Mathematics and geometry education with collaborative augmented reality

Kaufmann, Hannes; Schmalstieg, Dieter

doi:10.1016/s0097-8493(03)00028-1

Cited by 409 publications

(132 citation statements)

References 13 publications

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“…Those findings seem to support the outcomes of research studies (Andujar, Mejias, & Marquez, 2011;Chen, Chi, Hung, & Kang, 2011;Kamarainen et al, 2013;Kaufmann & Schmalstieg, 2003;Lin, Duh, Li, Wang, & Tsai, 2013), which showed that AR technology contributed to improve academic achievement compared to traditional teaching methods. Moreover, it was found that the experimental group showed better results on visualization-related questions than students in the control group.…”

Section: Discussionsupporting

confidence: 79%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

449

184

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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as inde-pendent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre-and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, dis-torted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

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Section: Discussionsupporting

confidence: 79%

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Ibáñez

Serio

Villarán

et al. 2014

Computers & Education

449

184

View full text Add to dashboard Cite

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“…As the innovative aspect is the AR, in the rest of this section, we cite a few AR systems that were developed previously for learning. For desktop computers, there are different subjects that can be studied: volcanoes (Woods et al, 2004); dinosaurs (Bimber et al, 2001); the relation between the earth and the sun (Shelton & Hedley, 2002); mathematics and geometry (Kaufmann, 2004); how to play billiards (Larsen et al, 2005); organic chemistry (Fjeld et al, 2007); the interior of the human body (Juan et al, 2008); or endangered animals (Juan et al, 2010(Juan et al, , 2011a. For handheld devices, several educational AR applications have also been presented for learning different subjects: heritage temples (Wang et al, 2009); math and literacy skills (O'Shea et al, 2009); or how to recycle (Juan et al, 2011b).…”

Section: Motivation and Objectivesmentioning

confidence: 99%

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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“…One common form of device is a head mounted display system, possibly with hand gloves incorporating feedback [8]. These are fully immersive environments that enable users to experience the whole of the reality environment with augmented features.…”

Section: A Augmented Realitymentioning

confidence: 99%

Augmented and Mixed Reality Features and Tools for Remote Laboratory Experiments

et al. 2016

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Abstract-Augmented Reality (AR) is the process of overlaying meaningful interactive information in a live video stream for creating an enriched visual experience for users. Within Remote Access Laboratories (RAL) this enables users to gain design experience along with gaining knowledge about the particular experiment in question and potentially collaborate on design experiences. This paper focuses on the issues related to the applications of AR in RAL, the

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Mathematics and geometry education with collaborative augmented reality

Cited by 409 publications

References 13 publications

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness

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

Augmented and Mixed Reality Features and Tools for Remote Laboratory Experiments

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