Mixed Reality in Science Education as a Learning Support: A Revitalized Science Book

Weng, Cathy; Rathinasabapathi, Abirami; Weng, Apollo; Zagita, Cindy

doi:10.1177/0735633118757017

Cited by 44 publications

(27 citation statements)

References 45 publications

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“…More specifically, there are studies on games [11][12][13], applications [14][15][16] and illustrated books [17,18], which use AR to facilitate functionalities that allow teachers to establish new ways of showing relationships and connections for learning, incorporating image and video animations to the illustration of their texts.…”

Section: Introductionmentioning

confidence: 99%

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

2019

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Augmented reality (AR) has evolved hand in hand with advances in technology, and today is considered as an emerging technique in its own right. The aim of our study was to analyze students' perceptions of how useful AR is in the school environment. A non-experimental quantitative design was used in the form of a questionnaire in which 106 primary sixth-grade students from six schools in the Region of Murcia (Spain) participated. During the study, a teaching proposal using AR related to the content of some curricular areas was put forward in the framework of the 3P learning model. The participants' perceptions of this technique were analyzed according to each variable, both overall and by gender, via a questionnaire of our own making, which had previously been validated by AR experts, analyzing its psychometric qualities. The initial results indicate that this technique is, according to the students, useful for teaching the curriculum. The conclusion is that AR can increase students' motivation and enthusiasm while enhancing teaching and learning at the same time.Appl. Sci. 2019, 9, 5426 2 of 16 of AR and boost its development, showing how satisfaction, motivation and other positive variables are manifested in the participants in a noticeable way after its implementation. Conceptualization and TerminologyCaudell and Mizell [4], who coined the concept, define AR as a technology that enhances the user's field of vision with the information necessary to perform a task, thanks to computational processes that can transform and chart simple graphics in real time. Milgram and Kishino [5] add to this definition when they describe AR as any case in which a real environment is enhanced with virtual objects (computer graphics). Likewise, they present the term within a taxonomy (a virtuality continuum), in which all the possible types of viewing appear. Within this continuum, the real and virtual elements coexist in a single mixed reality space where AR is closer to the entirely real environment than to the entirely virtual environment. Another pioneer, Azuma [6], sees AR as a variation of virtual environments which enables the user to see reality through superimposed objects.It is noteworthy that some authors [7,8] have contradicted the idea of presenting AR conceptually as a technology in the strict sense, since it can be based on technology or understood as a resource that can accompany technology or draw from it, which means that it is necessary to interpret it beyond this exclusively classificatory treatment. Hence, one approach to this issue could be that AR is an emerging technique which is mediated by technology and which enables the superimposition of virtual information on a real environment, thus facilitating access to the borders of mixed reality, which can be two-or three-dimensional.

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Section: Introductionmentioning

confidence: 99%

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

2019

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“…Some studies also show that students using AR have better understanding of the course and memorization, compared to those using only books [7]. In addition, MR improves the involvement and engagement of learners in learning tasks [8] and is confirmed by Kun-Hung Cheng's study of 267 middle school students [9].…”

Section: Mixed Reality To Help Children Learnmentioning

confidence: 81%

“…There are many other MR applications that teach additions and subtractions. For example, the Counting With Paula AR app [7] or the AR Flashcards Addition application [23]. The effectiveness of MR for teaching the basics of math appears to be due to its capacity to immerse students in a fun environment and arouse their curiosity [3] which leads to a better understanding and motivation [24].…”

Section: Variety Of Educational Objectivesmentioning

confidence: 99%

Analysis of Mixed Reality Tools for Learning Math in Primary and Secondary School

Touel¹,

Marfisi-Schottman

George

2020

Lecture Notes in Computer Science

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In our study, we provide a state of the art on Mixed Reality (MR) learning tools for teaching math in primary and secondary school. Through a detailed analysis of eight representative applications, we provide an overview of the MR applications currently used, their educational objectives, the augmentations and interactions they offer, the technologies they use, their advantages and their limitations. We conclude by identifying several remaining challenges that need to be addressed in order to benefit from the full educational potential of MR for teaching math in schools.

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“…Así pues, el uso de la RA en la educación tiene enormes beneficios en la enseñanza cuando se intenta aprovechar todo el potencial interactivo, colaborativo e innovador en pro de una nueva cultura de aprendizaje. Según se observa en la literatura revisada, involucrar a los estudiantes en otras formas de hacer supone un incremento de la motivación (Weng et al, 2019), favorece nuevas formas de interactuar en entornos inmersivos y extiende la práctica tradicional a otras dimensiones virtuales.…”

Section: Discusión Y Conclusionesunclassified

Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria

Pérez

Cortijo

2020

RIITE

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La realidad aumentada (RA), con su capacidad para tender puentes entre lo real y lo virtual, abre nuevas oportunidades para construir atractivos entornos de aprendizaje en el actual contexto de crisis a consecuencia de la COVID-19. La RA se considera como uno de los medios pedagógicos para promover la calidad de la enseñanza en las próximas generaciones y es, por ello, que en este artículo se presenta una revisión sistemática de literatura de cómo se está implementando la RA en los centros de primaria para el aprendizaje de las ciencias naturales. Se han analizado en profundidad dieciocho artículos de revistas, todos ellos indexados en Web of Science y que han sido publicados en los últimos cinco años. El propósito de esta investigación ha sido conocer cómo influye el uso de la RA en la motivación, rendimiento académico y en la carga cognitiva del alumnado que estudia ciencias en primaria y con esta tecnología. También, se analizan los recursos de RA para la educación científica más citados en las investigaciones consultadas. Los resultados han mostrado que la RA mejora significativamente la motivación y rendimiento académico del alumnado durante su utilización. Con respecto a la carga cognitiva, se ha demostrado que la inclusión de la RA en la educación científica no conlleva una mayor carga mental para el alumnado. Algunos de los materiales basados en la RA que emergen del análisis de esta selección son las aplicaciones de exploración (libros aumentados, marcadores de RA y puntos de interés para activar la información digital), las herramientas de simulación y los juegos. Augmented reality (AR), with its ability to bridge the real and the virtual, opens new opportunities to build attractive learning contexts in the current context of crisis as a result of COVID-19. AR is seen as one of the pedagogical means of promoting the quality of teaching in the coming generations and is therefore that this article presents a systematic literature review of how AR is being implemented in primary schools for science learning. The eighteen selected journal articles, indexed in Web of Science and covering the last five years, have been analysed in depth. The purpose has been to know how the use of AR influences the motivation, academic performance and cognitive burden of students in the study of science. It also analyses the AR resources for scientific education most cited in the research with which they have been worked. The results have shown that AR significantly improves students' motivation and academic performance during use. About cognitive burden, it has been shown that the inclusion of AR in scientific education does not carry a greater mental burden for students. Some of the AR materials emerging from the analysis of this selection are exploration applications (augmented books, AR markers, and points of interest to activate digital information), simulation tools, and games.

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Mixed Reality in Science Education as a Learning Support: A Revitalized Science Book

Cited by 44 publications

References 45 publications

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model

Analysis of Mixed Reality Tools for Learning Math in Primary and Secondary School

Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria

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