Authoring Augmented Reality Learning Experiences as Learning Objects

Santos, Marc Ericson C.; Yamamoto, Go; Taketomi, Takafumi; Miyazaki, Jun; Kato, Hirokazu

doi:10.1109/icalt.2013.165

Cited by 14 publications

(3 citation statements)

References 5 publications

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“…Learning objects-"any entity, digital or non-digital, that can be used, reused, or referenced during technology supported learning" [25]-can be used as the model for packaging and distributing ARLE content. In [90], Santos et al recommends thinking of ARLE content to have three internal components that can be edited to make it adaptable to multiple educational settings. The first component is the context which refers to the target object or environment.…”

Section: Architecturementioning

confidence: 99%

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Santos

Chen

Taketomi

et al. 2014

IEEE Trans. Learning Technol.

Self Cite

366

194

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Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore Digital Library and other learning technology publications. Forty-three of these articles conducted user studies, and seven allowed the computation of an effect size to the performance of students in a test. In our meta-analysis, research show that ARLEs achieved a widely variable effect on student performance from a small negative effect to a large effect, with a mean effect size of 0.56 or moderate effect. To complement this finding, we performed a qualitative analysis on the design aspects for ARLEs: display hardware, software libraries, content authoring solutions, and evaluation techniques. We explain that AR incur three inherent advantages: real world annotation, contextual visualization, and vision-haptic visualization. We illustrate these advantages through the exemplifying prototypes, and ground these advantages to multimedia learning theory, experiential learning theory, and animate vision theory. Insights from this review are aimed to inform the design of future ARLEs.

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Section: Architecturementioning

confidence: 99%

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Santos

Chen

Taketomi

et al. 2014

IEEE Trans. Learning Technol.

Self Cite

366

194

View full text Add to dashboard Cite

show abstract

“…Table 3 shows the various characteristics for which the method is intended and the accomplishment by the example problems. Base for the definition of roles and their responsibilities Activities ADDIE and SADDIE processes (Branch, 2010;Rugelj, 2015) Sequence of activities and their goals Training stage "Bootstrapping event" (Roschelle & Penuel, 2006) Event to initiate the process Iterative Design stage Iterative process (Cuendet et al, 2013;Marne et al, 2012;Santos et al, 2013) The need for and structure of the iterative process…”

Section: Ac3 Accepting the Adequacy Of The Example Problemsmentioning

confidence: 99%

Co-Design of Augmented Reality Games for Learning with Teachers: A Methodological Approach

Tobar-Muñoz¹,

Navarro

Fabregat

2023

Tech Know Learn

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Augmented Reality Game-Based Learning (ARGBL) is becoming increasingly relevant in Technology-Enhanced Learning. Games with AR characteristics, or even AR applications structured with rules and game elements, are proving to be effective and successful learning experiences. There is a need to include teachers in the design process. In this paper, two case studies are shown in order to validate a methodological approach for the co-design of ARGBL, in which 6 teachers participated. This is a co-design method that proposes a thorough, iterative process guided by design principles and mediated by dialogue among the stakeholders. Here, the process of co-design with teachers is analyzed and assessed using mixed-methods observations on the use of the produced ARGBL games with students on naturalistic environments. The validation process links the usefulness of the ensuing products with the use of the method and shows the benefits of using co-design methods to create ARGBL experiences.

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“…4. Інтерфейс 3D режиму додатку «Calculus» [14]. Ліворуч перетин двох функцій у просторі, праворуч -згенерована на базі однієї функції поверхня Для змістовної частини було обрано такі теми: 2D у 3D, тіла обертання, поверхні у просторі.…”

Section: рис 2 ліворуч -приклад картки праворуч -тестування у додаткуunclassified

The Use of Augmented Reality in the Study of Geometry

Fomina¹

2020

mpom19

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Authoring Augmented Reality Learning Experiences as Learning Objects

Cited by 14 publications

References 5 publications

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

Co-Design of Augmented Reality Games for Learning with Teachers: A Methodological Approach

The Use of Augmented Reality in the Study of Geometry

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