Augmented reality for at-home speech intervention

Augmented Reality (AR) is a technology that allows users to view graphics, videos, or other applications in their environment in real time using mobile devices, such as a smartphone or tablet. It provides an interactive way to combine technology and learning. Although AR has potential applications in the field of Communication Sciences and Disorders, few studies have investigated its reliability in speech intervention. This project explores whether parents are receptive to implementing AR technology into speech intervention and addresses one way to make intervention more engaging. The project looked at parental attitudes toward AR in integrating speech intervention goals at home with their children. A case study approach was used to evaluate the receptiveness of parents using AR in intervention. Caregivers were given a pre- and post-study survey and were asked to complete weekly reflective notes to track progress. The researcher met with caregivers two times over the course of the study (one at the halfway mark and the other at the end of the study) in an interview to answer any questions and address comments or concerns. Results will provide researchers and clinicians with an idea of how receptive parents are to incorporating a new technology into intervention and help determine if the use of AR in intervention at home merits further exploration

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Augmented Reality Meets Tangibility: A New Approach for Early Childhood Education

Augmented Reality (AR) has been recognised as one of the promising technologies for the gaming industry. In this study, the authors intend to apply AR technology to develop an interactive educational game. This paper presents an AR featured educational game specifically designed for 4-7 years old pre-school children. The principal objective of this game is to enable children to learn various abstract concepts, such as colour mixing, mathematics and 2D-3D geometrical shape recognition. This game allows users to interact with both onscreen (intangible) and physical objects (tangible) at the same time; different interaction forms including the touch screen (click) and AR game (rotate) are designed for better interaction with the real world and learning. This paper focuses on the details of the design and interactive behaviour. Furthermore, beyond the needs of children, this game also serves for parents through the Token Economy method; parents can control the kids’ contacting time with portable devices, and track and modify their everyday learning patterns. A pilot study implementing mix method was used to gather user’s feedback is also described in this paper

DESAIN DAN IMPLEMENTASI APLIKASI AUGMENTED REALITY (AR) BERBASIS SMARTPHONE PADA PEMBELAJARAN TRANSMISI MANUAL KENDARAAN BERMOTOR

ABSTRAK Penggunaan media pembelajaran augmented reality berbasis smartphone dinilai perlu untuk meningkatkan pemahaman siswa pada mata pelajaran produktif Sekolah Menengah Kejuruan (SMK). Penelitian ini bertujuan untuk merancang dan mengimplementasikan media pembelajaran augmented reality (AR) berbasis smartphone untuk meningkatkan pemahaman siswa pada materi memelihara transmisi manual, serta melihat bagaimana respon siswa dan guru terhadap media pembelajaran augmented reality pada mata pelajaran transmisi manual. Penelitian ini merupakan penelitian ekperimen dengan desain ADDIE, data bersumber dari siswa dan guru yang ada di SMK Negeri 1 Bangkinang dengan melakukan uji coba langsung, instrumen pengumpulan data dengan tes dan wawancara, data hasil penelitian menunjukkan media pembelajaran augmented reality pada mata pelajaran transmisi manual yang dikembangkan secara signifikan dapat meningkatkan pemahaman siswa pada mata pelajaran tersebut, sebagian besar siswa dan guru menunjukkan sikap positif terhadap pembelajaran menggunakan media augmented reality berbasis smartphone. Berdasarkan temuan penelitian, maka media pembelajaran augmented reality berbasis smartphone dapat dijadikan alternatif media pembelajaran yang dapat diterapkan di sekolah menengah kejuruan untuk meningkatkan kualitas pendidikan. Kata Kunci: Media pembelajaran, augmented reality, pemahaman, transmisi manual ABSTRACT The use of smartphone-based augmented reality learning media is deemed necessary to increase students understanding of productive subjects in Vocational High Schools (SMK). This research aims to design and implement smartphone-based augmented reality (AR) learning media to improve students understanding of manual transmission maintenance material, and want to know how students and teachers respond to augmented reality learning media on manual transmission subjects. This research is an experimental research was used ADDIE method, data's sourced from students and teachers in Vocational High School (SMK) 1 of Bangkinang by conducting direct trials. The data's was collected by examinations and interviews. The results of this research indicate that augmented reality learning media on manual transmission subjects developed can be improve students understanding of these subjects significantly. Then, most of students and teachers also showed a positive attitude towards learning using the smartphone-based augmented reality media. Based on the result of this research, smartphone-based augmented reality learning media can be used as an alternative to learning media that can be applied to Vocational High Schools (SMK) to improve the quality of education. Keywords: Learning media, augmented reality, understanding, manual transmissio

