Creating an Augmented Book from a Geography Textbook

Vahldick, Adilson; Bittencourt, Douglas Linhares

doi:10.1109/icalt.2019.00111

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…One of the AR solutions uses a touch table for augmented contents provision (Palaigeorgiou et al, 2018) and one of the applications has an interesting application to be used underwater (Oppermann et al, 2016) with markers and waterproof mobile devices. In the case of geography books augmentation an already existing Swiss World Atlas (Schnürer et al, 2020) and specially created (Vahldick & Bittencourt, 2019) textbooks were used. In all the cases augmented visualisation and touch‐screen interactions have been used.…”

Section: Resultsmentioning

confidence: 99%

“…Marker‐based AR applications can be split into two main categories: augmented book (Schnürer et al, 2020; Vahldick & Bittencourt, 2019) and standalone markers set (Adedokun‐Shittu et al, 2020; Furió et al, 2013; Oppermann et al, 2016; Zarzuela et al, 2013). One of the AR solutions uses a touch table for augmented contents provision (Palaigeorgiou et al, 2018) and one of the applications has an interesting application to be used underwater (Oppermann et al, 2016) with markers and waterproof mobile devices.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Yegorina¹,

Armstrong²,

Kravtsov

et al. 2021

Review of Education

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Augmented reality (AR) technology has been gaining a meaningful position in the education sector with multiple subjects’ application to support teaching and learning experiences. Thanks to the advancement of hardware and technological platforms it is becoming easier to adopt AR technology at schools. This study represents a systematic literature review of AR application in the area of science, technology, engineering and mathematics (STEM) education at primary school level with the focus on collaborative and gamified practices applied to mobile application for geometry and geography subjects. The main objective of this paper is to investigate and analyse the main characteristics and state of the art of the AR STEM gamified collaborative applications for geometry and geography in primary education and their efficiency on the teaching and learning process. This study performs qualitative analysis of the content of 97 articles that provide an overview of the relevant mobile applications for this systematic literature review, book chapters and conference articles published from 2010 to 2021. The main contribution of this article is in the area of in‐app augmented collaborative experiences in geometry and geography learning in primary grades for further research and technology development. In addition, an extensive analysis of the existing AR mobile applications from peer reviewed articles for the above‐mentioned subjects is provided in a comparative table.

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Section: Resultsmentioning

confidence: 99%