The ARICE Framework: Augmented Reality in Computing Education

Wang, Yuanqiong; Vincenti, Giovanni; Braman, James; Dudley, Alfreda

doi:10.3991/ijet.v8i6.2809

Cited by 7 publications

(6 citation statements)

References 22 publications

(19 reference statements)

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“…In the literature, using video podcasts has been widely recognised as an effective strategy to motivate students (Bolliger, Supanakorn, & Boggs, 2010;Kay, 2012). In some AR applications, videos have been used to present examples and/or to provide additional content (Wang, Vincenti, Braman, & Dudley, 2013). Thus, we suggest that AR applications might provide videos about the learning content to support student motivation.…”

Section: Student Support Layer Videos (Vid)mentioning

confidence: 99%

Framework for designing motivational augmented reality applications in vocational education and training

Bacca‐Acosta

Navarro

Gesa

et al. 2019

AJET

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One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

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Section: Student Support Layer Videos (Vid)mentioning

confidence: 99%

Framework for designing motivational augmented reality applications in vocational education and training

Bacca‐Acosta

Navarro

Gesa

et al. 2019

AJET

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show abstract

“…AR increases the proportional, probabilistic, combinatorial, and correlational reasoning indicators of abstract thinking skills in physics teaching [9]. Physical and perceptual involvement of students in the study of Computing Education [10], the synchronous combination of the virtual world with reality and the possibility of using it as a very interesting media for history learning [11] shows the breadth of AR technologies application. The freedom to create various functional scenarios as well as the enrichment of audio-visual accompaniment gives favorable results in Immediate-Action Commander Training [12].…”

Section: Fig 1 the Scheme Of The Competence Formation Processmentioning

confidence: 99%

The Applicability of Augmented Reality Technologies for Evaluating Learning Activities

Sembayev

Nurbekova

Abildinova

2021

Int. J. Emerg. Technol. Learn.

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a new trend in the development of immersive technologies has become augmented reality (AR), which is in demand due to its property to implement visual objects to enrich the learning content. The paper is devoted to the study of the applicability of AR technologies for evaluating learning activi-ties since there is a problem of inconsistency of teaching approaches with tools that lead to biased results. This led to the development of the “AR Quiz” application that contains interaction types such as touch-based, voice, input field, gaze and gesture that stimulate activities. In combination with 10 other forms of assessment materials, its application field has expanded and the tasks for students have diversified. The present study provides the calculation of validity and reliability coefficients of the assessment materials contained in the “AR Quiz” application that reflects the suitability of indicators for the purpose, accuracy and stability of measurements. The paper reveals positive attitudes of expert teachers and students towards the use of AR when evaluating learning activities. Along with integration map of compliance of AR interaction types with assessment materials, the paper provides recommendations for teachers on evaluating learning activities based on AR.

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“…Many studies have revealed positive effect of AR for educational purposes, such as, understanding gas properties [20], AR in computing education [21], AR as e-learning tool [22], immediate-action commander training [23], mechanical drawing [24], rail transportation [17] and modelling of human heart [25]. Based on these studies AR is very useful in educating student [26] such as increasing students' achievement and visual thinking [27], promoting collaborative and autonomous learning [28], increasing academic achievement and motivation of student [25] and increasing the interest in learning [13].…”

Section: Introductionmentioning

confidence: 99%

Graphical Representation Skills in Online Learning During COVID-19 Pandemic Through Augmented Reality Assisted Student Worksheets

Hidayatulloh¹,

Herliandry²,

Kuswanto³

2021

Advances in Social Science, Education and Humanities Research

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This study aims to determine the student's graphical representation skill in online learning through Augmented Reality Assisted student worksheets in Simple Harmonics Motion during COVID-19 pandemic. This study is quasi experiment using Post-test Control Group Design. The population is all students of X grade in SMA Negeri 1 Kalasan. The sampling technique used was simple random sampling. The sample in the study was X MIPA 1 as experimental class and X MIPA 3 as control class. Assessment of graphical representation skill was obtained by giving essay questions. There are three indicators of the graphical representation skill that are measured, namely, the student's ability to find the spring's constant from the F-x graph, student's ability to analyses the order of spring's constant from largest to smallest based on the slope and student's ability to find a spring's displacement when the force is changed based on the graph. The analysis used is descriptive statistics to determine the mean value, standard deviation, standard error mean and independent sample T test. It can be concluded that there is no significant difference between experiment class and control class based on the student's graphical representation skill in online learning during COVID-19 pandemic.

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The ARICE Framework: Augmented Reality in Computing Education

Cited by 7 publications

References 22 publications

Framework for designing motivational augmented reality applications in vocational education and training

Framework for designing motivational augmented reality applications in vocational education and training

The Applicability of Augmented Reality Technologies for Evaluating Learning Activities

Graphical Representation Skills in Online Learning During COVID-19 Pandemic Through Augmented Reality Assisted Student Worksheets

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