An Augmented Reality Tool for Teaching Application in the Agronomy Domain

Abstract

Nowadays, the combination of new technologies and the use of mobile devices opens up a new range of teaching–learning strategies in different agricultural engineering degrees. This article presents an augmented reality tool that allows for improved spatial viewing for students who have certain difficulties with viewing graphic representations of agronomic systems and devices. This tool is known as ARTID (Augmented Reality for Teaching, Innovation and Design) and consists in a free-access mobile application for devices using the Android operating system. The proposed method provides each exploded drawing or overall drawing with a QR code that can be used by students to view their 3D models by augmented reality in their own mobile devices. An evaluation experience was carried out to assess the validity of the tool on different devices and the acceptance and satisfaction level of this kind of resources in subjects of graphic expression in engineering. Finally, an example of application in the agronomic domain is provided by the 3D virtual model of portable ferticontrol equipment that comprises the different structures and tanks, which, if viewed by conventional graphical representations, may entail a certain level of difficulty. Thanks to this tool, reality can be merged with the virtual world to help favour the understanding of certain concepts and to increase student motivation in agronomy studies.

Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

“…The importance of this work and its results are in line with the findings of several investigations [9,21,62], which show positive results in motivation, attention and satisfaction for the learning environment based on AR technology. Furthermore, they indicate that this method of learning produces greater motivation, due to the interaction and the use of technological tools that are very attractive to users.…”

“…AR allows students to create an environment where learning can be driven towards intelligent education based on information technologies, which help to change educational paradigms [25]. There are some initiatives that show significant and determinant results on the efficiency of student learning that are related to AR technologies (30% faster student activity and teamwork, 50% better understanding of information, and 50% easier exchange of complex information) [21,30].…”

“…In addition, it has been shown that using AR within an educational environment is highly effective in improving student learning [4,18]. In higher education, AR helps students improve their skills and knowledge in subjects such as electrical theory, agronomy, chemistry, biology, geometry, and technological topics [21][22][23].…”

Mobile Learning Technologies for Education: Benefits and Pending Issues

“…It is for this reason that m-learning systems are allowing people and vulnerable groups to access knowledge [13]. Technological advances have accelerated the development of multiple applications, among which those that can be used as support in education stand out [14].…”

Preliminary results of the impact of 3D-visualization resources in the area of graphic expression on the motivation of university students

“…However, few studies have analyzed the impact of the application of AR and VR on the motivation of university students (Pellas et al 2019). Although Prince and Felder (2006) state that the only motivation that students get, if any, is that the content will be important later in their future careers, authors such as Parras-Burgos et al (2020) have recently assessed the positive acceptance of the use of these artificial technologies in the engineering field for graphic expression subjects. Thus, although the learning process is a complex process that cannot be understood only as the relationship between students' response to technology and motivation, previous studies show that certain technologies improve middle-school students' motivation (Di Serio et al 2013) and help them become better students (Tang and Austin 2009).…”