Augmented reality in laboratory-based education: Could it change the way students decide about their future studies?

Lasica, Ilona-Elefteryja; Candidate,; Katzis, Konstantinos; Meletiou-Mavrotheris, Μaria; Dimopoulos, Christos

doi:10.1109/educon.2017.7943042

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…Many research questions, however, remain unanswered. For example, in agreement with Lasica et al [41], we suggest that more research is needed to help with practical considerations such as regarding the associated cost structure, technical requirements for equipment, or best practices of how to embed innovative technology as a standard element in the syllabus [41]. More guidance is needed to facilitate the incorporation of creative and innovative projects into teaching practice.…”

Section: Discussionsupporting

confidence: 70%

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Active Learning Augmented Reality for STEAM Education—A Case Study

2020

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Immersive technologies are rapidly transforming the field of education. Amongst them, Augmented Reality (AR) has shown promise as a resource, particularly for education in Science, Technology, Engineering, Arts, and Mathematics (STEAM). There are, however, few teachers deploying this new medium in the classroom directly, and, consequently, only a few, elect students benefit from the AR-enriched offers. Curricula are already overloaded, and schools generally lack developmental resources, thus leaving no room for experimentation. This situation is further aggravated by the too few educational applications available with sufficient learning content. In this article, we investigate the method of Active Learning for the teaching of STEAM subjects, using a format where students are tasked with building an AR application as part of their learning. We evaluate the applicability of the Active Learning for STEAM subjects with a qualitative, case study approach, applying the workshop format as an extracurricular activity in our work with students from a range of secondary schools in Oxford. We discuss how the format works, so it can be embedded into regular curricula, not just as an extracurricular activity, also providing an overview on the involved teaching units and rationale. All teams in our preview audience of the case study succeeded in building working applications, several of impressive complexity. Students found that the lessons were enjoyable and AR technology can enhance their learning experience. The Active Learning method served as a catalyst for students’ skills development, with the case study providing evidence of learning to code, working with a physics simulation engine, ray-tracing, and geometry, learning how to manage teams and interact with other students/instructors, and engineering a working prototype of a game. We consequentially argue that combining the STEM subjects and the arts, using the proposed Active Learning format, is able to provide a more holistic and engaging education.

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Section: Discussionsupporting

confidence: 70%

“…More guidance is needed to facilitate the incorporation of creative and innovative projects into teaching practice. More research is also needed regarding employability aspects, investigating whether future employers would be keen to hire students who conducted part of their studies using AR [41].…”

Section: Discussionmentioning

confidence: 99%

Active Learning Augmented Reality for STEAM Education—A Case Study

2020

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“…On the other hand, current and future developments in MR technology generate new opportunities for novel use cases to improve pilot education. Several authors have recognized the advantages of AR technology for learning and teaching [22][23][24]. Studies which investigated MR, VR or AR in education [29][30][31][32] aimed on a specific use case, technology or presenting a general idea.…”

Section: Discussionmentioning

confidence: 99%

“…Another area of interest is education [19][20][21]. Research has uncovered the potential of AR technology to change and improve learning and teaching environments and experiences [22][23][24]. This potential can also be identified for AR-supported pilot training [25][26][27], as shown in various implementations [28,29].…”

Section: Augmented/ Mixed Realitymentioning

confidence: 99%

Novel Mixed Reality Use Cases for Pilot Training

et al. 2022

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This study explored novel mixed reality (MR) use cases for pilot training using a mix of methods rooted in the general innovation theory of dynamic capabilities. The aim was to identify areas of improvement for various aspects of the flight training based on MR, in a socially and economically sustainable manner. Multiple surveys and workshops have been conducted with flight instructors, administrative staff, pilots and student pilots. The main result of this study is a systematic identification of the three most promising MR use cases: interactive theory training, cockpit procedure, and outside check training. These results are important because they inform the development of technical didactic tools for pilot training. The applicability of MR technologies to accommodate diverse user needs and preferences is addressed, while also considering aspects of economical sustainability.

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“…In other words, real-world and virtual objects can coexist in a common environment in real time. AR has recently gained more attention as a new technology that can be used to enhance training and learning in the field of education, as compared to other industries, where its use has been investigated since the early 1990s [21,22]. Bower et al [21] pointed out that quite a few researchers had identified a huge potential for AR in education.…”

Section: Introductionmentioning

confidence: 99%

Potential Augmented Reality Application Areas for Pilot Education: An Exploratory Study

et al. 2020

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The goal of carrying out this work was to identify potential application areas for augmented reality (AR) in pilot education by addressing gender preferences. Like the field of engineering, the aviation industry is dominated by men. Because the aviation industry forecasts a high demand for pilots, it is highly desirable to address gender diversity and improve teaching methods in pilot education. In this study, potential application areas for AR-supported pilot training were investigated by conducting a survey with 60 pilots and flight instructors (including 12 women). Typical AR use cases were presented in videos, and the pilots reported their preferences regarding similar or other AR applications used in different parts of the flight training program. AR navigation was the use case that was most frequently preferred by both female and male pilots. The majority of pilots agreed that AR could potentially be used in theoretical instruction, pre-flight aircraft inspection, and procedure training. In addition, both gender groups showed similar preferences for various gaming concepts that make learning more interesting and engaging, such as receiving positive feedback. However, a higher percentage of women than men reported that achieving a target or receiving points to successfully finish a task and answering questions during the game were satisfying. Including a story in the game to attract attention was preferred by a higher percentage of men than women. The results of this study can be used to design AR educational concepts that support gender diversity in pilot education and other technical domains.

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Augmented reality in laboratory-based education: Could it change the way students decide about their future studies?

Cited by 6 publications

References 19 publications

Active Learning Augmented Reality for STEAM Education—A Case Study

Active Learning Augmented Reality for STEAM Education—A Case Study

Novel Mixed Reality Use Cases for Pilot Training

Potential Augmented Reality Application Areas for Pilot Education: An Exploratory Study

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