Learner-Centered Evaluation of an Augmented Reality System for Embedded Engineering Education

Souvestre, Florent; Anastassova, Margarita; González, Enara Artetxe; Gutiérrez, Aratz Setién; Benito, Jorge R. López; Barak, Moshe

doi:10.15439/2014f675

Cited by 10 publications

(2 citation statements)

References 15 publications

(14 reference statements)

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“…The nature of work in these studies is either exploratory or application-oriented only. The studies related to embedded systems in these papers is limited to the understanding of field programmable gate array (FPGA) boards and reading datasheet of embedded platforms only [21,28]. To understand embedded systems legitimately, fundamentals like real-time operations performed inside the microcontroller to be known to learners.…”

Section: The Present State Of the Artmentioning

confidence: 99%

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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The Embedded system is the core unit of every digital device. The design and development of a new digital device or system require a good understanding of the embedded system embed in it. In the context of engineering education, learning embedded systems remains a challenge for the millennial. As, it involves the implementation of mathematics, programming, and working knowledge of electronic and electrical components rooted in it. Traditional teaching pedagogy has become less useful for new‐gen learners to satisfy their demand for knowledge of embedded systems. So, the teaching techniques have to be modified and equipped with the latest technological tools and practices. Augmented reality (AR) is emerging as a new technology in the field of engineering education. With the help of computer‐generated 3D data, animation, visual effects, and immersion, this technology has become more prevalent in the education domain to make complex concepts easier to understand. In this paper, an augmented reality‐based framework designed to teach embedded systems to engineering students. The proposed framework utilizes a tangible user interface comprising of AR markers, a USB camera, a display device, and the processing unit to give AR learning experience to the students. The system so developed tested for its usability with the faculty members of engineering education. Twenty faculty members, as participants, share their system usability experience and feedback using google form. The overall system usability score is 79.5%, which makes it suitable for further deployment on students for exploratory work.

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Section: The Present State Of the Artmentioning

confidence: 99%

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Kumar

Mantri

Dutta

2020

Comp Applic In Engineering

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“…Akçayır et al [5] demonstrated the positive impacts of AR on students' academic performances, and the technology has gained major popularity in various domains, particularly education [6]. For instance, AR has been employed to enhance students' comprehension of many engineering disciplines [7][8][9] with a particular emphasis on sustainability, a crucial field that aids in the preservation of the environment.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in A Sustainable Engineering Design Context: Understanding Students’ Collaboration and Negotiation Practices

Beheshti,

Yujin Kang,

Yan

et al. 2023

Sustainability

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This study reports on the use of augmented reality (AR) within the context of sustainable engineering design education. The objective of this study is to understand students’ collaboration and negotiation practices in a sustainable engineering design context using AR. The technology used in this study includes MERGE Cube (a physical cube that acts as a digital canvas for AR) and CoSpaces Edu (an online platform for students to build 3D creations and animate them with code). There have been 48 instances of student participation from upper elementary to middle school in four iterations of this study since February 2022. The research was conducted based on a design-based research methodology, and the data was collected through qualitative methods and analyzed using the intra-action analysis method. This study’s outcome revealed that interactions among participant dyads and with the technology shed light on distinct dynamics within collaborative sustainability-oriented learning and design processes. These diverse interactions collectively emphasize the multifaceted nature of collaborative design, where individual experiences, communication styles, and technological proficiency all play integral roles in shaping the collaborative process. In addition, the results of our research showed that the complexities inherent in negotiating ownership and collaboration dynamics are influenced by individual attitudes, timing of involvement, and previous experiences. Given the importance of collaboration in achieving sustainability-oriented goals, these findings are relevant to the field of sustainable engineering education, especially when working with younger children.

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Augmented Reality Interface for E2LP: Assistance in Electronic Laboratories Through Augmented Reality

González

Souvestre

Benito

2016

Advances in Intelligent Systems and Computing

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Learner-Centered Evaluation of an Augmented Reality System for Embedded Engineering Education

Cited by 10 publications

References 15 publications

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

Augmented Reality in A Sustainable Engineering Design Context: Understanding Students’ Collaboration and Negotiation Practices

Augmented Reality Interface for E2LP: Assistance in Electronic Laboratories Through Augmented Reality

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