63,408 research outputs found

    Mobile augmented reality learning: design exploration toward student learning trends

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    The advancement of educational technologies and students learning trends have forced the educationist to adapt a new innovative learning method in disseminating learning content. This approach inspired the research to explore the Mobile Learning (mLearning) platform designed specifically for architectural history education via Augmented Reality (AR) app. Throughout the research, the researchers highlight the mLearning platform’s theory, potential, requirements as well as challenges in responding to students learning trends. The research objectives are; First, to investigate the students learning trends in utilizing educational technology infrastructures available at the higher education institution. Second, to explore the development of Mobile Augmented Reality Learning Platform toward learning experiences. The qualitative approach is applied which involved exploratory literature reviews, expert interviews and document analysis for formative evaluation. The reflection promises a new way of students learning experience by enhancing the traditional learning method via Mobile Augmented Reality Learning Platform

    Current research trends in the user experience of mobile augmented reality: Content and bibliometric mapping analysis

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    The aim of this work is to highlight research trends between 2015 to 2020 in the study of mobile augmented reality’s user experience by conducting a content analysis and bibliometric mapping analysis of MAR research literature. This study dissects the different research design types chosen by mobile augmented reality (MAR) authors. In addition to illuminating design types, this study also uncovers trends in data collection, sampling, and analysis. In recent years, the benefits of MAR applications have been lauded due to their ability to present information in different learning experiences. MAR applications enable the combination of virtual and real-world objects by way of superimposing digital objects and auditory triggers onto reality, providing the user with real-time interaction and feedback opportunities. MAR is unique in comparison to other augmented reality technologies in that MAR leverages an already ubiquitous hardware: the cell phone. This aspect of MAR is increasingly utilized by both educators and cultural heritage institutions to package material through interactive and innovative approaches. However, researching the user experience in MAR applications is particularly difficult due to its broad reach into many disparate fields of study. This research highlights the diversity of disciplinary perspectives and methods used in mobile augmented reality research in order to exhibit the subject areas in which its impact is greatest

    The Design of Basic Computer Neworking Simulation Learning using Multimedia Development Life Cycle Method based on Augmented Reality at SMKN 1 Tangerang

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    Augmented Reality has entered technology trends in all fields, both marketing and education, Augmented Reality media also requires users to be comfortable when interacting. SMKN 1 Tangerang organizes a distance education system with various methods, in this case the subject which is Basic Computer Networks uses mobile-based learning simulations with Augmented Reality which aims to develop students' abilities in the world of networked computers independently. This system also requires a user experience and user interface development method, namely Luther's Multimedia Development Life Cycle model because it has six stages, namely concept, design, data collection, merging, testing, and distribution, resulting in interactive applications

    Image Tracking Berbasis AR Untuk Peningkatan Pembelajaran Buah Pada Pendidikan Anak Usia Dini (PAUD)

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    The current recognition and learning system still uses magazines, books and websites. This makes the lessons of the topics taught still difficult to understand. In this study, a fruit recognition learning model was created in early childhood education based on Augmented Reality and digitalized teaching aids. Augmented Reality is a technology that embodies the merging of the real world (reality) and virtual world (virtual) where this technology is also known as Virtual Reality. The marker in the form of an image will be captured by the camera, processed and a 3D fruit animation will appear on the mobile screen. The purpose of this research is to produce a fruit recognition learning model in PAUD TK Aba Sukoharjo Kalasan based on Augmented Reality and to create digitalized teaching aids. By using Augmented Reality the application can be educational and attract interest in children's curiosity. The method used in this study is the Multimedia Development Life Cycle (MDLC). The fruit recognition application has been applied to several child respondents. Based on research trials, before there was an application for interest in learning, children learned fruit recognition with a score of 73% with the predicate agreeing. The effect of positive trends on children to learn with augmented reality learning media is shown by a score of 81% of 30 child respondents stating that the application is very effective as an increase in the recognition of fruit

    Enhancing Mobility: Integrating New Services into Your Library’s Mobile Platform to Increase Traffic

