CARDS: A Mixed-Reality System for Collaborative Learning at School

Giraudeau, Philippe; Olry, Alexis; Roo, Joan Sol; Fleck, Stéphanie; Bertolo, David; Vivian, Robin; Hachet, Martin

doi:10.1145/3343055.3359721

Cited by 16 publications

(7 citation statements)

References 32 publications

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“…Ref. [40] Reported that interactions and collaborations enabled by AR were more similar to natural face-to-face collaborations than were screen-based collaborations. This affordance was also reported by [41] in their study on the promotion of collaborative and autonomous learning of science practices without the assistance of a teacher.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

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Augmented reality (AR) has received increasing attention in the research literature as a fundamental pedagogical tool that can enhance learning at most educational levels. In academic contexts, this technology permits the superimposing of three-dimensional images onto the real environment. Although AR has been found to enhance learning in the academic environment, no systematic review of it has been conducted to identify, evaluate, and summarize empirical findings on its advantages and challenges in e-learning contexts. Hence, a systematic review of the research literature was conducted on the use of AR in e-learning contexts, with a focus on the key benefits and challenges related to its adoption and implementation. Electronic searches on databases, including Springer, Science Direct, EBSCO, and Google Scholar, were performed to retrieve relevant journal articles; 28 studies were included after they were screened using the inclusion and exclusion criteria. The key benefits of using AR in e-learning included support of kinesthetic (tactile) learning, collaborative learning, distance/remote learning, learner-centered learning, and creative learning. Studies also reported that AR enhanced students’ engagement, motivation, attention/focus, interactivity, verbal participation, concentration, knowledge retention, and spatial abilities, as well as information accessibility. The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

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“…The performance is not the only factor that we need to take into account, emotional wellness is at least as important, as performance in terms of grades. Scientific groups that were researching Virtual Worlds as substitution for university environment showed that students feel much better if they could see their avatar in some virtual world, they could associate with, walk around virtual campus and explore it, like it would be real university [12,13].…”

Section: Discussionmentioning

confidence: 99%

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

et al. 2020

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In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).

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“…AR cards represent a variation of AR-supported learning that can be used in different contexts [3]. AR cards have already been tested for learning English vocabulary [4], for collaborative work [5] and for the promotion of computational thinking skills [6]. From a technological point of view, such cards belong to the type of marker-based AR systems, since the superimposition of reality around virtual artifacts is done by the recognition of an image.…”

Section: Ar Cardsmentioning

confidence: 99%

Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education

Buchner

Kerres

2020

Addressing Global Challenges and Quality Education

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In this article we describe Augmented Reality (AR) cards for computer science education that were created in the PCBuildAR project. From a technological point of view, we use marker-based AR for the cards so that students can learn and practice at any time with their smartphones. The instructional approach is based on the components content, construction and communication (3C model). The content ensures the acquisition of knowledge, which then is applied via problem-based learning activities (construction). Communication not only takes place between learners, but also with teachers. All materials will be available as open educational resources after the project is completed.

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CARDS: A Mixed-Reality System for Collaborative Learning at School

Cited by 16 publications

References 32 publications

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education

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