Nordic Childhoods in the Digital Age

"This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication.

Literacy for digital futures : Mind, body, text

The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice

Penerapan Model Pembelajaran Problem Solving Berbantuan Augmented Reality Untuk Meningkatkan Pemahaman Konsep Mahasiswa Pada Mata Kuliah Fisika Umum

Abstract —General physics is one of the subjects that is considered difficult by students. This is because General Physics requires complex mathematics, too much material, textbook dependent, abstract and complex. One of the learning media that is seen as helping and facilitating students in learning physics science is Augmented reality. This study used a quasi-experimental (quasi-experimental) method. This study involved all students who took general physics courses at the Indonesian educational institute. The subjects in this study were selected using purposive sampling. The results showed that overall problem solving learning assisted with augmented reality received a good response from students with a score of 84% in the Very Good category. This shows that the AR-assisted problem solving learning has a major effect on the heat transfer material so that it increases students' understanding of the concept. Keywords— Augmented Reality, understanding of the concept, Abstrak —Fisika umum merupakan salah satu matakuliah yang dianggap sulit oleh mahasiswa. Hal ini dikarenakan Fisika Umum membutuhkan matematika yang rumit, materi yang terlalu banyak, bergantung pada buku teks, abstrak dan kompleks. Salah satu media pembelajaran yang dipandang dapat membantu dan memfasilitasi untuk memudahkan mahasiswa dalam mempelajari sains fisika adalah Augmented reality . Penelitian ini menggunakan metode kuasi eksperimen (eksperimen semu). Penelitian ini melibatkan seluruh mahasiswa yang mengambil mata kuliah Fisika umum di institut pendidikan indonesia. Subjek dalam penelitian ini dipilih dengan menggunakan puposive sampling. Hasil penelitian menunjukan bahwa pembelajaran problem solving berbantuan Augmented reality secara keseluruhan mendapatkan respon yang baik dari siswi-siswi dengan perolehan nilai yaitu 84% dengan kategori Baik Sekali. Hal ini menunjukkan bahwa Pembelajaran Problem solving berbantuan AR berpengaruh besar terhadap Materi perpindahan kalor sehingga mengalami peningkatan Pemahaman konsep mahasiswa. Kata Kunci— Augmented Reality, pemahaman konsep

Sparking Reading Engagement through Tablets: An Early Intervention Reading Program and Parent Workshop for Tablets at Home

Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers’ (4–6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children’s literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter (n = 18) and spring (n = 19). Qualitative observation scales were used to rate students’ on-task behavior and level of engagement. A student questionnaire and parent survey were also administered. Results indicate that the nature of the features embedded within tablets seemed to enhance or hinder students’ level of on-task behavior or level of engagement. A relationship between students’ on-task behavior and level of engagement was also discovered. Parents/guardians reported being involved with their children, and this interaction positively impacted the child’s enjoyment of reading. Implications for educators point to the importance of a blended learning model for early reading intervention and the importance of pre-settings in reading apps

