Interactive augmented reality system for enhancing library instruction in elementary schools

Chen, Chin‐Ming; Tsai, Yen-Nung

doi:10.1016/j.compedu.2012.03.001

Cited by 255 publications

(164 citation statements)

References 36 publications

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“…In our work, the main aspect to check was the learning outcomes. Reviewing previous work, comparing new methods with traditional methods seems to be a common technique (Randel et al, 1992;Rosas et al, 2003;Ebner and Holzinger, 2007;Telner et al, 2010;Yang, 2012;Chen and Tsai, 2012). Following this trend, we compared our proposal with traditional games.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

“…No significant differences were found with regard to academic achievement. Chen and Tsai (2012) developed an augmented reality library instruction system (ARLIS) to teach users how to use library resources effectively. ARLIS integrated Augmented Reality (AR) and interactive 3D technologies, providing a library instruction mode in a real library environment.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

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Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

View full text Add to dashboard Cite

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“…This leads to create richer environments for learning, since the student is introduced into an immersive, enveloping context for training where no discrimination is made between the authentic and the real, and more information becomes available (Chen & Tsai, 2012;Dalgarno & Lee, 2010;Dunleavy, Dede, & Mitchell, 2009;Squire & Klopfer, 2007).…”

Section: Educational Applications Of Augmented Realitymentioning

confidence: 99%

The educational possibilities of Augmented Reality

Cabero‐Almenara

Osuna

2016

J. New Approaches Educ. Res.

123

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A large number of emergent technologies have been acquiring a strong impulse in recent years. One of these emergent technologies is Augmented Reality (RA), which will surely have a high level of penetration into all our educational centers, including universities, in the next 3 to 5 years, as a number of different reports have already highlighted. The present paper shows various elements which, in our opinion, play an essential role when it comes to the incorporation of Augmented Reality into teaching, stressing the fact that this incorporation should not entail a technological problem but an educational and didactic issue. A mention is additionally made of several studies which have been performed with regard to the didactic exploitation of this emergent technology, as well as to the potential that it offers us. Our study forms part of an R&D&I initiative undertaken within the framework of the Plan Estatal de Fomento de la Investigación Científica y Técnica de Excelencia 2013-2016 [2013-16 State (National) Plan for the Promotion of Excellence Scientific and Technical Research], with reference EDU2014-57446-P.

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“…AR uses a calculated field position and camera angle to impose a layer of virtual objects over the real-world background [31]. Learners can immerse themselves in the combined virtual and real-world scenes as well as interact with the virtual objects and access relevant information [32].…”

Section: E Augmented Reality(ar)mentioning

confidence: 99%

Personalized learning: Current status and potential

Nandigam

Tirumala

Baghaei

2014

2014 IEEE Conference on E-Learning, E-Management and E-Services (IC3e)

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Abstract-The term personalized learning has proliferated over recent years especially with the advancement of several educational technologies, conceptual frameworks and mobile and wireless internet technologies. The aim of this paper is to identify an acceptable personalized learning paradigm for educators. A detailed literature review on various aspects of personalized learning is also presented. Eleven participants with moderate to highly-experienced in teaching across eight countries took part for this study. The data is collected via LinkedIn collaborative participation eliminating the possibility of bias towards a particular outcome. This provides both theoretical and empirical aspects of the topic in question. The data collected from the group discussions was analyzed using content analysis techniques and the issues raised by the participants were categorized into emerging themes. This paper concludes with acknowledging the necessity of good combination of teaching and technology for a successful personalized learning paradigm.

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Interactive augmented reality system for enhancing library instruction in elementary schools

Cited by 255 publications

References 36 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

The educational possibilities of Augmented Reality

Personalized learning: Current status and potential

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