Experimenting Technology Enhancement Active Learning with Support of Mobile Device, Gamification and Augmented Reality Application

Abdullah, Fadzidah; Kassim, Mohd Hisyamuddin; Sanusi, Aliyah Nur Zafirah; Tidjani, Abhari Ahmad

doi:10.1166/asl.2018.12446

Cited by 3 publications

(3 citation statements)

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“…[191] The augmented reality application improved students' learning outcomes while creating a fun and entertaining environment and integrating mini games. [192] The application supported technology-enhanced active learning and provided students with interactive visualizations in a more exciting and gratifying way. Students were more actively and passionately involved in their activities and preferred this teaching method over traditional ones as it was more efficient and intriguing.…”

Section: Refmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

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Section: Refmentioning

confidence: 99%

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

et al. 2022

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“…La gamificación -asociada a las mecánicas, dinámicas y estéticas del juego-constituye una estrategia idónea para promover un aprendizaje inmersivo y significativo (Zichermann y Cunningham, 2011), lo que la convierte en una técnica innovadora con gran potencial formativo en los distintos niveles educativos (Beck, 2019;Su, 2019). Concretamente, esta metodología junto a la utilización de aplicaciones de realidad aumentada presenta la oportunidad para desarrollar habilidades y competencias profesionales en la educación superior, de forma lúdica, propiciando un aprendizaje activo y significativo (Abdullah et al, 2018). Las mecánicas de juego concretadas en la asignación de insignias, premios, recompensas, reconocimiento social, etc.…”

Section: Gamificación Realidad Aumentada Y Storytellingunclassified

Diseño de relatos gamificados con realidad aumentada en la formación inicial docente

Pérez

López-Bouzas²,

Fernández³

2022

REDU

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Esta investigación se deriva de un Proyecto de Innovación financiado centrado en el diseño Relatos Gamificados con Realidad Aumentada para impulsar las competencias del alumnado de Grado y Máster en Educación. Se adopta una metodología de carácter cuantitativo, descriptivo, correlacional e inferencial, orientada a la evaluación del nivel competencial de los participantes (N=62), plasmado en sus relatos gamificados con realidad aumentada. El instrumento diseñado ad hoc (α=0,971) consta de 32 indicadores que evalúan sus competencias digital, didáctica, creativa y socio-colaborativa, así como sus habilidades para gamificar. A partir de los relatos gamificados que han diseñado los universitarios se puede inferir que poseen un nivel competencial medio-alto. La competencia didáctica, junto a la digital, alcanzan los niveles más altos, asociados al uso adecuado de la tecnología y su correcta integración curricular. Estas elaboraciones evidencian sus habilidades para conjugar las tramas narrativas con las mecánicas, dinámicas y estéticas propias del juego, y demuestran una competencia creativa alta. Se observa una elevada correlación entre las competencias implicadas en el diseño de los relatos gamificados con realidad aumentada. El análisis de regresión lineal múltiple ha constatado que las competencias didáctica y creativa predicen los resultados de la digital de forma significativa. Asimismo, gran parte de los indicadores de las competencias explican las habilidades de los universitarios para gamificar (R2=0,974). Concluyendo, este proyecto constituye una oportunidad para la formación competencial de futuros docentes al utilizar metodologías activas, recursos digitales, y realidad aumentada en la elaboración de relatos lúdicos.

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“…The advent of digital technology has invaded the classroom setting into having mix-mode teaching and learning techniques (Abdullah, et al, 2018). Besides, easy access to the internet enables the sharing of learning content, and this scenario has become the most powerful approaches in education.…”

Section: The Current Learning Trendsmentioning

confidence: 99%

Assessing the Insights on Experiential Learning Using the Augmented Reality Exploration

Abdullah¹,

Kassim²,

Sanusi³

et al. 2020

IJAEDU- International E-Journal of Advances in Education

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In the tertiary educational setting, learning is often taken place in a classroom environment that is too formal. Thus, to break the norm and to make learning enjoyable, exploration of a new method of knowledge dissemination using Augmented Reality (AR) was experimented in the teaching and learning of steel construction in architectural education. This exploration is intended to initiate an active learning and enjoyable environment for students at the university level. Hence, this paper examines students' insights on their experiences of AR exploration, where they actively learn through playing, experimenting, socialising and collaborating with their peers. During the learning process, students produced virtual steel construction details models, and then visualised the models through AR application that shows an interface with real time and real space. Prior to the AR exploration, students went through a series of workshops where they collaboratively developed models of steel construction details, based on their completed research. Students' feedback was sought after they completed the projects, particularly on their impression towards the project. The collected data was in the format of verbatim, obtained by having open-ended questionnaires. The data was analysed using qualitative methods of content analysis using atlas.ti software. The generated frequency of coded factors was quantified to produce an empirical result. Based on the 77 collected responses, there are 109 quotations derived from the open-ended question on respondents' impression towards the AR Implementation. The analysed codes were grouped in three (3) principal codes, which are the Learning Content (6 quotations), Positive Feedback (86 quotations), and Negative Feedback (17 quotations). Most students positively gave feedback that the new method applied for learning is effective and exciting, and they suggested the same approach should be implemented to other courses in the architectural educational program. The AR application had also offered them to have very practical and economical techniques of active learning, with the merger of ICT and online conveniences.

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Experimenting Technology Enhancement Active Learning with Support of Mobile Device, Gamification and Augmented Reality Application

Cited by 3 publications

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Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Diseño de relatos gamificados con realidad aumentada en la formación inicial docente

Assessing the Insights on Experiential Learning Using the Augmented Reality Exploration

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