Augmented reality in informal learning environments: A field experiment in a mathematics exhibition

Sommerauer, Peter; Müller, Oliver

doi:10.1016/j.compedu.2014.07.013

Cited by 286 publications

(192 citation statements)

References 16 publications

Supporting

Mentioning

147

Contrasting

Unclassified

Order By: Relevance

“…Its application to mobile learning literature is just as prominent as it is in maths learning literature. Mobile technologies support constructivist learning through active learning activities (Wijers et al 2010), immersion in authentic environments (Sommerauer and Müller 2014), and learner-generated context (Bray et al 2013). Moreover, mobile devices are ''inherently social collaboration and communication devices that provide powerful tools for enabling social constructivist pedagogy (Cochrane 2014, p. 72)''.…”

Section: Design Frameworkmentioning

confidence: 99%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

View full text Add to dashboard Cite

The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

show abstract

Section: Design Frameworkmentioning

confidence: 99%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…Fernández (2016) añade el aumento de la autonomía en la toma de decisiones y experimentación (Wojciechowski y Cellary, 2013;Kamarainen et al, 2013) y de la concentración y la memorización (Ibáñez, et al, 2014). Lo que contribuye a facilitar que cada alumno pueda seguir su propio ritmo de aprendizaje (Wojciechowski y Cellary, 2013;Kamarainen et al, 2013) y a la mejora del rendimiento (Sommerauer y Müller, 2014).…”

unclassified

Percepciones del alumnado hacia el aprendizaje mediante objetos educativos enriquecidos con realidad aumentada

Ruiz

Garitano

Garrido

2016

EDMETIC

View full text Add to dashboard Cite

Resumen:La realidad aumentada es una tecnología emergente que se está introduciendo en los diferentes contextos y niveles educativos de forma incipiente. Se hace necesario, por lo tanto, realizar investigaciones para medir su impacto en los procesos de aprendizaje. El objetivo de esta investigación es analizar el nivel de aceptación hacia el uso de esta tecnología que presenta el alumnado de postgrado. La percepción de los estudiantes se evalúa a través del cuestionario TAM (Technology Acceptance Model). Los resultados obtenidos muestran una alta aceptación, destacando que el diseño de los objetos educativos enriquecidos con RA está ligado con la actitud y la intención de uso futuro de los usuarios. Lo que conlleva la necesidad de reflexionar en relación a diseños adecuados a los contextos educativos en los que se implante esta tecnología.Palabras claves: Realidad aumentada, enseñanza superior, actitud, investigación educativa. Abstract:Augmented reality is an emerging technology that is being introduced in an incipient way in different contexts and educational levels. So, it is important to conduct research to measure its impact on learning processes. The aim of this research is to evaluate the level of acceptance towards the use of this technology presented by postgraduate students. The students´ perception is assessed using the TAM scale (Technology Acceptance Model). The results show decent level of acceptance by the students regarding the use this technology and emphasizes that the design of the educational objects enriched with RA is linked with the attitude and the intention of future use. Therefore, is necessary think about the good design of the learning contexts in which this technology are implanted.

show abstract

“…A execução dos testes 10 Para isso, considerou-se os critérios de estabilidade da projeção e o deslocamento dos vértices computados através da homografia em relação à sua posição real. Todos os algoritmos testados podem entregar resultados melhores aos apresentados aqui após um estudo detalhado das diferentes configurações de seus parâmetros.…”

Section: Resultsunclassified

“…O aplicativo móvel Zappar 2 possui o apoio de grandes empresas e já promoveu diversos produtos como filmes, bebidas, jogos, entre outros. No meio acadêmico, a área de realidade aumentada em geral é profícua na criação de ferramentas de apoio ao ensino, como sugere o estudo realizado em [10].…”

Section: Introductionunclassified

Uma Arquitetura de Software para Bibliotecas de Realidade Aumentada Baseada em Marcadores Naturais

Oliveira

Pereira

Silva

2017

RITA

View full text Add to dashboard Cite

Resumo: Um importante tópico de estudo no campo da Realidade Aumentada é o desenvolvimento de sistemas que não necessitam de marcadores fiduciais. Nesses sistemas são utilizadas somente características naturais da cena para posicionar a câmera e realizar a projeção. Essa característica torna as aplicações mais inteligíveis e sua utilização é imediata. Entretanto, não existem muitas bibliotecas que auxiliem o desenvolvimento de aplicações em Markerless Augmented Reality (MAR) e, as poucas que existem, geralmente são de código fechado. Este artigo apresenta uma arquitetura de software que pode ser utilizada para a criação de bibliotecas de MAR. Todos os recursos de Visão Computacional serão oriundos da biblioteca OpenCV.Abstract: An important topic of study in the field of Augmented Reality is the development of systems that do not require the use of fiducial markers in the scene. In these systems only natural features of the scene are used to position the camera and then performing the projection. This characteristic makes the applications more intelligible and its utilization is immediate. However, there are not many libraries available that supports the Markerless Augmented Reality (MAR) application development and the few that exist are commonly not open source. This paper presents a software architecture that can be used for the development of MAR libraries. The Computer Vision resources will be native of OpenCV open source library.

show abstract

Augmented reality in informal learning environments: A field experiment in a mathematics exhibition

Cited by 286 publications

References 16 publications

Using mobile technologies for mathematics: effects on student attitudes and achievement

Using mobile technologies for mathematics: effects on student attitudes and achievement

Percepciones del alumnado hacia el aprendizaje mediante objetos educativos enriquecidos con realidad aumentada

Uma Arquitetura de Software para Bibliotecas de Realidade Aumentada Baseada em Marcadores Naturais

Contact Info

Product

Resources

About