Communications in Computer and Information Science: Using Marker Augmented Reality Technology for Spatial Space Understanding in Computer Graphics

Ivanova, Malinka; Ivanov, Georgi

doi:10.1007/978-3-642-21984-9_32

Cited by 16 publications

(10 citation statements)

References 3 publications

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“…The results of similar studies in the literature largely support the findings obtained from the interviews with the students in this study. The findings of the researchers, who determined that AR applications embody abstract concepts, increase attention and motivation, increase student participation by creating a learning environment by doing, provide learning with fun, improve interaction and cooperation in the classroom, are in line with the results of this study (Huang et al, 2016;Ivanova & Ivanov, 2011;O'Brien & Toms, 2005;Squire et al, 2008;Walczak et al, 2006;Wei et al, 2015;Wojciechowski & Cellary, 2013;Yoon et al, 2012).…”

Section: Discussionsupporting

confidence: 80%

The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

OMURTAK

Zeybek

2022

Journal of Education in Science, Environment and Health

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In this study, it was aimed to determine the effect of activities based on augmented reality applications in 9th grade biology lesson on students' achievement and motivation towards biology lesson and to get students' opinions about the applications. In the study, mixed method was used. The study group of the research consisted of students of two different classes at the 9th grade level of a private high school located in the city center of Karaman in the 2018-2019 academic year. When the research findings were examined, it was seen that the academic achievement post-test mean scores of the experimental group students were found to be significantly higher than the mean scores of the control group students. According to another finding of the study, there was no significant difference between the experimental group and the control group students in terms of the total mean scores obtained from the motivation questionnaire for biology lesson. However, a significant difference was found in favor of the experimental group in terms of "anxiety in exams" dimension. As a result of the research, the students stated that they liked the biology lessons in which augmented reality applications were carried out, that augmented reality applications made abstract concepts concrete and made them more permanent, and that the lessons conducted in this way were fun.

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Section: Discussionsupporting

confidence: 80%

The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

OMURTAK

Zeybek

2022

Journal of Education in Science, Environment and Health

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“…Using Arloopa for learning descriptive text can increase students' attention and motivation in learning and also increase students' creative thinking. These findings were in line with the work of other studies in the area of utilizing digital learning media (Hsiao et al, 2012;Ivanova, 2011;Lam et al, 2018;Yilmaz & Goktas, 2018;Yu et al, 2018)…”

Section: Authors' Collectionsupporting

confidence: 91%

The Use of Augmented Reality-Based Learning Media: Arloopa for English Descriptive Text in Secondary School.

Rohman,

Mustofa,

Heriyawati

2024

JFLTL

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This study aims to understand the English learning process using Arloopa as a digital medium. This study uses a descriptive qualitative design. To answer the problem of the study, the researcher observed the learning and teaching process in an Islamic secondary school in Malang. Two classes were observed by immersion in the classroom to get data. To verify the data obtained, the researcher checked the learning module document. The researcher revealed that using Arloopa as a digital learning media requires additional skill technology for the teacher if the students need to be equipped with a mobile phone, which Arloopa is only working with a mobile phone. The teacher should connect the mobile phone’s display to the LCD projector so that the students can view an object displayed by Arloopa. It would be different if each student in the class utilized an Android phone.

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“…Another advantage of technological tools is that they help learners enjoy the learning process (Núñez et al, 2008), making it more appealing and useful (Wojciechowski & Cellary, 2013). They draw learners' attention (Aziz et al, 2012), establish links with the real environment (Ternier et al, 2012), facilitate comprehension (Ivanova & Ivanov, 2011), and increase motivation (Di Serio et al, 2013).…”

Section: Affordances and Constraints Of Technological Toolsmentioning

confidence: 99%

Technology-Enhanced Language Education Revisited: A Developmental Perspective

Khoshnevisan

2021

Dual Language Research and Practice Journal

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The traditional landscape of education has been widely inundated with an array of technologies and technological tools in recent decades. Technology, if effectively integrated, offers promises to unleash the learners’ full potentials. Multiple researchers have explored the perceptions of language educators and learners alike (e.g., Cheng & Tsai, 2014; Cheng & Tsai, 2016; Author, 2019a). Other researchers have investigated the role of technology on the cognitive achievement of language learners in different language skills. Author (2019a) reiterates that the common thread amongst tools harnessed in technology-enhanced language education is that technology, by and large, enhances comprehension, increases cognitive attainment and motivation level of learners. Research findings imply that technologies exploited in language learning not only motivate learners but also serve as a catalyst in the language learning process (Singhal, Bagga, Goyal, & Saxena, 2012; Ibáñez, Di Serio, Villarán, & Kloos, 2014). Beginning with a chronological review of the advent of technology in the realm of language education, this article will present contradictory, yet scholarly, opinions of researchers documented and corroborated with empirical research concerning the use of technology in language education. To achieve that, the author will embark on detailing how technology affords language teachers. The backbone of the article is an evidence-based discussion regarding the motivational factors ensued by technologies. Having scrutinized the role of technology in language education, the author will delineate technologies recently employed to increase the motivation level of students. This article will also discuss the constraints of technology and shed light on potential challenges that both language educators and learners may encounter including educators’ lack of knowledge about technology and limitations of technologies.

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Communications in Computer and Information Science: Using Marker Augmented Reality Technology for Spatial Space Understanding in Computer Graphics

Cited by 16 publications

References 3 publications

The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

The Use of Augmented Reality-Based Learning Media: Arloopa for English Descriptive Text in Secondary School.

Technology-Enhanced Language Education Revisited: A Developmental Perspective

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