Exploring the effect of improved learning performance: A mobile augmented reality learning system

Wang, Wei‐Tsong; Lin, Ying‐Lien; Lu, Hsin-En

doi:10.1007/s10639-022-11487-6

Cited by 11 publications

(6 citation statements)

References 108 publications

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“…These results are relevant to several research results [33], [34], [35], which explain that mlearning, especially AR-based, can simulate reality and help students understand complex and abstract concepts. Furthermore, application-based m-learning can make the learning process more timely and userfriendly [36], [37].…”

Section: Discussionmentioning

confidence: 99%

Mobile Augmented Reality Genetics to Improve Students’ Mastery of Genetic Concepts

Safitri,

Zubaidah,

Gofur

et al. 2024

TEM Journal

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Genetics is the fundamental framework for comprehending biological principles in secondary education. Nevertheless, the intricate nature and conceptualization of genetics pose several challenges for students, leading to difficulties in comprehension. The present study attempted to enhance students’ mastery of genetic concepts by implementing a Mobile Augmented Reality Genetics (MAR-Gen) application inside the learning process. The study employed a mixed-methods approach and was conducted on experts, biology teachers, and 120 respondents in their final year of high school. The respondents were allocated into experimental and control groups. The experimental group received instruction integrating mobile learning, whereas the control group received instruction using teaching methods that did not incorporate the mobile learning media. The findings indicated that the students in the experimental group achieved superior scores in genetics content compared to those in the control group. This study showed that mobile learning media could enhance genetic concept mastery and elicit a favourable student reaction. This study provides valuable mobile applications in biology education to enhance high school students’ understanding of genetic concepts.

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Section: Discussionmentioning

confidence: 99%

Mobile Augmented Reality Genetics to Improve Students’ Mastery of Genetic Concepts

Safitri,

Zubaidah,

Gofur

et al. 2024

TEM Journal

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“…While the first of the two seminar units deals with the topic area of models and modeling, the second seminar unit includes the topic area of simulation, in which the future technology augmented reality can be integrated. This technology has the potential to be of particularly high value both in industry [41,42] and in the field of education [6,[86][87][88]. To determine the effectiveness of the seminar, the self-efficacy expectations of the pre-service teachers were examined using an online questionnaire within a pre-post-follow-up design.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework

Krug,

Thoms,

Huwer

2023

Education Sciences

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The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers acquire important skills in the field of digitalization during their teacher training in order to effectively and pedagogically use digital media in instruction. In this paper, we present the concept of an intervention on the topic of “Simulation and Modeling” from the competency framework DiKoLAN, which provides possible guidance in relation to the question “which competencies in the field of digitalization should be taught during teacher training?” One focus of the presented concept is the technology of “Augmented Reality,” which has already been described as an effective teaching and learning tool. Furthermore, evaluation results of the seminar are presented, which examine both the effectiveness in terms of conveying the desired competencies through the measurement of self-efficacy expectations, and the attitudes of the pre-service teachers towards the use of AR in science education. The evaluation of the intervention measure shows a significant increase in pre-service teachers’ self-efficacy expectations across all areas of competencies to be taught, as well as a significantly more positive attitude towards the use of AR in science teaching.

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“…The indicators used in analyzing the use of Movie Tour are based on the output of learning outcomes. Measuring learning outcomes as part of product development assessment and evaluation is an essential part [32], [33].…”

Section: Assessment and Evaluation Movie-tourmentioning

confidence: 99%

Generating Mobile Virtual Tour Using UAV and 360 Degree Panorama for Geography-Environmental Learning in Higher Educationw

Masruroh,

Sahrina,

Al Khalidy

et al. 2024

Int. J. Interact. Mob. Technol.

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Nowadays, the limitations of media in geo-environmental learning present a significant challenge, as media plays an indispensable role in fostering students’ comprehensive understanding. Employing technology capable of delivering comprehensive landscape information is crucial for effective environmental education. Utilizing Unmanned Aerial Vehicles (UAVs) and 360-degree panoramic cameras represents a judicious technological choice, which can be seamlessly integrated into virtual tours. This research aims to develop a Mobile Virtual Tour (Movie-Tour) as a medium to support learning, especially for materials regarding environmental geography. The research and development (RnD) method is used in research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection for the development of the product involved conducting a need assessment, performing validation tests and conducting trials with students. To gather field data for creating environmental geography materials for the Movie-Tour product, we utilized an Unmanned Aerial Vehicle (UAV) and a 360-degree stereoscopic camera. The results demonstrate that Movie- Tour is an educational medium capable of delivering an immersive learning experience and comprehensive materials, allowing for the virtual visualization of real-world conditions in the field. This capability enhances students’ engagement in exploring physical geography conditions, fosters independent knowledge acquisition, and nurtures their innate curiosity. Movie-Tour stands as a potent and practical educational tool, offering an effective and secure learning experience for students, eliminating the need for direct field visits.

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Exploring the effect of improved learning performance: A mobile augmented reality learning system

Cited by 11 publications

References 108 publications

Mobile Augmented Reality Genetics to Improve Students’ Mastery of Genetic Concepts

Mobile Augmented Reality Genetics to Improve Students’ Mastery of Genetic Concepts

Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework

Generating Mobile Virtual Tour Using UAV and 360 Degree Panorama for Geography-Environmental Learning in Higher Educationw

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