perceive, in positive light, the adoption of mobile technology as an invaluable driver of basic education in Nigeria. Stakeholders in this paper refer to as teachers at the basic level of education.Keywords: Education Stakeholders, Perception, Mobile Technology and Basic Educatio

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Educational change and ICT: an exploration of priorities 2 and 3 of the DfES e-strategy in schools and colleges: the current landscape and implementation issues

Landscape review of integrated online support for learners and collaborative approaches to personalised learning activities

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Pre-service Primary and Secondary Teachers’ Perceptions of the Potential of Virtual Reality for Teaching and Learning

In this thesis, three separate but closely connected studies were conducted. A scoping review employed a systematic approach to identify studies dealing with pre-service teachers’ ICT beliefs, revealed the crucial factors in terms of measuring pre-service teachers’ ICT beliefs, explored unresolved issues with the current literature of pre-service teachers’ beliefs of different technologies, and provided clear directions for the development of further educational research and practice. A systematic review sought to examine the ICT beliefs of pre-service teachers containing the variables of ICT beliefs measurement, ICT adaptation factors and ICT training needs. The findings from the scoping review and systematic review revealed the relevant research and provided insights into the possible ways to measure pre-service teachers’ ICT beliefs. A mixed method empirical study on pre-service teachers’ beliefs and training needs on the educational use of virtual reality was conducted to fill the research gap and move the literature forward, as the results of scoping review and systematic review have suggested that there is a lack of evidence about pre-service teachers’ beliefs on cutting-edge technologies, such as virtual reality technology. It was found that pre-service teachers have moderately positive attitude towards ICT and virtual reality technology in terms of openness to new ICT tools, perceived usefulness, perceived ease of use, and technological complexity; however, they hold a relatively positive expectation for the future development of virtual reality technology in the educational field. The results also showed that pre-service teachers have moderately positive attitudes towards ICT training, and they have clear goals about their training needs to guide their implementation of virtual reality technology in classroom teaching and learning. It is suggested that pre-service teachers in China need to adapt to the recent and newest policies for their own development and for the advancement of society. Future research could be based on the relationship between pre-service teachers’ ICT beliefs and the practices of integration of technology in the classroom, as well as the changes in pre-service teachers’ perceptions of ICT and cutting-edge educational technologies before and after the Covid-19 pandemic for teaching practice

Education in Undergraduate Construction Management Degrees - Is it "Construction" or "Management" that is in bold type?

The proposition of this study is that the content of education in construction management degree programs has changed over time. Content has moved away from construction technology and has moved more towards generic areas of management. Here, issues arise such as prescriptive versus principle-base teaching and the degree to which experiential learning can be provided. This study explores quantifiable data to test the above proposition over an extended period of time for a selected University in Australia. The study looks at course handbook data for the construction management degree including the likes of assigned subject credit points and contact hours. From the analysis, debate and related sources of supporting information are used to extrapolate themes demonstrating the resultant changes in graduate profile arising from the analysis. Comment is also provided on the impact of such changes including the differentiation of university graduates in the past and present. The industry perspective is also canvassed in terms of how changes have affected their expectations relating to employment of University qualified graduates

Strata Managers and Educational Mishaps

In Australia, educational qualifications are a prescribed requirement for licensing within various occupations and professions, and each state and territory has varying degrees of educational aims and objectives. This research paper examines the minimum standards of education and knowledge, which are imposed as a pre-requisite for the licensing of a Strata Manager. The paper traces the historical progression which occurred during the last century to the current decade, and includes an assessment of societies changing needs of the role within the profession. In this regard, it is argued that the educational requirements during the mid 1990s to the early 2000s best served the needs of the consumer in comparison to these last 10 years. The discussion is complemented with data from New South Wales, mapping the educational knowledge fields and comparing this information to the duties and responsibilities of a Strata Manager