Challenges and Possibilities of Use of Augmented Reality in Education

Martins, Valéria Farinazzo; Gomes, Letícia Bonesso; Guimarães, Marcelo de Paiva

doi:10.1007/978-3-319-21413-9_16

Cited by 17 publications

(23 citation statements)

References 6 publications

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“…Barriers to immersive media include lack of teacher competencies and pedagogical structure in some applications, cognitive overload among students, inflexibility of immersive applications, and technical issues. Martins et al (2015) investigated the challenges of using augmented reality within music education, noting that barriers towards augmented reality's adoption include technological issues. For instance, designing applications is not a competence that all teachers have.…”

Section: Affordances Of Immersive Media and The Barriersmentioning

confidence: 99%

The Expanding Role of Immersive Media in Education

Erturk¹,

Reynolds²

2020

Proceedings of the 14th International Conference on E-Learning (EL 2020)

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This paper seeks to understand the impact of immersive media, in particular augmented reality, within the education sector. A small experimental methodology was adopted alongside a current literature review. Three research questions were posited as follows: (1) What are the affordances of immersive media within education? (2) What are the barriers to immersive media in education? (3) How may immersive media be implemented? Affordances of immersive media include greater content customisation, increased creativity with less risk, promoting student interaction, enhanced motivation and engagement, and the chance for students to engage in extraordinary experiences. In 2020, many students around the world are staying home and studying in isolation, as a result of the COVID-19 pandemic. In this emergency context, mobile applications can offer interesting experiences that can make life and learning less difficult and more pleasant. The mobile web application Metaverse was used to exemplify in two different ways how immersive media can be appropriately used as a tool in a university level education setting. The first prototype was a short quiz on general knowledge about New Zealand, to help orient new international students. The second prototype was a quick poll to feel the pulse and understand the mood of students while at home and physically away from the campus and their lecturers. In summary, the authors present an updated review of this technology and present their own new examples of applications that serve additional purposes.

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Section: Affordances Of Immersive Media and The Barriersmentioning

confidence: 99%

The Expanding Role of Immersive Media in Education

Erturk¹,

Reynolds²

2020

Proceedings of the 14th International Conference on E-Learning (EL 2020)

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“…For some instruments, such as the guitar, graphic-numerical adaptations known as tablatures or tabs are used instead as a way to simplify matters. more user-friendly interfaces when interacting with non-expert users, and the need to work with other teaching methodologies using active practices [26]. In addition, the use of augmented reality facilitates the visualization of elements such as finger placement [27].…”

Section: Introductionmentioning

confidence: 99%

AR Graphic Representation of Musical Notes for Self-Learning on Guitar

et al. 2019

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Despite being one of the most commonly self-taught instruments, and despite the ready availability of significant amounts of didactic material, the guitar is a challenging instrument to learn. This paper proposes an application based on augmented reality (AR) that is designed to teach beginner students basic musical chords on the guitar, and provides details of the experimental study performed to determine whether the AR methodology produced faster results than traditional one-on-one training with a music teacher. Participants were divided into two groups of the same size. Group 1 consisted of 32 participants who used the AR app to teach themselves guitar, while Group 2, with a further 32 participants, received formal instruction from a music teacher. Results found no differences in learning times between the two groups based on the variables of method and gender. However, participant feedback suggested that there are advantages to the self-taught approach using AR that are worth considering. A system usability scale (SUS) questionnaire was used to measure the usability of the application, obtaining a score of 82.5, which was higher than the average of 68 that indicates an application to be good from a user experience point of view, and satisfied the purpose for which the application was created.

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“…The effective integration of emerging technologies, like AR, has several challenges requiring the need for overcoming numerous impediments (Martins, Gomes, & de Paiva Guimarães, 2015), such as, integration into traditional learning methods, costs for the development and maintenance of the AR system, and general resistance to new technologies (Lee, K., 2012). Moreover, the effective design of AR applications (Estapa, & Nadolny, 2015;Tanner, Karas, & Schofield, 2014) and technical thresholds (Garrett, Jackson, & Wilson, 2015;Lu, & Liu, 2015;Tanner, Karas, & Schofield, 2014;Chang, & Jen-ch'iang, 2013) are considered to have an inhibitor effect for educators during the integration process.…”

Section: Introductionmentioning

confidence: 99%

The Use of Augmented Reality in Formal Education: A Scoping Review

Saltan

Arslan²

2016

EURASIA J MATH SCI T

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Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016(Johnson et al., , 2015. Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12 education (Johnson et al., 2016(Johnson et al., , 2012. If this is the current state of the art for the use of AR in education, it is important to investigate how educators and researchers integrate AR into teaching-learning processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O'Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term 'augmented reality.' Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students' engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.

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Challenges and Possibilities of Use of Augmented Reality in Education

Cited by 17 publications

References 6 publications

The Expanding Role of Immersive Media in Education

The Expanding Role of Immersive Media in Education

AR Graphic Representation of Musical Notes for Self-Learning on Guitar

The Use of Augmented Reality in Formal Education: A Scoping Review

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