Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom

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

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

Mobile augmented reality game-based learning: teacher training using the EduPARK app

With the mobile technology widespread, new functionalities are being integrated in devices, namely augmented reality (AR), which can be used to enhance learning. Combining mobile AR learning with game-based approaches supports new forms of instruction in the outdoors and students’ engagement and motivation for learning are enhanced. However, new practices require teacher training. This is the case of the EduPARK workshop that aims to support teachers in the development of innovative outdoor practices, using mobile devices, AR and games. In this exploratory case study, qualitative and quantitative data were collected from five editions of the EduPARK workshop through a mandatory questionnaire and a voluntary reflexive self-account. Results show that teachers value this training for: i) the access to new educational resources, ii) the practices changing support, iii) knowledge update, although not necessarily in what concerns mobile learning, AR and game-based approaches, and iv) learning about cross-subjects approaches to teaching.publishe

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”

The usability attributes and evaluation measurements of mobile media AR (augmented reality)

This research aims to develop a tool for creating user-based design interfaces in mobile augmented reality (MAR) education. To develop a design interface evaluation tool, previous literature was examined for key design elements in the educational usage of MAR. The evaluation criteria identified were presence, affordance, and usability. The research used a focus group interview with 7 AR experts to develop a basic usability evaluation checklist, which was submitted to factor analysis for reliability by 122 experts in practice and academia. Based on this checklist, a MAR usability design interface test was conducted with seven fourth-grade elementary students. Then, it conducted follow-up structured interviews and questionnaires. This resulted in 29 questions being developed for the MAR interface design checklist.ope

A critical outlook at augmented reality and its adoption in education

Despite a significant volume of empirical research suggesting that augmented reality has a positive impact on student learning outcomes, it has not been widely adopted within education. This review critically analyses the literature to determine why this is the case. Our review methodology was based on the PRISMA strategy. A total of 169 papers were identified for use in this study and this group of papers was evaluated using content analysis. Specifically we analysed the research goals, motivation and the extent of the application of co–design in the research papers. We found that the research in this area is primarily student–centred, and a minority of papers apply co–design as a technique. This is significant because it is well understood that student–centred outcomes have the least effect on technology adoption within education. Based on these findings we make a series of recommendations including a shift away from research focused solely on learning outcomes and towards research which also considers how augmented reality integrates into the teaching environment

An educational game to teach children about air quality using augmented reality and tangible interaction with sensors

Air pollution is known to be one of the main causes of injuries to the respiratory system and even premature death. Gases, particles, and biological compounds affect not only the air we breathe outdoors, but also indoors. Children are highly affected by the poor quality of the air they breathe because their organs and immune systems are still in the developmental stages. To contribute to raising children’s awareness to these concerns, this article presents the design, implementation, and experimental validation of an serious augmented reality game for children to playfully learn about air quality by interacting with physical sensor nodes. The game presents visual representations of the pollutants measured by the sensor node, rendering tangible the invisible. Causal knowledge is elicited by stimulating the children to expose real-life objects (e.g., candles) to the sensor node. The playful experience is amplified by letting children play in pairs. The game was evaluated using the Wizard of Oz method in a sample of 27 children aged between 7 and 11 years. The results show that the proposed game, in addition to improving children’s knowledge about indoor air pollution, is also perceived by them as easy to use and a useful learning tool that they would like to continue using, even in other educational contexts.info:eu-repo/semantics/publishedVersio