Effects of Mobile Augmented Reality (MAR) towards Students’ Visualization Skills when Learning Orthographic Projection

Omar, Mustaffa; Ali, Dayana Farzeeha; Mokhtar, Mahani; Zaid, Norasykin Mohd; Jambari, Hanifah; Ibrahim, Nor Hasniza

doi:10.3991/ijet.v14i20.11463

Cited by 31 publications

(21 citation statements)

References 14 publications

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“…Improved mental modelling is supported by studies by Omar et al . () and Nuanmeesri (), both of which found that the use of AR enabled more effective visualisation; to confirm whether this is the case here, a stage of articulation and reflection could be used following the completion of the operations.…”

Section: Discussionsupporting

confidence: 54%

Some pedagogical observations on using augmented reality in a vocational practicum

Lester¹,

Hofmann²

2020

Brit J Educational Tech

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Lester is sole principal of Stan Lester Developments, a consultancy based in Somerset, UK, focusing on professional development and qualifying processes. He has worked with the former "University for Industry" on the development of online systems to support learner directed, work-based higher education, and his firm is the UK partner in the Erasmus+ strategic partnership project Digi4VET (Project No. 2018-1-DE02-KA202-005157), which is supporting the introduction of new technology in three vocational fields. Jens Hofmann is project manager for digital learning technologies at SBG Dresden, Germany, an inter company training centre which focusses on initial and further practical training provision for learners from the chemical and pharmaceutical industry. His area of work is the development, testing and evaluation of Augmented Reality enriched training to qualify teaching personnel and apprentices in SBG's training plants and laboratories. SBG Dresden is the lead partner in Digi4VET. AbstractThe use of augmented reality (AR) in vocational education and training can still be considered as being in its infancy, although interest in it is growing in response both to its potential for teaching and its adoption as a practical tool in various industry sectors. One example of early-stage AR use is illustrated from a practicum for training apprentices in the chemical industry; this involves the use of various AR objects for learning a simple production operation. Although this application had been conceived of purely in terms of substitution for existing instructional methods, it also gave learners greater control of the learning process and created opportunities for collaborative learning. Pedagogically, AR can be considered as a mildly disruptive technology that favours learner managed learning, a factor that is aligned with its ability to support localised decision-making in industry. uptake in vocational education and training (VET) establishments. More recently, the availability of AR applications on smartphones, tablets and laptops, increasing affordability of AR glasses, and more straightforward programming, are facilitating its adoption in VET.

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Section: Discussionsupporting

confidence: 54%

Some pedagogical observations on using augmented reality in a vocational practicum

Lester¹,

Hofmann²

2020

Brit J Educational Tech

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“…Due to its importance in many areas, the support of mental rotation constitutes an important area of research. Meanwhile, there is ample evidence that MRA can be improved by training [10], [40]- [42] and that the effects of training can be transferred to other tasks [43]. According to some authors, cognitive processes underlying mental rotation are linked to actual physical rotation and can activate corresponding motor processes.…”

Section: Mental Rotation Abilitymentioning

confidence: 99%

Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment

Ariali¹,

Zinn²

2021

Int. J. Emerg. Technol. Learn.

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Virtual Reality (VR) opens new possibilities for the investigation and train-ing of Mental Rotational Ability (MRA), which is an important factor in the development of technical skills in several fields. Adaptive designs of MRA training environments realised by virtual technology could offer promising potentials and is investigated in this study. For the evaluation of effective-ness, the adaptive training environment is compared with the adequate ran-domised environment by assessing mental rotation ability in both conditions before and after training. As a dependent variable, the performance and its improvement in the virtual mental rotation test (VMRT), as well as the cog-nitive load, is measured. In addition, possible gender differences and their in-fluence on the training outcomes are determined. The study described here represents an innovative support option for MRA and provides an expandable empirical basis for VR-based adaptive trainings.

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“…[7] Tujuan dari proyeksi paralel adalah untuk menggambarkan objek sesuai dengan proporsi nya sehingga mempermudah pengamatan dan membayangkan proporsi ukuran. [8] Gambar 1. Koordinat 3D Jika Xp dan Yp adalah koordinat pada proyeksi seperti yang diperagakan pada Gambar 2.…”

Section: A Proyeksi 3d Paralel Dengan Kaidah Tangan Kananunclassified

Representasi Matrik Brightness Pola Gaussian Dengan Proyeksi Paralel Kaidah Tangan Kanan

Widyaningrum

Mulyana

2020

J-TIT

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Pencerahan gambar secara merata menggunakan pola Gaussian memerlukan visualisasi penampilannya sehingga pengguna matriks dapat mempunyai informasi bagaimana matriks Gaussian brightness dapat melakukan perataan kecerahan citra. Grafik tiga dimensi merupakan grafik yang memiliki koordinat X, Y dan Z. Visualisasi matriks Gaussian brightness ke grafik dimensi memerlukan implementasi koordinat tiga dimensi X, Y dan Z yang akan merepresentasikan alamat sel matriks dan nilai sel matriks. Proses visualisasi matriks Gaussian brightness ke grafik tiga dimensi akan dilakukan dengan kaidah tangan kanan. Pada penelitian ini dirancang implementasi dari alamat sel matriks menjadi koordinat X dan Y serta nilai dari masing-masing sel akan diimplementasikan menjadi koordinat Z. Penggunaan kaidah tangan kanan pada proyeksi parallel memudahkan implementasi karena proses ini hanya perlu menempatkan sesuai dengan alamat sel nya secara berurutan sehingga voxel bertumpuk urut kearah Pengamat sesuai dengan urutan kedalamannya.

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Effects of Mobile Augmented Reality (MAR) towards Students’ Visualization Skills when Learning Orthographic Projection

Cited by 31 publications

References 14 publications

Some pedagogical observations on using augmented reality in a vocational practicum

Some pedagogical observations on using augmented reality in a vocational practicum

Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment

Representasi Matrik Brightness Pola Gaussian Dengan Proyeksi Paralel Kaidah Tangan Kanan

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