Assessment of Augmented Reality Technology’s Impact on Speed of Learning and Task Performance in Aeronautical Engineering Technology Education

Borgen, Kristoffer B.; Ropp, Timothy D.; Weldon, William T.

doi:10.1080/24721840.2021.1881403

Cited by 24 publications

(12 citation statements)

References 10 publications

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“…Along with its development, digital technology has experienced an expansion of meaning so that it can reach all aspects of life. Digital technology has strategic potential and opportunities to play a role and support the success of education and learning in the higher education (Borgen et al, 2021;Hills & Thomas, 2020). In addition, digital technology can also be a solution to provide a new learning experience outside the classroom and express a form of understanding that is centered on building meaning according to the student construction (Hills & Thomas, 2020;Shomirzayev, 2022).…”

Section: Introductionmentioning

confidence: 99%

Increasing students’ culture literacy using virtual reality field trip model: Need analysis

Iasha

Japar²,

Maksum³

et al. 2022

CJES

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The rapid exchange of information through technology has caused a cultural change in Indonesia. This causes the local culture to be lost and the penetration of foreign cultures. This article aimed to analyze the need to develop Field Trip Model Virtual Reality for elementary school students. This study used the qualitative descriptive method. The 50 students and 28 teachers from an elementary school in Jakarta became participants. The data were collected using questionnaires form and interviews. The data were analyzed using triangulation. The result showed that the learning model was needed to increase cultural literacy. From questionnaire data show that (1) students need learning media that can make it easier to recognize the culture, (2) students' awareness of culture is still low, and (3) students need technology that allows users to feel the conditions as real from the three-dimensional effects. Keywords: media; VR, cultural, literacy, school

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Section: Introductionmentioning

confidence: 99%

Increasing students’ culture literacy using virtual reality field trip model: Need analysis

Iasha

Japar²,

Maksum³

et al. 2022

CJES

View full text Add to dashboard Cite

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“…In the study conducted by Borgen et al (2021), they found that interactive augmented reality (AR) technology, the transfer of skills between university aviation students learning and traditional paper-based teaching and as a result has attempted to compare task that uses augmented reality and augmented reality users a significant reduction in execution times among students in pre-mission 'dramatisation and the game' also increase observation skills, while also learning strategies for educators and education mission to develop the business of the industry they achieved using augmented reality. In this context, when the results of the research are considered, it is seen that the research has reached the conclusion that university students use smartphones for live lectures and augmented reality.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, it is seen that smartphone and gamification are important today within the research. While these technologies benefit the field article, it is expected that augmented reality and gamification technologies will be combined in another study [2]. Cai et al (2021) in the year of the work they have done in technology improved the students' self-efficacy and physical desenleyer to investigate the impact of learning on concepts prepared to, and as a result, self-efficacy, concepts, top-level cognitive skills, application, understanding and communication, as stated in the guidance rather than low ones learning the physics of high-level thoughts more deeply and to learn to be more prone to students' motivation can promote that they achieved.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Augmented Reality Technology on the Performance of University Students

Elmira¹,

Rauan²,

Dinara³

et al. 2022

Int. J. Emerg. Technol. Learn.

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In this study, which was created with distance education and augmented reality technology, it was aimed to determine the effect on the performance of university students. When the research is examined, it is seen that the quantitative research method is used. The study was carried out in the fall semester of 2021–2022. A total of 422 volunteer university students who continue their achievements in the study participated in the research. In the research, augmented reality, virtual technology and distance education were taught to university students for 5 weeks via online application training. The data collection tool, which was developed by the researchers and organised by experts in the field, was used in the study, simply called ‘Augmented Reality’. The data collection tool was used to collect data of the people who participated in the research and created the research by solving it with the help of virtual programmes. In the analysis of the collected and compiled data, frequency analysis and t-test were used by using the SPSS programme, which is preferred in many studies, and the results were added to the research in the presence of tables. According to the results obtained from the research, it was concluded that university students’ views on distance education and augmented reality were high and there was a difference. Keywords— Distance Education, Augmented Reality, University Students

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“…AR technology has been widely used in a variety of areas. They include training in the automobile [25], aerospace [26], and medical fields [27], to name just a few. Hence, the use of augmented reality for workplace safety training has become widespread.…”

Section: Osh Training With Technologymentioning

confidence: 99%

The Enhancement of OSH Training with an Augmented Reality-Based App

et al. 2021

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Recent advances in training approaches and technology have identified the need to improve training in the field of occupational safety and health (OSH). While many researchers have examined the use of augmented reality (AR) and technology-based classrooms to enhance conventional training practices, quantitative evidence for their effectiveness and motivational im-pact remains scarce. To contribute to filling this research gap, an AR-based application was developed to enhance OSH training. The enhanced training session was conducted in a closed, safe environment with ten participants with no background in OSH. Pre-test, post-test, and instructional material motivation surveys (IMMS) using a five-point Likert scale were deployed to measure the effectiveness and motivational impact in accordance with the respective ARCS factors. The empirical results obtained show that partici-pants performed significantly better in the post-tests than in the pre-tests (mean = 14.60, s = 1.71, t(9) = –12.11 with p-value < 0.001). The IMMS re-sults show that the perceived motivation arising from the AR-based applica-tion resulted in the highest mean score for the satisfaction factor (4.80) fol-lowed by the relevance (4.65), confidence (4.60), and attention (4.55) fac-tors. The results of the evaluation suggest that the AR-based application boosted participants’ active learning behavior, engagement, and interest dur-ing the enhanced training session and produced a better learning outcome and experience.

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Assessment of Augmented Reality Technology’s Impact on Speed of Learning and Task Performance in Aeronautical Engineering Technology Education

Cited by 24 publications

References 10 publications

Increasing students’ culture literacy using virtual reality field trip model: Need analysis

Increasing students’ culture literacy using virtual reality field trip model: Need analysis

The Effect of Augmented Reality Technology on the Performance of University Students

The Enhancement of OSH Training with an Augmented Reality-Based App

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