Abstract:In 2017 and 2018, engineering applications and design process were given weight to with the updates carried out in the Physical Sciences Lesson Curriculum in Turkey. For the STEM education which is at the center of this update to reach its target, it is highly important that students accurately learn what engineers do, what their work field is, the characteristics they should carry and understand the nature of engineering. The present study aims to identify the perception of engineers of 5th, 6th and 7th grade… Show more
“…Similarly, a meta‐analysis of 16 studies by Ozdemir et al . () found that use of AR correlated with higher learning achievement, with a stronger effect for natural sciences than social sciences; the latter was posited as due to the ability to concretise and represent abstract concepts more easily in the natural sciences, something that can also be expected to apply to representations of processes in technical fields. The study of assembly operations by Gavish et al .…”
Lester is sole principal of Stan Lester Developments, a consultancy based in Somerset, UK, focusing on professional development and qualifying processes. He has worked with the former "University for Industry" on the development of online systems to support learner directed, work-based higher education, and his firm is the UK partner in the Erasmus+ strategic partnership project Digi4VET (Project No. 2018-1-DE02-KA202-005157), which is supporting the introduction of new technology in three vocational fields. Jens Hofmann is project manager for digital learning technologies at SBG Dresden, Germany, an inter company training centre which focusses on initial and further practical training provision for learners from the chemical and pharmaceutical industry. His area of work is the development, testing and evaluation of Augmented Reality enriched training to qualify teaching personnel and apprentices in SBG's training plants and laboratories. SBG Dresden is the lead partner in Digi4VET.
AbstractThe use of augmented reality (AR) in vocational education and training can still be considered as being in its infancy, although interest in it is growing in response both to its potential for teaching and its adoption as a practical tool in various industry sectors. One example of early-stage AR use is illustrated from a practicum for training apprentices in the chemical industry; this involves the use of various AR objects for learning a simple production operation. Although this application had been conceived of purely in terms of substitution for existing instructional methods, it also gave learners greater control of the learning process and created opportunities for collaborative learning. Pedagogically, AR can be considered as a mildly disruptive technology that favours learner managed learning, a factor that is aligned with its ability to support localised decision-making in industry. uptake in vocational education and training (VET) establishments. More recently, the availability of AR applications on smartphones, tablets and laptops, increasing affordability of AR glasses, and more straightforward programming, are facilitating its adoption in VET.
“…Similarly, a meta‐analysis of 16 studies by Ozdemir et al . () found that use of AR correlated with higher learning achievement, with a stronger effect for natural sciences than social sciences; the latter was posited as due to the ability to concretise and represent abstract concepts more easily in the natural sciences, something that can also be expected to apply to representations of processes in technical fields. The study of assembly operations by Gavish et al .…”
Lester is sole principal of Stan Lester Developments, a consultancy based in Somerset, UK, focusing on professional development and qualifying processes. He has worked with the former "University for Industry" on the development of online systems to support learner directed, work-based higher education, and his firm is the UK partner in the Erasmus+ strategic partnership project Digi4VET (Project No. 2018-1-DE02-KA202-005157), which is supporting the introduction of new technology in three vocational fields. Jens Hofmann is project manager for digital learning technologies at SBG Dresden, Germany, an inter company training centre which focusses on initial and further practical training provision for learners from the chemical and pharmaceutical industry. His area of work is the development, testing and evaluation of Augmented Reality enriched training to qualify teaching personnel and apprentices in SBG's training plants and laboratories. SBG Dresden is the lead partner in Digi4VET.
AbstractThe use of augmented reality (AR) in vocational education and training can still be considered as being in its infancy, although interest in it is growing in response both to its potential for teaching and its adoption as a practical tool in various industry sectors. One example of early-stage AR use is illustrated from a practicum for training apprentices in the chemical industry; this involves the use of various AR objects for learning a simple production operation. Although this application had been conceived of purely in terms of substitution for existing instructional methods, it also gave learners greater control of the learning process and created opportunities for collaborative learning. Pedagogically, AR can be considered as a mildly disruptive technology that favours learner managed learning, a factor that is aligned with its ability to support localised decision-making in industry. uptake in vocational education and training (VET) establishments. More recently, the availability of AR applications on smartphones, tablets and laptops, increasing affordability of AR glasses, and more straightforward programming, are facilitating its adoption in VET.
“…In fact, "Empirical evidence shows that AR can positively make a difference to how students learn and there is promise and potential for the future of AR" [19] (p. 288). Ozdemir, Sahin, Arcagok, and Demir carried out a study based on meta-analysis intended to determine the effect of AR in the learning process [20]. In this study, the authors conclude that "AR applications increase students' academic achievement in the learning process compared with the use of traditional learning methods" (p. 177).…”
Section: Literature Review: Mar In Educationmentioning
Augmented reality (AR) is an emergent technology that overlays virtual objects into the real environment. Lately, AR is gaining prominence in education because of its increasing affordability through computers or mobile technologies. In addition, research sustaining the benefits of AR to promote student’s engagement to learn is increasing every day. However, the literature identifies lack of studies about the use of AR in education, namely, studies focused on the development of AR games designed over specific learning objectives (game-based learning). This paper presents a mobile augmented reality platform with learning purposes. The platform includes a mobile application that consists of a location-based game targeted to promote learning about the universe. Furthermore, it includes a back-office that allows teachers to introduce information about celestial bodies and also develop a set of multiple-choice questions to assess student’s learning about the subject matters they teach. The mobile application provides the users with physical movement and social interaction in the real world, while playing the game and for this reason it is included in the pervasive games’ paradigm. Besides engaging the students to play the game, we argue that this platform may be used as a resource to be implemented in informal and formal learning environments.
“…Numerous studies have highlighted the advantages of incorporating AR into training—namely, increased achievement and motivation as well as the support of cognitive processing and transfer. AR technology has been extensively documented to improve student achievement better than traditional methods (Akçayir, Akçayir, Pektaş, & Ocak, ; Gavish et al., ; Gilbert et al., ; Ozdemir, Sahin, Arcagok, & Demir, ; Yip et al., ). As Dunleavy, Dede, and Mitchell () state, [AR's] most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises.…”
Over the past decade, augmented reality (AR) has emerged into the mainstream with numerous studies conducted on its effectiveness in both military and public learning environments. Compatible with constructivist learning theory, AR scenarios help instructors grab and maintain learner attention, close the realism gap between learning and job environments, enhance practice and rehearsal opportunities, and support transfer of learning. AR integration into the U.S. Coast Guard training system can enhance learning while managing the ever‐rising challenges of limited time and resources.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
