AR4FSM: Mobile Augmented Reality Application in Engineering Education for Finite-State Machine Understanding

Nadeem, Muhammad; Lal, Mayank; Cen, Jiaming; Sharsheer, Mohammad

doi:10.3390/educsci12080555

Cited by 12 publications

(10 citation statements)

References 57 publications

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“…This enhancement is consistent with prior studies highlighting the potential of AR to improve learning outcomes (Farzaneh et al, 2022). Because students could comprehend complicated processes in real-world situations, the interactive and immersive aspect of AR certainly helped to a stronger grasp of science ideas (Nadeem et al, 2022). The considerable difference in post-test results between the experimental and control groups implies that AR technology affected students' learning and retention of science knowledge.…”

Section: Discussionsupporting

confidence: 88%

Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education

Booyoesen

2023

JEV

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This study explores the transformative possibilities of augmented reality (AR) in the field of scientific education, within the context of a technologically sophisticated society. In this research, we examine the impact of augmented reality (AR) on student engagement and learning outcomes via the implementation of a quasi-experimental design including both control and experimental groups. The examination of pre-test and post-test data reveals a statistically significant enhancement in learning outcomes among participants in the experimental group, hence indicating the efficacy of augmented reality (AR) in enhancing students' understanding of scientific concepts. The examination of engagement behaviors via observation demonstrates the role of augmented reality (AR) in facilitating collaborative learning experiences and maintaining attention, hence leading to enhanced student engagement. The results of this study align with other research that emphasizes the capacity of augmented reality (AR) to provide interactive and captivating educational experiences while enhancing comprehension. This research emphasizes the potential impact of augmented reality (AR) on scientific education, as it offers dynamic and immersive learning environments that effectively engage students and facilitate meaningful learning outcomes. While limitations necessitate additional investigation, the results of this study highlight AR's ability to transform the educational environment and improve the quality of science instruction.

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Section: Discussionsupporting

confidence: 88%

Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education

Booyoesen

2023

JEV

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“…Elkhatat et al 4 used the computer‐based Aspen Plus® Sensitivity Analysis Tool (APSAT) to establish a virtual environment to mimic a gas absorption lab experiment in the Unit Operations Lab within the curriculum for the Bachelor of Science in Chemical Engineering. Nadeem et al 5 presented a mobile application aimed at novice learners that makes use of technology for the teaching and learning of computer system engineering concepts. Lamo et al 6 presented the case of study of a flexible laboratory for the use of Arduino in a Computer Technology course with 153 students, geographically distributed in Spain and Latin America.…”

Section: Introductionmentioning

confidence: 99%

“… 2 , 8 , 11 , 13 , 17 , 28 Biomedicine and Psychology Mental processing and cognition simulation experiments, Earthquakes feeling experiments, Clinical decision-making experiments, Molecular biology experiments, etc Ref. 3 , 5 – 7 , 10 , 18 Electronic & Informatics Ball-on-beam experiments, Electronic circuit experiments, Safe electricity experiments, Arduino board experiments, etc Ref. 14 , 19 , 20 , 24 , 31 – 33 Mechanical Engineering Robot programming experiments, CAD pedagogy experiments, NC machining experiments, Assembly operation experiments, etc Ref.…”

Section: Introductionmentioning

confidence: 99%

Design and application of virtual simulation teaching platform for intelligent manufacturing

Zheng,

Yang,

Lou

et al. 2024

Sci Rep

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Aiming at the practical teaching of intelligent manufacturing majors faced with lack of equipment, tense teachers and other problems such as high equipment investment, high material loss, high teaching risk, difficult to implement internship, difficult to observe production, difficult to reproduce the results, and so on, we take the electrical automation technology, mechatronics technology and industrial robotics technology majors of intelligent manufacturing majors as an example, and design and establish a virtual simulation teaching platform for intelligent manufacturing majors by using the cloud computing platform, edge computing technology, and terminal equipment synergy. The platform includes six major virtual simulation modules, including virtual simulation of electrician electronics and PLC control, virtual and real combination of typical production lines of intelligent manufacturing, dual-axis collaborative robotics workstation, digital twin simulation, virtual disassembly of industrial robots, virtual simulation of magnetic yoke axis flexible production line. The platform covers the virtual simulation teaching content of basic principle experiments, advanced application experiments, and advanced integration experiments in intelligent manufacturing majors. In order to test the effectiveness of this virtual simulation platform for practical teaching in engineering, this paper organizes a teaching practice activity involving 246 students from two parallel classes of three different majors. Through a one-year teaching application, we analyzed the data on the grades of 7 core courses involved in three majors in one academic year, the proportion of participation in competitions and innovative activities, the number of awards and certificates of professional qualifications, and the subjective questionnaires of the testers. The analysis shows that the learners who adopt the virtual simulation teaching platform proposed in this paper for practical teaching are better than the learners under the traditional teaching method in terms of academic performance, proportion of participation in competitions and innovative activities, and proportion of awards and certificates by more than 13%, 37%, 36%, 27% and 22%, respectively. Therefore, the virtual simulation teaching platform of intelligent manufacturing established in this paper has obvious superiority in solving the problem of "three highs and three difficulties" existing in the practical teaching of engineering, and according to the questionnaire feedback from the testers, the platform can effectively alleviate the shortage of practical training equipment, stimulate the interest in learning, and help to broaden and improve the knowledge system of the learners.

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“…These games are up-to-date learning materials with technological improvements (Rahayu et al, 2021). The utilization of Android-based games is anticipated to ease students' receipt and comprehension of learning content while also simplifying teachers' providing teaching material (Ismara et al, 2021;Nadeem et al, 2022;Wardoyo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Cooperative model, digital game, and augmented reality-based learning to enhance students critical thinking skills and learning motivation

Rizki,

Suprapto,

Saphira

et al. 2024

JPR

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Low levels of critical thinking skills and learning motivation, particularly in physics learning, pose significant challenges that must be promptly addressed to ensure students' future success. To tackle this issue, the present study endeavors to develop a Cooperative Model, Digital Game, and Augmented Reality (CAP)-based learning, which is both valid and practical, to enhance these crucial aspects effectively. This study used Educational Design Research through a non-equivalent control group design in the data collection process. Using purposive sampling method, 54 high school students were divided into two classes were involved. The data collection period was from July to August 2022. The research instruments used include syllabus, lesson plan, Adventuring Physics media, critical thinking test instrument, motivation questionnaire, student response questionnaire, validation questionnaire, and observation sheet. Statistical tests used include descriptive, paired, and independent t-tests. The results reveal that the learning products and instruments exhibit strong validity and reliability, alongside a high degree of practicality in their implementation. The experimental group demonstrated a notable improvement both in critical thinking skills and learning motivation. Additionally, students' feedback regarding this learning approach has been overwhelmingly positive. Consequently, this research highlights the importance of fostering more engaging and enjoyable innovations through digital learning in physics education to achieve optimal learning outcomes and enhance 21st-century skills.

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AR4FSM: Mobile Augmented Reality Application in Engineering Education for Finite-State Machine Understanding

Cited by 12 publications

References 57 publications

Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education

Exploring the Impact of Augmented Reality on Student Engagement and Learning Outcomes in Science Education

Design and application of virtual simulation teaching platform for intelligent manufacturing

Cooperative model, digital game, and augmented reality-based learning to enhance students critical thinking skills and learning motivation

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