Augmented Reality in Education, AR Globe Project Assessment in Actual Teaching-Learning Environment

Mayilyan, Hovhannes

doi:10.26803/ijlter.18.3.1

Cited by 9 publications

(7 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, a virtual classroom could allow students to explore a 3D model of a historical site or a 3D model of a scientific experiment. This would enable students to understand the subject matter better and make the learning process more engaging [38]. Additionally, AR can create interactive learning experiences, such as virtual museum tours or interactive games that help students learn.…”

Section: B Augmented Reality In Educationmentioning

confidence: 99%

A Data-Driven MCDM Approach-Based Spherical Fuzzy Sets for Evaluating Global Augmented Reality Providers in Education

Nguyen

2024

IEEE Access

View full text Add to dashboard Cite

Amidst the surge in the popularity of augmented reality (AR), particularly in education due to the impact of the COVID-19 pandemic on remote learning, this research targets the challenge of efficient AR provider selection for educational use. The core objective revolves around introducing an encompassing decision support model, harnessing Spherical fuzzy sets (SFSs) to amplify decision-making. The study's initiation entails pinpointing eight pivotal criteria shaping AR provider selection via a stringent SF-Delphi procedure. The model duly factors each decision-maker's relative significance to ensure a fair and informed evaluation. The Spherical Weighted Arithmetic Mean (SWAM) operator amalgamates criteria weights, guaranteeing an all-encompassing and unbiased assessment. The ensuing step applies the Technique for Order of Preference by Similarity to the Ideal Solution (SF-TOPSIS) approach to systematically appraise and rank ten global AR providers. The systematic framework established in this study facilitates an impartial comparison among AR providers based on predetermined criteria. Through this research, a dual contribution is offered. Firstly, the proposed decision support model systematically and efficiently guides AR provider selection, effectively equipping decision-makers to navigate the intricacies of AR technology choices. Secondly, the research's impact extends to education, enriching the understanding of AR's applications. This knowledge fosters well-informed and innovative AR technology utilization, enhancing the overall learning experience. In conclusion, this study introduces a groundbreaking decision support model that leverages SFSs to guide the selection of educational AR providers. This structured framework empowers decision-makers and advances comprehension of AR dynamics, further driving strategic integration of AR technology in education.

show abstract

Section: B Augmented Reality In Educationmentioning

confidence: 99%

A Data-Driven MCDM Approach-Based Spherical Fuzzy Sets for Evaluating Global Augmented Reality Providers in Education

Nguyen

2024

IEEE Access

View full text Add to dashboard Cite

show abstract

“…In diesem Bereichgehtesdarum,nicht sichtbareProzessemithilfev on AR zu visualisierenu nd damitd as Verständnisv on Studierenden undSchüler:innenfürb estimmteV orgängeund Themenbereiche zu fçrdern. Beispieleh ierfürl assens ichi n drei Bereiche einteilen: erstensd ie Darstellungv on kleinsten undv isuell nichte rfassbaren Dingen,w ie bspw.c hemische Prozesse,S trahlung oders ubmikroskopischeS trukturen [ 13], zweitens sehr großeO bjekte wieG alaxien, Sonnensystem oder Planeten [14],u nd drittens dieD arstellung sogenannter Blackboxprozesse [9]. Unterd iesemB egriff verstehenw ir hierbeiProzesse,die vonaußen -a ufgrundverschiedener Begebenheiten-k aumo dern ur schwierigb etrachtetw erden kçnnen.…”

Section: 12sichtbarmachenvon Unsichtbaremunclassified

“…Beispiele hierfür lassen sich in drei Bereiche einteilen: erstens die Darstellung von kleinsten und visuell nicht erfassbaren Dingen, wie bspw. chemische Prozesse, Strahlung oder submikroskopische Strukturen [13], zweitens sehr große Objekte wie Galaxien, Sonnensystem oder Planeten [14], und drittens die Darstellung sogenannter Blackboxprozesse [9]. Unter diesem Begriff verstehen wir hierbei Prozesse, die von außen – aufgrund verschiedener Begebenheiten – kaum oder nur schwierig betrachtet werden können.…”

Section: Aktualisierte Ergebnisse Des Projektsunclassified

AR in science education – an AR based teaching‐learning scenario in the field of teacher education

Krug

Czok

Muller

et al. 2022

Chemkon

View full text Add to dashboard Cite

Te aching-learnings ettingse nrichedw itha ugmented realitya re becoming increasingly important both in theschoolsubject of chemistryand in othernatural sciencesubjects. Thus,manypublicationsmention thepositiveeffects of such digitallyenrichedteaching-learningprocesses,but rarely provideinformation about whichcharacteristics of augmentedreality areresponsible forthis. This paperpresentsanevaluation grid which allows to evaluate teaching-learningsettingsenrichedwithaugmentedreality with afocus on mediaand subject didactical aspects. Furthermore, an exemplaryp resentation of thei mplementationo fadigitallye nrichedt eaching-learning settinginthe contextofsustainabilityeducation is presented.

show abstract

“…For instance, multiple-choice tests may struggle to accurately gauge students' potential because they solely require students to choose the correct answer from provided options [35]− [37]. Essay tests fail to engage students directly with historical evidence since students are only tasked with explaining answers to pre-formulated questions in class exams [38], [39]. Portfolio assessment only focuses on students' top achievements and doesn't provide a comprehensive assessment of their abilities [20].…”

Section: Introductionmentioning

confidence: 99%

Assessing historical thinking skills in high school history education: a Padlet-based approach

Ofianto,

Rahmi,

Syafrini

et al. 2024

EduLearn

View full text Add to dashboard Cite

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study’s objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.

show abstract

Augmented Reality in Education, AR Globe Project Assessment in Actual Teaching-Learning Environment

Cited by 9 publications

References 19 publications

A Data-Driven MCDM Approach-Based Spherical Fuzzy Sets for Evaluating Global Augmented Reality Providers in Education

A Data-Driven MCDM Approach-Based Spherical Fuzzy Sets for Evaluating Global Augmented Reality Providers in Education

AR in science education – an AR based teaching‐learning scenario in the field of teacher education

Assessing historical thinking skills in high school history education: a Padlet-based approach

Contact Info

Product

Resources

About