Marker-based augmented reality

Abstract

This paper presents the instructional-design of an augmented learning environment named AIBLE-HELIOS® that is targeted at teaching astronomy to children. This environment takes benefit of Augmented Reality (AR) and tangible interaction to stimulate an active and learner-centered approach to scientific problem solving. This approach follows the pedagogical principles of the InquiryBased Sciences Education (IBSE). Technical specifications and the design of the application have been based on didactical principles. It is intended to children of 8 to 11 years old in formal education. HELIOS was tested in-situ, i.e., in real teaching conditions with pupils (grades 4-5) from two primary schools. This user study confirms the design assumptions that influence children's interaction with contents during sciences courses. The analyses of the children's interactions with the system as well as learning indicate that HELIOS supports children in their investigations. Moreover, it provides some new information on children's interactions possibilities that will be taken into account in future versions. All these parameters contribute to the understanding of the ways through which AR can be used in formal teaching curricula in K-12 schools.

The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process

“…Numerous papers (from primary school to university level) showed positive effects of AR usage in motivating the students and for learning various geographic contents and skills, such as: astronomy and mathematical geography (Fleck et al, 2015;Shelton & Hedley, 2002), cartography and spatial orientation and navigation (Carbonell Carrera & Bermejo Asensio, 2017;Ramos et al, 2018), pedology, geology and geomorphology (Bursztyn et al, 2017;Carbonell Carrera et al, 2018;Vaughan et al, 2017;Woods et al, 2016), biodiversity, ecological awareness and conservation (Lin et al, 2011;Pombo et al, 2018), and cultural and historical heritage (Chang et al, 2015;Szymczyk et al, 2018).…”

GPS-Based Tracking in Armaps: The Effect of Degree Slant Smartphone to Display Augmented Reality Objects

“…GPS-based tracking termasuk dalam kategori markerless AR. Marker tersebut lebih interaktif dari pada kategori AR lainnya, yaitu marker based AR [11]. Beragam aplikasi AR telah dibuat dengan menggunakan GPS-based tracking [12] Penelitian ini dapat dijadikan rekomendasi pengembangan aplikasi ARmaps untuk menjadi salah satu alternatif aplikasi visualization guiding berbasis AR.…”

AR Mobile Application in Learning Hajj for Children in Malaysia: A Preliminary Study

“…It has been acknowledged as a medium of enhancement to engage children's attention and motivation in learning [14]. AR has been used in some subjects such as the storybook, reading [15], [16], science [17], literacy [18], [19], [18], Islamic [21], [22] and others in Early Childhood Education. Thus, AR is starting to embrace and instill a kind of human-computer interaction with children's perception and the development of this technology in terms of 'virtual' manipulative which has since risen [23].…”