Augmented Reality applications as digital experiments for education – An example in the Earth-Moon System

Lindner, Claudia; Rienow, Andreas; Jürgens, Carsten

doi:10.1016/j.actaastro.2019.05.025

Cited by 62 publications

(44 citation statements)

References 8 publications

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“…Whereas in the two domain (attitude and skill) have not too much difference. According to Lindner, Rienow, and Jürgens (2019) AR media can easily visualize what's happening and easily understand the complex concepts so that they can facilitate and improve the learning process and learning outcomes. This technology is effective to help the student understand the concept (Fakhrudin, Sri, & Riyadi, 2019;Ibáñez & Delgado-Kloos, 2018;Markamah et al, 2018;Petersen & Stricker, 2015;Purnamasari, Suciati, & Dwiastuti, 2016;Yuliono, Sarwanto, & Rintayati, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…AR is the technology that can help explain in some subjects that require 3D visualization, especially on material that requires a lot of 3D visualization (Carrera & Asensio, 2017;Chien, Chen, & Jeng, 2010;Vate-U-Lan, 2012). AR media can visualize abstract concepts for understanding and structure of an object model (Carrera & Asensio, 2017;Chien et al, 2010;Kurniawan, Suharjito, Diana, & Witjaksono, 2018;Lindner et al, 2019;Mustaqim, 2016). Besides, Pemberton and Winter (2009) examined the use of AR technology in the school environment on various subjects.…”

Section: Resultsmentioning

confidence: 99%

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Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Astuti

Suranto

Masykuri

2019

JPBI

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Besides learning outcomes, motivation and problem solving skill are the essential indicators for successful learning. Hence, the existence of learning media which considerably follow the advance of technology has been assumed to be able to support the achievement of the indicators mentioned. Thus, the current research aimed at implementing the Augmented Reality (AR) technology to improve students’ problem solving skill, motivation, and learning outcomes. The sample was 56 of eighth graders which covered the both control and experimental classes. This quasi experimental research employed test and observation sheet as the instruments. The data was analyzed using one-way analysis of covariance (ANCOVA). The ANCOVA test results showed that were significance differences of the three indicators (problem solving skills, motivation, and learning outcomes) achieved, in which the experimental class was higher than control class. In conclusion, the AR can influence students’ problem solving skills, motivation, and learning outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Astuti

Suranto

Masykuri

2019

JPBI

View full text Add to dashboard Cite

show abstract

“…Efstathiou et al [26] GPS outdoors Kyza and Georgiou [27] GPS outdoors Chiu et al [28] sensors indoors Singh et al [29] GPS out-and indoors Gardeli and Vosinakis [30] image indoors Patrício et al [31] GPS outdoors Reza et al [32] image indoors Bhagat et al [33] image indoors Ibáñez et al [34] image indoors Lindner [35] image indoors Estapa and Nadolny [36] image out-and indoors Hwang [37] QR-code outdoors Huang et al [38] ? 1 ?…”

Section: Article Ar Triggering Methods Location Of the Activity Markementioning

confidence: 99%

What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

2020

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A systematic review of the potential of implementing augmented reality (AR) in inquiry-based learning was conducted. We considered the purposes, potential advantages, application characteristics and the effects of using AR in inquiry-based learning. The findings reveal that AR, in the context of inquiry-based learning, is mostly implemented successfully to achieve cognitive and, less often, motivational and emotional learning goals. The AR solutions have mainly been applied in the Conceptualization phase and less in the Investigation phase. The affordances of AR in the Orientation, Conclusion and Discussion phases need to be applied in further studies.

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“…Markerless Efstathiou et al [26] GPS outdoors Kyza and Georgiou [27] GPS outdoors Chiu et al [28] sensors indoors Singh et al [29] GPS out-and indoors Gardeli and Vosinakis [30] image indoors Patrício et al [31] GPS outdoors Reza et al [32] image indoors Bhagat et al [33] image indoors Ibáñez et al [34] image indoors Lindner [35] image indoors Estapa and Nadolny [36] image out-and indoors Hwang [37] QR-code outdoors Huang et al [38] ? 1 ?…”

Section: Article Ar Triggering Methods Location Of the Activity Markementioning

confidence: 99%

What is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

Pedaste¹,

Mitt²,

Jürivete³

2020

Preprint

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A systematic review of the potential of implementing augmented reality (AR) in inquiry-based learning was conducted. We considered the purposes, potential advantages, application characteristics and the effects of using AR in inquiry-based learning. The findings reveal that AR, in the context of inquiry-based learning, is mostly implemented successfully to achieve cognitive and, less often, motivational and emotional learning goals. The AR solutions have mainly been applied in the Conceptualization and less in the Investigation phase. The affordances of AR in the Orientation, Conclusion and Discussion phase need to be applied in further studies.

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Augmented Reality applications as digital experiments for education – An example in the Earth-Moon System

Cited by 62 publications

References 8 publications

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

What is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

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