Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models

Fonseca, David; Martí, Núria; Redondo, Ernest; Navarro, Isidro; Sánchez, Albert

doi:10.1016/j.chb.2013.03.006

Cited by 245 publications

(169 citation statements)

References 34 publications

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“…The affordability of prices and the popularity of devices and applications have enabled its ubiquitous presence in leisure, relationships, work activities and of course teaching. The adaptation of contents and applications in this area has emerged as an interesting field of study to assess the degree of motivation, satisfaction and usability of students (Redondo, Sánchez, Fonseca & Navarro, 2014), and their academic improvement (Fonseca, Martí, Redondo, Navarro & Sánchez, 2014). To evaluate these premises, the standard approach is to start from formal educational approaches and quantitative studies, but as has been recently demonstrated (Fonseca, Redondo & Villagrasa, 2014), qualitative approaches are equally valid and allow a more accurate characterization of the teaching experiences, especially when these involve IT.…”

Section: Introductionmentioning

confidence: 99%

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Fonseca

Valls

Redondo

et al. 2016

Computers in Human Behavior

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The main focus of this study was the inclusion of informal methods in the educational frameworks of architectural and urban design. The project used is based on the 3D representation of virtual models of new urban proposals in order to re-organize a local market in Tonalá, Mexico. Starting from a formal course, where the students had to develop solutions to real architecture and urban problems, a second phase was designed, based on feedback in an informal environment by the end-users (citizens and professionals). The key objectives of the experiment were to show students to connect and receive feedback through technology, evaluate how these interactions can define new informal ways of learning, and discuss how this informal data can be incorporated into an academic curriculum. The results confirm how the informal interaction constitutes a great contribution in the improvement of student's skills, even considering that the incorporation of informal data into their evaluation still remains challenging.

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Section: Introductionmentioning

confidence: 99%

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Fonseca

Valls

Redondo

et al. 2016

Computers in Human Behavior

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“…It is, as another medium and strategy for showing understudies in an online situation, demonstrated that MOOCs and online training can possibly give a proper learning environment to development related instruction. D. Fonseca et al, 2014 depicted the usage and assessment of an examination using AR development in the representation of 3D models and demonstration of outline endeavors by understudies of configuration and building planning (Fonseca et al, 2014). The goal was to evaluate the practicality of utilizing AR on cell phones as a part of instructive situations and to research the relationship between the convenience of the device, understudy cooperation, and the change in scholastic execution after utilizing AR.…”

Section: Literature Reviewmentioning

confidence: 99%

An E-Assessment Framework for Blended Learning with Augmented Reality to Enhance the Student Learning

Mumtaz

Iqbal

Khalid

et al. 2017

EURASIA J MATH SCI T

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The study compared the students' level of understanding using two scenarios i.e. S1 (Classroom Lectures) and S2 (Lectures based on AR). An independent sample t-test was applied to correlate the results of two groups (experimental and control) and paired sample t-test was applied to evaluate the two scenarios S1and S2 within two groups: the experimental and the control. When the effect of augmented reality in blended learning framework is broke down, it is examined that augmented reality learning outperform classroom learning environment in enhancing students' performance. The result revealed that there is a difference between classroom learning and AR learning. AR experiences have positive effect on students' learning. Furthermore, students' confidence and motivation towards learning are achieved.

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“…As a way forward, they bring new challenges to all involved in the teaching environment: a new student, called "student 3.0," demands a new teacher (1,7) . In turn, these technologies need a technical and pedagogical contribution that can supply the incorporation of technologies through a pedagogical approach as without it, the technology is not considered an educational tool (8) .…”

Section: Introductionmentioning

confidence: 99%

“…Thus, the consolidation of educational technologies must be guided by a fundamental triad: the paradigm shift of educational institutions; the adaptation of content and curricula; and the relevant production of teaching materials adapted to the new technological demands (1,7) . The necessary production and validation of teaching materials based on educational technologies is emphasized in this panorama.…”

Section: Introductionmentioning

confidence: 99%

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Validation of virtual learning object to support the teaching of nursing care systematization

et al. 2018

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Objective: to describe the content validation process of a Virtual Learning Object to support the teaching of nursing care systematization to nursing professionals. Method: methodological study, with quantitative approach, developed according to the methodological reference of Pasquali's psychometry and conducted from March to July 2016, from two-stage Delphi procedure. Results: in the Delphi 1 stage, eight judges evaluated the Virtual Object; in Delphi 2 stage, seven judges evaluated it. The seven screens of the Virtual Object were analyzed as to the suitability of its contents. The Virtual Learning Object to support the teaching of nursing care systematization was considered valid in its content, with a Total Content Validity Coefficient of 0.96. Conclusion: it is expected that the Virtual Object can support the teaching of nursing care systematization in light of appropriate and effective pedagogical approaches.

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Relationship between student profile, tool use, participation, and academic performance with the use of Augmented Reality technology for visualized architecture models

Cited by 245 publications

References 34 publications

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

An E-Assessment Framework for Blended Learning with Augmented Reality to Enhance the Student Learning

Validation of virtual learning object to support the teaching of nursing care systematization

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