Augmented Reality in Electrical Fundamentals

Restivo, Maria Teresa; Chouzal, Maria de Fátima; Rodrigues, José; Menezes, Paulo; Patrão, Bruno; Lopes, J. Bernardino

doi:10.3991/ijoe.v10i6.4030

Cited by 28 publications

(10 citation statements)

References 8 publications

(9 reference statements)

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“…The institution of AR in the education domain starts with the development of a prototype at kindergarten and K-12 education standards [11,16,26]. The development of low-cost, user-friendly, efficient, and low maintenance systems using AR is still a challenging task at a university-level education system.…”

Section: The Present State Of the Artmentioning

confidence: 99%

“…AR provides a significant advantage to develop remote laboratory and impart technical training and improve laboratory skills in students. [26] 2014 Electronics Engineering AR system using sensors and a camera to understand embedded systems. The system design is suitable for a learner-centric approach.…”

Section: Arduino Unomentioning

confidence: 99%

“…However, recent research results that these tools are not motivating students enough to acquire knowledge and skills of embedded systems. The lack of interactivity elements in these resources is also the primary concern for the teaching faculty of this course [26]. With the help of emerging technologies like augmented reality (AR) and virtual reality (VR), these challenges could resolve.…”

Section: Introductionmentioning

confidence: 99%

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Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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The Embedded system is the core unit of every digital device. The design and development of a new digital device or system require a good understanding of the embedded system embed in it. In the context of engineering education, learning embedded systems remains a challenge for the millennial. As, it involves the implementation of mathematics, programming, and working knowledge of electronic and electrical components rooted in it. Traditional teaching pedagogy has become less useful for new‐gen learners to satisfy their demand for knowledge of embedded systems. So, the teaching techniques have to be modified and equipped with the latest technological tools and practices. Augmented reality (AR) is emerging as a new technology in the field of engineering education. With the help of computer‐generated 3D data, animation, visual effects, and immersion, this technology has become more prevalent in the education domain to make complex concepts easier to understand. In this paper, an augmented reality‐based framework designed to teach embedded systems to engineering students. The proposed framework utilizes a tangible user interface comprising of AR markers, a USB camera, a display device, and the processing unit to give AR learning experience to the students. The system so developed tested for its usability with the faculty members of engineering education. Twenty faculty members, as participants, share their system usability experience and feedback using google form. The overall system usability score is 79.5%, which makes it suitable for further deployment on students for exploratory work.

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Section: The Present State Of the Artmentioning

confidence: 99%

Section: Arduino Unomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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“…[26]. In another perspective, AR virtual "devices" such as the "AR DC circuit puzzle" [30,37], can also help students regarding the perception of simple concepts, as they provide immediate visual feedback and assist student interaction.…”

mentioning

confidence: 99%

Evaluating an online augmented reality puzzle for DC circuits: Students' feedback and conceptual knowledge gain

Urbano

Chouzal

Restivo

2020

Comp Applic In Engineering

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Augmented reality (AR) enables users to overlay new information over the real environment, allowing them to get a clear perception of physical systems or even to interact with them. AR is a powerful and promising tool in many areas, including engineering‐related ones. Therefore, it has aroused growing interest in engineering education. The main objectives of this study are to examine engineering students' feedback and conceptual knowledge gain resulting from using an online AR app. The design and development of the app, named “AR DC circuit puzzle,” was driven by the intention to familiarize students with AR, using a tool that addresses direct current circuits' concepts, a subject belonging to almost all undergraduate engineering syllabi. Through structural equation modeling, the analysis of the relationships between several psychological traits related to the use of the AR app revealed that attitude toward the use of AR is very positive and mostly driven by the value students perceived this app to have in the context of their engineering training. The use of a pre‐ and posttest methodology resulted in large average normalized gains and effect sizes, indicating conceptual knowledge gain. The current worldwide situation triggered the massive use of digital tools; hence, it can be anticipated that in the future, there will be a greater need for online learning resources. This study, involving a large sample of engineering students in three consecutive academic years, shows that the used online tool based on AR can engage students and, with the right strategy, can promote knowledge gain.

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“…Target Population Approx. number of students References ARE "AR DC circuit puzzle" ME,CE, IEM,K12 900 [14], [15], [16], [17], [18], [19] "AR straightness evaluation" IEM 160 [19] "Groundwater flow on a small scale embankment dam" CE 170 [19] VE&Haptics " The purpose of the pre-test is to engage students in thinking about the physical phenomena they are about to observe and for possible explanations of the phenomena. Having observed and experimented, they can check whether their prediction is confirmed.…”

Section: Strategies Used To Evaluate the Oe Resourcesmentioning

confidence: 99%

Online Experimentation @FEUP: Five Years of Evaluations

Urbano¹,

Chouzal²,

Restivo³

2020

Revista CI

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The Online Experimentation @FEUP lab gathers a set of experimental resources based on Augmented Reality, Virtual Reality and Haptic Systems. The design, development and implementation of those resources are guided by the following main goals: familiarizing students with the referred technologies, complement hands-on experimentation, motivate students and promote knowledge gain. A brief presentation of the online experimental activities most utilized and evaluated in the past five years in context of different undergraduate courses and at the K12 level is presented. In all the studies conducted, the strategies adopted involve pre- and post-testing to assess knowledge gain, experimental group activities, and individual response to surveys to assess student reaction. The results published in journals, conferences proceedings and book chapters are discussed.

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Augmented Reality in Electrical Fundamentals

Cited by 28 publications

References 8 publications

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Evaluating an online augmented reality puzzle for DC circuits: Students' feedback and conceptual knowledge gain

Online Experimentation @FEUP: Five Years of Evaluations

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