The Development of Furniture Assembly Instruction Based on Augmented-Reality

Hartanto, Hugo Adrian; Makrie, Irena Krishanti; Yesmaya, Violitta; Halfian, Permana Gustav

doi:10.21512/comtech.v10i2.5853

Cited by 2 publications

(1 citation statement)

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“…This concept was expanded upon by Winston W. Royce in 1970 (Amlani, 2012). Among the reasons for using this Waterfall Model in this project can be that it is frequently used in AG and VR design and development in the literature (i.e., Buchori et al, 2017; Hartanto et al, 2019; Koparan et al, 2023; Layona et al, 2018; Suryadi et al, 2019). Some benefits of the Waterfall Model were noted by Gencer and Kayacan (2017).…”

Section: Methodsmentioning

confidence: 99%

Professional skills training in developing digital materials through augmented and virtual reality applications

Gökbulut

Durnalı

2023

Psychology in the Schools

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A good deal of research has stressed that teaching staff are expected to continuously improve their profession. However, we observed that there is a need for more practical‐based research investigating the practices being adopted by teaching staff. Therefore, the present research aimed to explore the effect of a 9‐day practical‐based training on faculty members' and teachers' levels of professional competence in developing digital materials through augmented and virtual reality applications. The study group consisted of 15 faculty members and 15 teachers. “Digital Material Development Competence Scale” was applied as pre‐ and posttests, and semi‐structured interview questions were employed to collect data. As a result, both the quantitative and qualitative data evidenced that the training increased both faculty members' and teachers' levels of supposed professional development significantly. Subsequently, the participants' views revealed that the following contributed to the development of their skills in developing digital materials, technology use, integrating their pedagogical knowledge into technological knowledge, and lifelong learning. They are (a) receiving training on the use of augmented and virtual reality applications; (b) practicing sample applications with these tools; (c) experiencing mutually collaborative, hands‐on, and interactive learning; (d) with the help of highly motivated and expert trainers; and (e) with efficient collaboration between faculty members and teachers. In closing, not only did we report and discuss the results in line with relevant professional development and lifelong learning theories, but we also presented research activities and results as concrete examples in the context of efficient learning for the professional development of teaching staff as adults.

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