Learning material is a factor that affects to a performance of a teaching and learning with learning management system, so this research presents a trackable augmented learning media system that contains with trackable learning material and a cloud based learning management system (LMS). The trackable learning material is combined with a printed book and a mobile application. An application augments a virtual reality to a printed book, keeps student learning log and sends to the LMS. The proposed LMS contains only required function to work with trackable learning material which are a teacher registration, a classroom management and a reports generation. Teacher need to operate with LMS manually. Reports of the LMS are automatically generated by collected students’ learning log. Reports show a performance and behavior of a students and teachers can use that information to adjust a pedagogy to be consistent with their students.
This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.
Most personal computing interfaces rely on the users' ability to use their hand and arm movements to interact with on-screen graphical widgets via mainstream devices, including keyboards and mice. Without proper assistive devices, this style of input poses difficulties for motor-handicapped users. We propose a sound-based input scheme enabling users to operate Windows' Graphical User Interface by producing hums and fricatives through regular microphones. Hierarchically arranged menus are utilized so that only minimal numbers of different actions are required at a time. The proposed scheme was found to be accurate and capable of responding promptly compared to other sound-based schemes. Being able to select from multiple item-selecting modes helps reducing the average time duration needed for completing tasks in the test scenarios almost by half the time needed when the tasks were performed solely through cursor movements. Still, improvements on facilitating users to select the most appropriate modes for desired tasks should improve the overall usability of the proposed scheme.
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