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    Kimbel Library launched its mobile environment and ran it in full production for several months yet usage patterns were quite low and flat. The library only saw a substantial increase in usage when new, value-added services were integrated into this platform. Upon implementing and integrating discovery services, chat and SMS capabilities, and computer availability maps into our mobile environment the library witnessed and continues to see a steady and significant increase in usage. These services, any issues encountered in their integration, and solutions to resolve these issues are identified, and usage trends and overall increases in mobile platform usage are revealed. Web vs. native app usage trends, devices used, and other metrics and statistical information will be assessed. This article will also explore possible future enhancements to our mobile services, such as geolocation and location-based services for enhancing library instruction, tutorials, library tours, and the possible development of an augmented reality environment for bridging the gap between physical and online resources and services

    Digitization trends in hospitality and tourism

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    This paper discusses the main trends that digitalization has brought about in hospitality and tourism. The basic approaches of Industry 4.0 and the processes and levels of technification are presented, as well as the digitization that has taken place in the tourism sector, highlighting the main technologies such as digital applications, mobile devices, Big Data, the internet of things, virtual assistants, the cloud, virtual and augmented reality, robots and chatbots, as well as new designations for tourism activities, such as smart tourism and e-tourism.

    Innovation und Trends für Mobiles Lernen

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    Der Beitrag zeigt aktuelle Trends im Bereich der mobilen und ubiquitären Lerntechnologien auf, welche die klassischen Konzepte von Mobilem Lernen erweitern: a) Mobiler und allgegenwärtiger Zugang zu Lerninhalten b) unterbrechungsfreie Lernunterstützung oder "Seamless Learning Support", die nahtlose Integration von Lernunterstützung in gemischten Lernszenarien, c) Smartphones und Sensoren im Mobilen Lernen, d) Mobile Gaming und mobile Augmented Reality und e) situierte eingebettete Displays. Anhand dieser Trends werden die Konsequenzen für das didaktische Design und darunter liegende Lernkonzepte diskutiert

    It's Not Magic, It's Augmented Reality!

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    Presentation slidesAugmented reality is one of the hottest technology trends to hit education in recent years. It literally takes images and makes them and the layers of information hidden in it come alive when accessed with a mobile device. This session will showcase the latest educational augmented reality apps and share examples of how they can be used with students. Apps using pre-made and student made triggers will be shared. Bring your mobile device and be prepared to be amazed