PENGEMBANGAN MEDIA PEMBELAJARAN MESIN BAKAR 2 TAK dan 4 TAK BERBASIS AUGMENTED REALITY

Mesin bakar 2 tak dan 4 tak merupakan salah satu mata pelajaran penting di jurusan TKRO. Hasil belajar siswa pada mata pelajaran mesin bakar 2 tak dan 4 tak tergolong rendah disebabkan siswa masih mengalami kesulitan memahami bentuk visual pada materi ini, karena media pembelajaran yang digunakan masih terbatas. Penelitian ini bertujuan untuk mengembangkan media pembelajaran augmented reality berbasis android sebagai media pembelajaran mesin bakar 2 tak dan 4 tak. Penelitian ini menggunakan metode kualitiatif dan kuantitatiif (mix method) dengan pendekatan deskriptif serta penjaringan data digunakan kuesioner. Proses pengembangan media pembelajaran augmented reality menggunakan pendekatan Analisys, Design, Development, Implementation, and evaluation (ADDIE). Selanjutnya dilakukan pengujian kelayakan pada aspek usability dan penerapan disekolah kepada siswa untuk mengetahui tingkat kemampuan kognitif maupun psikomotorik siswa. Sampel pada penelitian adalah siswa SMK Negeri 1 Kerumutan kelas XI TKRO. Kemampuan kognitif dan psikomotorik siswa mengalami peningkatan serta memperoleh respon positif dari penggunaan media pembelajaran tersebut. Media pembelajaran augmented reality berbasis android dinyatakan layak dan efektif digunakan untuk mendukung proses pembelajaran mesin bakar 2 tak dan 4 tak di sekolah. Kata Kunci: media pembelajaran, aplikasi, augmented reality, dan android ABSTRAC Two and four stroke engines are not one of the important subjects in the TKRO department. Student learning outcomes in 2 and 4 combustion engine subjects are not low because students still have difficulty understanding the visual form on this material, because the learning media used is still limited. This study aims to develop an Android-based augmented reality learning media as a 2-stroke and 4-stroke combustion engine learning media. This study uses qualitative and quantitative methods (mix method) with a descriptive approach and data collection using a questionnaire. The process of developing augmented reality learning media uses the Analysis, Design, Development, Implementation, and evaluation (ADDIE) approaches. Furthermore, a feasibility test was conducted on the aspects of usability and application in schools to students to determine the level of cognitive and psychomotor abilities of students. The sample in the study was students of SMK Negeri 1 Kerumutan in class XI TKRO. Students' cognitive and psychomotor abilities have increased and have received positive responses from the use of learning media. Android-based augmented reality learning media is declared feasible and effective to be used to support the learning process of 2 and 4 fuel engines not at school. Keywords: learning media, applications, augmented reality, and androi

Landscapes of Affective Interaction: Young Children's Enactive Engagement with Body Metaphors

Empirical research into embodied meaning making suggests specific sensorimotor experiences can support children’s understanding of abstract science ideas. This view is aligned with enactive and grounded cognition perspectives, both centred in the view that our ability to conceptualise emerges from our experiences of interaction with our environment. While much of this research has focused on understanding action and action processes in individual children or children in pairs, less attention has been paid to affective dimensions of young children’s group interaction, and how this relates to meaning making with body metaphors. Indeed, Gallagher describes how no action exists in a vacuum, but rather revolves around a complex web of affective-pragmatic features comprising a ‘Landscape of Interaction’ (2020, p.42). This research project addresses gaps in research in understanding young children’s affective engagement from an enactivist cognition perspective. It takes a Design-Based Research approach with an iterative design orientation to examine young children’s interaction with multisensory body-based metaphors through an embodied participation framework. A series of empirical studies with young children, aged 2-7 years, comprising of experiential workshops, build iteratively upon each other. A novel theoretically informed method, Affective Imagination in Motion, is developed involving several purpose-built multisensory body metaphors prompts to enable access to dimensions of young children’s affective engagement. This research makes theoretical and methodological contributions. It extends the theoretical notion of ‘affect’ from enactive and grounded cognition perspectives through identifying key interactive processes in young children’s engagement with multisensory action metaphors. In addition, the novel method offers a contribution as a way of ‘looking’ at affect within a group situation from affective-pragmatic and social embodiment perspectives. Finally, the research contributes to embodied learning design frameworks offering a guideline for designers wishing to inform their work from enactive cognition perspective