EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children

López-Faican, Lissette; Jaén, Javier

doi:10.1016/j.compedu.2020.103814

Cited by 123 publications

(82 citation statements)

References 22 publications

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“…The main finding is that students with high and low spatial abilities have positive perceptions. This positive perception is the same as that expected from elementary students when using AR-based media (Cabero-Almenara et al, 2019;L opez-Faican and Jaen, 2020;Wen and Looi, 2019). That is, do not directly lead to successful learning.…”

Section: Discussionsupporting

confidence: 59%

Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Amir

Fediyanto

Rudyanto

et al. 2020

Heliyon

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Rapid changes in the 21st century demand the use of technology in learning geometry in elementary schools. One such technology is augmented reality (AR). 3Dmetric (3D and Geometric) is a geometry learning medium on ARbased 3D space material. Students' perceptions, which refer to their interpretation, are a key factor in studying the changes in their interpretations of a particular phenomenon. The purpose of the current study was to investigate the perceptions of elementary school students after using 3Dmetric to learn geometric shapes. The differences and the relationship between the students' level of perception and level of spatial ability were also investigated. This study applied a cross-sectional approach with quantitative and qualitative designs. A total of 36 students in one elementary school in Indonesia participated in this study. The instruments used were the Perception Scale for Using 3Dmetric in Geometry Teaching, Spatial Ability Scale, and In-Depth Interview Form. Results showed that the positive perception of elementary school students regarding the use of 3Dmetric does not depend on the level of their spatial ability. Moreover, the difference in their perceptions is not caused by the level of their spatial ability. The positive findings in this cross-sectional study can contribute to the success of AR-based learning and teaching in the 21st century, especially with regard to learning materials for 3D geometry. They can also lead to the formation of the spatial abilities and improvement in the academic performance of elementary school students.

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Section: Discussionsupporting

confidence: 59%

Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Amir

Fediyanto

Rudyanto

et al. 2020

Heliyon

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“…It is also found that several external factors are presumed to be the cause of low scientific literacy. The learning environments can affect learners in understanding science knowledge and concepts so that learners can inhibit higher-order thinking skills in analyzing the problems and answering the questions (Costa & Araujo, 2018;López-Faican & Jaen, 2020). Therefore, various learning strategies and methods have to be implemented to improve students' scientific literacy.…”

Section: Students' Scientific Literacymentioning

confidence: 99%

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

Ahied

Muharrami

Fikriyah

et al. 2020

JPII

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Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve studentsâ€™ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the studentsâ€™ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of studentsâ€™ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that studentsâ€™ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.

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“…El uso de M-Learning es una tendencia a nivel mundial, pese a que en países desarrollados se legitima por parte de los estudiantes, en países en vía de desarrollo las instituciones hacen importantes esfuerzos por estar a la vanguardia y reducir la brecha digital, en diversos niveles como la educación superior [36,73], primaria y secundaria [74]. Al respecto Colombia a través de programas como "Colombia vive digital" ha masificado el desarrollo de infraestructura orientada a dar conexión a Internet y facilitar el acceso a dispositivos móviles, principalmente tabletas.…”

Section: Discussionunclassified

Dispositivos móviles en la educación: tendencias e impacto para la innovación

2020

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La innovación es fundamental para el desarrollo de nuevos productos que contribuyan a la generación de valor en la sociedad. Dentro de la educación, la integración de tecnologías de la información y las comunicaciones ha posibilitado la innovación de los procesos de enseñanza-aprendizaje, como es el caso de la utilización de dispositivos móviles (M-Learning) dentro y fuera del salón de clase. En la presente investigación se analiza producción académica sobre la utilización de dispositivos móviles con fines educativos, privilegiando el análisis de las tendencias e impacto. Los principales hallazgos de esta investigación evidencian que la adaptación del M-Learning debe ser una prioridad dado que es la base para el desarrollo de otras estrategias como la realidad aumentada, realidad virtual, realidad mixta, gamificación, laboratorios virtuales y remotos, y la integración de la inteligencia artificial en pro de fortalecer los desafíos del sistema educativo.

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EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children

Cited by 123 publications

References 22 publications

Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

Dispositivos móviles en la educación: tendencias e impacto para la innovación

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