    The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students

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    [EN] This study aimed to investigate the effectiveness of using a mobile Augmented Reality application in the geography unit for 10th-grade students on their achievements and attitude. The unit is part of the Omani’s social studies curriculum and entitled, “Environmental Problems and Hazards”. To achieve this purpose, a quasi-experimental study design was conducted. The instruments designed, validated and used to collect data were pre-post achievement tests and attitudinal scale. The participants were 64 male students, divided into two experimental and control groups. The field application period took four weeks in which the control group studied the unit using the normal teaching method, while the mobile Augmented Reality application, HP Reveal, with a website that supports its features, was integrated to teach experimental group. Findings show that there was a statistically significant difference between the pre- and post-field applications in terms of students’ achievement and attitudes. Nevertheless, there was no impact observed when the control and experimental groups’ achievement was compared.  The researcher suggested conducting further investigations to examine the value of integrating Augmented Reality in the educational system considering various factors and variables.Al Shuaili, K.; Al Musawi, AS.; Hussain, RM. (2020). The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students. Multidisciplinary Journal for Education, Social and Technological Sciences. 7(2):20-29. https://doi.org/10.4995/muse.2020.13014OJS202972Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002Al-Asheeri, H. A. Y. (2017). Effectiveness of Using Augmented Reality Strategy in Enhancing Learning English for Cycle One Students in the Elementary Stage in the Kingdom of Bahrain. US-China Foreign Language, 15(7), 409-419. https://doi.org/10.17265/1539-8080/2017.07.001Al-Azawi, R. (2018, April). Embedding augmented and virtual reality in educational learning method: present and future. Paper presented at the 9th International Conference on Information and Communication Systems- ICICS, Irbid, Jordan. Retrieved from https://ieeexplore.ieee.org/document/8355470. https://doi.org/10.1109/IACS.2018.8355470Al-Maamari, S., Al-Nofli, M., & Al-Gharibi, Z. (n.d.). The state of social studies in basic education schools in Oman. Asian Social Science, 10(7), 213-220. https://doi.org/10.5539/ass.v10n7p213Al Maashri, A., Al-Asadi, S., Tageldin, M., Al-Lawati, S., & Al Shidhani, A. (2015, February). Augmented Reality for Tourism in Oman Using Free Open Source Software. Paper presented at the 2nd Free and Open Source Software Conference FOSS-2015, Muscat, Oman. Retrieved from https://fossc.om/images/papers/Ahmed_AlMaashri_Fossc_Oman_2015.pdfAl Musawi, A., Ambusaidi, A., Al-Balushi, S., Al-Sinani, M., & Al-Balushi, K. (2017). Effectiveness of Learning with 3D-Lab on Omani Basic Education Students' Achievement, Attitudes and Scientific Thinking. Journal of Education and Training Studies, 5(11), 177-188. https://doi.org/10.11114/jets.v5i11.2743Alhumaidan, H., Lo, K. P. Y., & Selby, A. (2018). Co-designing with children a collaborative augmented reality book based on a primary school textbook. International Journal of Child-Computer Interaction, 15, 24-36. https://doi.org/10.1016/j.ijcci.2017.11.005Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools' education: Barriers to teachers' adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100. https://doi.org/10.3991/ijet.v12i02.6158Al Musawi, A., Resheidi, A., Jadeedi, M., Alsaadi, A., Riyami, H.A. (2016). The impact of an augmented reality system in teaching machine dynamic course for engineering students, Turkish Online Journal of Educational Technology, Special Issue, July 2016; 562-564. http://www.tojet.net/special/2016_7_1.pdf.Basha, S., Abbas, M., Yusufi, G., & Rajbunisa. (2019). Augmented Reality Based Education for the Improvement for Sustainable Learning Ability in Oman Educational System. International Journal of Advanced Trends in Computer Science and Engineering, 8(12), 110 - 115. https://doi.org/10.30534/ijatcse/2019/1881.22019Chang, H.-Y., Wu, H.-K., & Hsu, Y.-S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44(3), 95-99. https://doi.org/10.1111/j.1467-8535.2012.01379.xGarzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27, 244-260. https://doi.org/10.1016/j.edurev.2019.04.001Georgieva, E. (2006, June). A comparison analysis of mobile learning systems. Paper presented at at International Conference on Computer Systems and Technologies - CompSysTech' 2006, Veliko Tarnovo, Bulgaria, Retrieved from https://pdfs.semanticscholar.org/2e3c/61c97bf06dcb86c8e94125407c79bb0b2a9f.pdf.Gómez-Ejerique, C. & López-Cantos, F. (2019). Application of innovative teaching-learning methodologies in the classroom. Coaching, flipped-classroom and gamification. A case study of success. Multidisciplinary Journal for Education, Social and Technological Sciences, 6(1), 46-70. https://doi.org/10.4995/muse.2019.9959Romero Forteza, F. & Carrió Pastor, M. (2014). Virtual language learning environments: the standardization of evaluation. Multidisciplinary Journal for Education, Social and Technological Sciences, 1(1), 135-152, https://doi.org/10.4995/muse.2014.2199Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait. Eurasia Journal of Mathematics, Science & Technology Education, 13(2), 417-440. https://doi.org/10.12973/eurasia.2017.00624aShelton, B. E., & Hedley, N. R. (2002, September). Using Augmented Reality for. Teaching Earth-Sun Relationships to Undergraduate Geography. Students. Paper presented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.116.3323&rep=rep1&type=pd

    Innovative educational trends: to the problem

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    Означено актуалітет терміна "інновація" в педагогіці, розглянуто його семантику. Тезово схарактеризовано такі інноваційні освітні тренди як: мобільне навчання, мікронавчання, інклюзивне картування в освіті, інтерактивне відео, розширена віртуальна реальність, освітні мобільні додатки.The relevance of the term "innovation" in pedagogy is defined, its semantics is considered. Such innovative educational trends as: mobile learning, microlearning, inclusive mapping in education, interactive video, augmented virtual reality, educational mobile applications are summarized
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