How the Type of Content in Educative Augmented Reality Application Affects the Learning Experience

Díaz, Christian; Hincapié, Mauricio; Moreno, Gustavo Adolfo

doi:10.1016/j.procs.2015.12.239

Cited by 50 publications

(40 citation statements)

References 11 publications

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“…In order to determine how the type of content affects the learning experience of the student, two experimental designs in which several students learn topics related with an electronic fundamentals course, using two approaches for configuring static and dynamic contents was performed. This article is an extension of the results reported in (Diaz, Hincapié & Moreno, 2015). …”

Section: Contribution Of This Paper To the Literaturesupporting

confidence: 59%

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application

Hincapié

Díaz²,

Moreno³

2016

EURASIA J MATH SCI T

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Nowadays, the use of technology to improve teaching and learning experiences in the classroom has been promoted. One of these technologies is augmented reality, which allows overlaying layers of virtual information on real scene with the aim of increasing the perception that user has of reality. Augmented reality has proved to offer several advantages in the educational context, i.e. increasing learning engagement and increasing understanding of some topics, especially when spatial skills are involved. Contents deployed in an augmented reality application are of two types, static, i.e. text, or dynamic, i.e. animations. As far as we know no research project has assessed how the type of content, static or dynamic, can affect the student learning perception and performance in augmented reality applications. In this article the development and evaluation of an augmented reality application using static and dynamic content is described. In order to determine how the type of content affects the learning perception and performance of the student, two experimental designs in which the student interact with the application, using static and dynamic contents, for learning topics related with an electronic fundamentals course was performed.

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Section: Contribution Of This Paper To the Literaturesupporting

confidence: 59%

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application

Hincapié

Díaz²,

Moreno³

2016

EURASIA J MATH SCI T

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“…The augmented reality application using dynamic and static content complemented by audio and text is effective for teaching concepts of the fundamentals of electronics course. The perception of students is that learning the concepts is more easily when they use dynamic contents than when they use static ones [15]. Many studies have reported positive impact of Augmented Reality (AR) applications in primary, secondary and higher education in terms of student's motivation, learning gains, collaboration, interaction, learning attitudes and enjoyment, as reported in the literature review conducted by bacca [16],…”

Section: Augmented Realitymentioning

confidence: 99%

Flashcard computer generated imagery medicinal plant for orthopedagogic education

2018

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The Indonesia natural wealth of tropical forest store various plants such as ornamental plants, fruits, vegetables, spices and medicinal plants. Medicinal plants are a variety of plants that are recognized as plants for medicines. However, due to the lack of community knowledge about medicinal plants. So it takes the application of learning about the benefits of medicinal plants to the community, especially to children. Orthopedagogic Orthodontic Objects are exceptional children, who have abnormalities that require special educator services. Learning media associated with motor censorship can overcome the limitations of deaf and tuneless children who can improve the motor skills of the child. Because children with hearing impairment and speech have a lack of understanding of spoken and written language. Development of Computer Science technology today, thus encouraging the educational process to be more interesting and applicable in order to improve the quality of education media and learning interests of learners. Augmented Reality (AR) learning media is a technique of displaying objects directly by directing the camera to a real (marker) object. The aim of current developd application are to show 3 Dimensional interactive learning media using a marker of flashcards about medicinal plants as many as 20 types of medicinal plants. This is intended to facilitate the user especially on orthopedagogic education in recognizing the types of plants that are efficacious for treatment.

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“…Abundance of literatures show that one of the major pedagogical potentials of AR is the ability to exploit virtual objects in establishing higher level of perception that provides students with better understanding through manipulation the properties and relationships of objects in reallife context (Bower et al, 2014;Diaz, Hincapié, & Moreno, 2015;Slijepcevic, 2013). Although such key function can be achieved by other technologies, AR excels in constituting clear representations of spatial concepts and providing a contextualised connection between virtual components and real-life scene.…”

Section: Increased Perceptionmentioning

confidence: 99%

The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework

Abdelmagid

2018

ASSRJ

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The concept of Augmented Reality (AR) technology has paved a new innovation in modern teaching methods as a creative tool for blended learning. Although there has been a robust literatures on augmented reality, educators and other stakeholders are unaware of the AR benefits even reluctant to take up concrete steps towards integrating AR into teaching and learning settings. This attitude requires more efforts by researchers to shed light on the affordances and capabilities of AR in educating the new generation students in today's schools. Therefore, this paper attempts to highlight the pedagogical potentials of AR technology in conjunction with Gagné ISD Model (1998). Thus, the guidelines of instructional practices and the quality of student learning are revisited. This paper will contribute to the theoretical aspect of integrating AR in teaching and learning effectively and efficiently. Further, a proposed model for teachers to employ various pedagogical strategies while using the instructional model of Gagné's Nine Events in AR-supported learning process will be presented. The present paper will adopt the analytical approach based on meta analysis by reviewing journal articles on using AR in education from a variety of sources such as Web of Science, ESCI indexes, and SCI-EXPANDED. For this review, a number of 28 articles, conducted between 2013 and 2018, on the use of AR in educational context were examined and reviewed.

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How the Type of Content in Educative Augmented Reality Application Affects the Learning Experience

Cited by 50 publications

References 11 publications

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application

Flashcard computer generated imagery medicinal plant for orthopedagogic education

The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework

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