“…This is not an anomalous result. Other researchers have also reported significant increases in student motivation and engagement when using AR technology as compared with video learning (Chang, Chung, & Huang, ; Yip, Wong, Yick, Chan, & Wong, ).…”
Section: Ar In the Classroommentioning
confidence: 89%
“…Numerous studies have highlighted the advantages of incorporating AR into training—namely, increased achievement and motivation as well as the support of cognitive processing and transfer. AR technology has been extensively documented to improve student achievement better than traditional methods (Akçayir, Akçayir, Pektaş, & Ocak, ; Gavish et al., ; Gilbert et al., ; Ozdemir, Sahin, Arcagok, & Demir, ; Yip et al., ). As Dunleavy, Dede, and Mitchell () state, [AR's] most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises.…”
Over the past decade, augmented reality (AR) has emerged into the mainstream with numerous studies conducted on its effectiveness in both military and public learning environments. Compatible with constructivist learning theory, AR scenarios help instructors grab and maintain learner attention, close the realism gap between learning and job environments, enhance practice and rehearsal opportunities, and support transfer of learning. AR integration into the U.S. Coast Guard training system can enhance learning while managing the ever‐rising challenges of limited time and resources.
“…This is not an anomalous result. Other researchers have also reported significant increases in student motivation and engagement when using AR technology as compared with video learning (Chang, Chung, & Huang, ; Yip, Wong, Yick, Chan, & Wong, ).…”
Section: Ar In the Classroommentioning
confidence: 89%
“…Numerous studies have highlighted the advantages of incorporating AR into training—namely, increased achievement and motivation as well as the support of cognitive processing and transfer. AR technology has been extensively documented to improve student achievement better than traditional methods (Akçayir, Akçayir, Pektaş, & Ocak, ; Gavish et al., ; Gilbert et al., ; Ozdemir, Sahin, Arcagok, & Demir, ; Yip et al., ). As Dunleavy, Dede, and Mitchell () state, [AR's] most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises.…”
Over the past decade, augmented reality (AR) has emerged into the mainstream with numerous studies conducted on its effectiveness in both military and public learning environments. Compatible with constructivist learning theory, AR scenarios help instructors grab and maintain learner attention, close the realism gap between learning and job environments, enhance practice and rehearsal opportunities, and support transfer of learning. AR integration into the U.S. Coast Guard training system can enhance learning while managing the ever‐rising challenges of limited time and resources.
“…Rubaiya Hafiz, Jahidul Hasan, Md. Azizul Hakim Enhancement of Human Anatomy and Nervous System Learning using Mobile Augmented Reality Application [10] have conducted a study on a sewing workshop and found that the use of AR videos provides better learning result in terms of learning performance and efficiency compared with the use of hand-outs in classes. The participants included 46 freshmen and this study showed that students' learning experience and understanding of complex concepts can be enhanced through AR videos.…”
Section: Enhancement Of Human Anatomy and Nervous System Learning Usimentioning
Advancements of recent technology allows the delivery of educational materials to be highly interactive. Augmented reality (AR) is one of the most promising technology that augments reality with computer generated imagery, objects, information etc. and allows user interaction. By providing visualization and interactive 3D models, it allows students to understand any abstract concept on any time, at any place easily. In this work we have developed an AR based mobile application that can create an interactive 3D view of human skeleton and nervous system by using a target image captured by a mobile phone camera. The main motive of this application is to help the medical students and school level science students to learn human anatomy and nervous system in an interactive way so that they can enhance their learning procedure. This research narrates the concept, application development and results of the pilot test. This test is conducted by the medical students of different medical colleges of Bangladesh. We have done this pilot test to get the users’ experiences from technical viewpoint. According to this test we can concluded that students were satisfied with this application in terms of the features, usability, feasibility and understandability.
“…Newer technologies such as smartphones, in contrast, have not been integrated into everyday life to the extent that they have disappeared; that is, this technology still feels like an intrusion. In fact, smartphones remain novel enough that employing them in an ALC is widely presented as an innovative design choice (e.g., Coca & Sliško, 2017;Yip, Wong, Yick, Chan, & Wong, 2019).…”
Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory composition course taught in a technology-enhanced, Active Learning Classroom through a design case model. Classroom applications relevant to any course in which student writing is a central learning activity are discussed.
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