Mobile augmented reality for teaching structural analysis

Türkan, Yelda; Radkowski, Rafael; Karabulut‐Ilgu, Aliye; Behzadan, Amir H.; Chen, An

doi:10.1016/j.aei.2017.09.005

Cited by 107 publications

(69 citation statements)

References 60 publications

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“…It is worth noting that marker-based AR systems require students to maintain their own position relative to the markers in order to present virtual information. Consequently, students might feel fatigued after long operating hours [49]. Similar problems have also been noted in architectural practice.…”

Section: Developing Markerless Systems and Smartphone-based Armentioning

confidence: 66%

“…General pedagogies Improve students' learning interest 7 [39] Improve students' academic performance. 6 [24] Motivate students more 4 [47] Satisfaction of students with the course 4 [48] Effective tool in traditional pedagogical settings 4 [36] Improve students' course participation 3 [46] Helpful for knowledge integration and internalization 1 [40] Help students communicate with course contents in the classroom 1 [39] Improve communication between teachers and students 1 [37] Domain-specific learning Increase graphic competencies and spatial skills 2 [47] Great potential to be applied in construction projects 1 [25] Helpful instructional techniques to learn structural analysis 1 [49] Improve students' understanding of building roof components 1 [50] Help students to expand their thinking in building-design processes 1 [17] Improve the clarity of students' 3D perception 1 [37] 4.1.…”

Section: Inductive Categories Sub-categories Quantity Sample Researchmentioning

confidence: 99%

“…Difficult to create AR model or contents 2 [47] Small and not immersive AR device screen 1 [35] Lack of system stability 1 [24] Tired easily after extended holding marker-based AR mobile device in the air while sliding it 1 [49] Curriculums Insufficient study time or too much course content 5 [46] May increase students' learning difficulty after using AR for a long period of time 1 [35] Can be difficult in design-concept assessment compared to using AR in a paper-based approach 1 [17] Difficulty in working simultaneously with AR and concentrating on the lecture 1 [36] More effective in a 3D physical model than an AR model in helping students to understand the transformation from 2D images to 3D objects 1 [29] 4.2.…”

Section: Systemsmentioning

confidence: 99%

See 2 more Smart Citations

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

Diao

Shih

2019

Applied Sciences

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Architectural and civil engineering (ACE) education is inextricably connected to real-world practice. The application of augmented reality (AR) technology can help to establish a link between virtual and real-world information for students. Studies of applying AR in ACE education have increased annually, and numerous research have indicated that AR possesses immense application potential. To address and analyze pertinent research issues, published studies in the Scopus database were explored, and revealed that problems persist and are worthy of attention, such as the selection of system types and devices, the application of research methods, and appropriate learning strategies and teaching methods. Courses with objective grading standards should be given priority in AR experimental courses for a meticulous investigation of AR influence on students’ learning outcomes and ultimately improvement of classroom quality. Suitable types of AR systems should be selected based on course content, prior to the design and development of the system. It is recommended to develop markerless systems for a larger application range to benefit students with additional convenience. Systems can also be accompanied by functions, such as instant online assessments, synchronized assessments, and exchange capabilities to assist learning what has been taught and develop critical thinking abilities. The combination of AR and building information modeling (BIM) in architectural and civil practice, which has immense application potential, has become an emerging research trend. Collaboration between academics and practice should be enhanced with roles and knowledge of instructors, engineers, designers, and computer experts integrated for an optimal connection between general pedagogy and domain-specific learning. Teaching methods that emphasize “locations”, as well as “roles”, can be adopted in order to create a superior reality learning environment with diversified learning methods. The trends and research have become an integration and collaboration issue that should be performed interactively with pedagogical findings, and resources integrated across roles, fields, and university departments.

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Section: Developing Markerless Systems and Smartphone-based Armentioning

confidence: 66%

Section: Inductive Categories Sub-categories Quantity Sample Researchmentioning

confidence: 99%

Section: Systemsmentioning

confidence: 99%

See 1 more Smart Citation

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

Diao

Shih

2019

Applied Sciences

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“…‫حٌٕٙذعش‬ ‫ِؼً‬ ‫حٌظعٍُ‬ ‫ِـخ٨ص‬ (Turkan, et al, 2017) ‫حٌطز١ع١ش‬ ‫حٌعٍَٛ‬ ، (Chang, Chung, & Huang, 2016) ‫ٚغ١ش‬ ‫حٌعٍَٛ‬ ‫حٌش٠خػ١خص،‬ ‫حٌظظّ١ُ،‬ ، ‫حٌظخس٠‬ ، ‫٘خ‬ (Chang, & Yu, 2018;Estapa, & Nadolny, 2015;Taharim, et al, 2016) .…”

Section: ‫حٌّعضص‬ ‫حٌٛحلع‬ ‫طىٌٕٛٛؿ١خ‬ ‫أْ‬ ‫عٍٝ‬ ‫حٌذسحعخص‬ ِٓ ‫عذد‬mentioning

confidence: 99%

أثر اختلاف توظیف الواقع المعزز فی التعلم القائم على الاکتشاف الموجه مقابل الحر على العبء المعرفی وتنمیة الفضول العلمی فی العلوم لدى تلامیذ الصف السادس الابتدائی

المعداوي¹

2019

مجلة البحث العلمى فى التربیة

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“…They designed a set of experiment to sort packages by using AR goggles. Turkan et al (2017) offered using 3D visualization features in order to improve students' learning and performance in structural analysis. Tsai and Huang (2018) presented a user-behavior-driven augmented content display approach.…”

Section: Introductionmentioning

confidence: 99%

Augmented reality goggles selection by using neutrosophic MULTIMOORA method

Aydın

2018

JEIM

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Purpose -The purpose of this paper is to present the augmented reality (AR) eyeglass selection problem based on Neutrosophic MULTIMOORA method which is a very new multi-objective method. Design/methodology/approach -The author evaluates five AR goggles according to six different criteria. Criteria have different weights and determined by analytic hierarchy process. The author used neutrosophic MULTIMOORA method in order to evaluate AR eyeglasses. Findings -Five different AR eyeglasses were evaluated and the best one was selected according to six different criteria (benefit and non-benefit). According to Neutrosophic MULTIMOORA method, Sony AR eyeglass is selected as the best one. Neutrosophic MULTIMOORA method uses simple computational equations and it handles multi-objective decision making problems effectively. Originality/value -Evaluating AR goggles by using the Neutrosophic MULTIMOORA method for the first time is the originality of this paper.

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Mobile augmented reality for teaching structural analysis

Cited by 107 publications

References 60 publications

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

أثر اختلاف توظیف الواقع المعزز فی التعلم القائم على الاکتشاف الموجه مقابل الحر على العبء المعرفی وتنمیة الفضول العلمی فی العلوم لدى تلامیذ الصف السادس الابتدائی

Augmented reality goggles selection by using neutrosophic MULTIMOORA method

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