Examining the potential of augmented reality in the study of Computer Science at school

Abstract

The phenomenon of augmented reality (AR) in education is examined in the article. The use of computer data in augmented reality (AR) enhances the physical world. Such content is associated with particular places or things to do. Applications for augmented reality (AR) have recently become accessible on mobile devices. AR is made accessible through media (news, entertainment, sports). It is beginning to spread into other spheres of life (such as e-commerce, travel, marketing). However, the main influence on AR is education. The authors investigated the potential applications of augmented reality in education based on the examination of scholarly papers. They found ways to use augmented reality in the classroom to teach computer science. Students can observe how computer systems operate when their parameters are changed thanks to such apps and services. In addition, students can visualize algorithms and data processes as well as modify computer hardware for augmented reality objects. The article outlines the subject matter of author preparation for working teachers. A few applications for training in AR technology were taken into consideration at this occasion. The advantages of using augmented reality items in computer science education are highlighted. It has been demonstrated that using augmented reality offers a chance to improve the realism of research and offers an emotional and cognitive experience. The development of new representations of actual objects and the creation of new chances for collaborative learning all help to engage students in systematic learning.The age of teachers, student engagement, the use of technology in education, play and entertainment styles of learning, and other aspects that affect the adoption of augmented reality in school computer science were all examined by the writers. Numerous STEM augmented reality projects have been chosen. The attitudes of the teachers toward these projects were assessed using expert evaluation, and the projects with the highest ratings underwent evaluation.

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…If take these values as thresholds (i.e. compare the each condition's significance level with them -if it is less than the threshold, the condition is discarded (0), otherwise the condition is accepted (1)), then there are 12 conditions selected for AV G (1,2,3,4,6,7,13,14,15,16,17,19), and 11 for W AV G (the same as for AV G, except 1). This number of conditions is excessive, so an empirically sampled multiplier (1.1) was introduced and applied to T AV G and T W AV G, giving such limit values 1.1T AV G = 1.298 and 1.1T W AV G = 1.320 "Selection by AVG" and "Selection by WAVG" (1 -condition sampled, 0 -condition not sampled).…”

“…Thus, there is a socially defined need to develop the digital competence of STEM teachers [11][12][13] in the digital educational resources using artificial intelligence [14] and augmented reality technologies design and implementation [15][16][17].…”

“…Figure16.Distribution of significance assessment for condition 12 (Application of learning management systems).…”

Using corporate cloud for teaching Cisco Network Academy courses: a case study

“…The preparation of future professionals in computer science is a vital and challenging task, especially for computer science teachers [14,18]. They need to be equipped with the skills and knowledge to cope with the demands of the global digital world.…”

A meta-analysis of the most influential factors of the virtual reality in education for the health and efficiency of students' activity

“…Immersive technologies are used widely in many areas of humans life and work, and education involves these tools actively for different tasks [24].…”