MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

Alrige, Mayda; Bitar, Hind; Al-Suraihi, Waad; Bawazeer, Kholoud; Al-Hazmi, Ekram

doi:10.3390/technologies9030053

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…AR technology can be widely used as a teaching aid in the future, but only at a basic and non-holistic level (Akashah et al, 2016;Sepasgozar, 2020). As a result, AR technology can be developed and used as a learning medium in the field of education (Alrige et al, 2021;Cahyani et al, 2021). The study of Norabeerah et al ( 2012) demonstrated that AR is used in various fields such as science, astronomy, and English.…”

Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

“…Despite having a positive impact, third-language effectiveness remains far behind (Akashah et al, 2016). AR technology can be used in games (Sepasgozar, 2020), language translation, vocabulary, sentence reading, and correct pronunciation (Alrige et al, 2021;Cahyani et al, 2021;Fauzan et al, 2020;Lubis et al, 2019). Thus, augmented reality (AR) is a new system that is rapidly expanding and has the potential to improve the effectiveness of teaching and learning in order to meet educational technology goals in the future (Alrige et al, 2020).…”

Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

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Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Saja¹,

Mazlan²,

Fauzi³

et al. 2022

IJARBSS

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To improve student performance on the subjects studied, the fields of education and technology cannot be separated. Although technology has been used in Third Language Subject Education for a long time, student performance has been seen to decline from 2020 to 2021. In fact, the use of augmented reality (AR) multimedia technology continues to remain uncommon, particularly in third-language subjects at Universiti Teknologi MARA (UiTM). Due to the paucity of studies on the impact of using AR technology in the third language on student performance, this needs to be investigated. The use of AR in education and training can speed up instruction, be lightweight and portable, have clear content, and cost less to print. The purpose of this research is to determine how the use of AR-oriented multimedia technology affects student performance in third-language learning methods and lecturer roles. Data from questionnaires is collected using quantitative methods. SmartPLS 3.0 was used to analyse the data. A total of 387 UiTM students who took a third language course participated in the study. The analysis revealed that the use of multimedia had a significant impact on student performance, with the exception of the teaching strategy factor, which had no effect on student performance. Future proposals to broaden AR research into other areas of social science.

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Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

Section: The Impact Of Augmented Reality On Student Performancementioning

confidence: 99%

Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Saja¹,

Mazlan²,

Fauzi³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

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Modes of technology integration in chemistry teaching: theory and practice

Aroch,

Katchevich,

Blonder

2024

Chem. Educ. Res. Pract.

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The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate how chemistry teachers integrate technology into their teaching, compared with how the research literature suggests that it is done. The theoretical framework used in this explorative qualitative study involves chemistry teachers' technological, pedagogical, and content knowledge (TPACK). In particular, the study focused on different modes of technology integration (MOTIs) in chemistry teaching, which is a part of the teachers’ TPACK. In the first stage, five expert chemistry teachers were interviewed so that they could share their extensive experience with technology during online chemistry teaching. Analysis of their interviews revealed that the teachers applied 7 MOTIs in their chemistry teaching. Of these MOTIs, 4 were reported in the chemistry teaching literature: (1) using digital tools for visualization, (2) using open digital databases, (3) using computational methods, and (4) using virtual laboratories and videos of chemical experiments. In addition, the interviews revealed three new MOTIs in chemistry teaching not previously reported: (5) supporting multi-level representations, (6) enabling outreach of chemistry research, and (7) presenting chemistry in everyday life phenomena. In the second research stage, we collected the perspectives of other chemistry teachers (N = 22) regarding the 7 MOTIs. This stage enabled us to validate the findings of the first stage on a wider population and provided data to rate the importance of the seven different MOTIs according to the teachers. We wish to stress that understanding the MOTIs will not only enrich teachers’ theoretical knowledge base regarding integrating technology into chemistry teaching—it will also contribute to chemistry teachers' preparation and professional development programs.

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MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space

Cited by 2 publications

References 13 publications

Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Augmented Reality in Language Learning: Enhancing Student Engagement in a Third Language Subject

Modes of technology integration in chemistry teaching: theory and practice

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