Trends and Effects of Learning through AR-Based Education in S-Korea

Abstract

The purpose of this study is to help teachers of AR-based education by reviewing the literature on the types, learning effects and limitations of AR technology used in Korean AR-based education. Therefore, this thesis examines the literature focusing on thesis and articles of Korean thesis, and defines the definition of AR, technical elements, implementation method, utilization media, usage and trends, educational status, and educational effects and limitations. As a result, the classes using AR-based education could be easily immersed by learners and the presence of learning occurred. In addition, it is possible to take advantage of the AR, enabling immediate training using GPS and collaborative training using the network. AR-based education is becoming increasingly popular according to the use of digital textbooks through AR technology and AR education contents using mobile devices. However, there are limitations to AR implementation media such as qualitative differences in AR educational contents, high price, motion sickness and dizziness of HMD devices. Therefore, in order to achieve AR-based education in educational institutions and educational sites, this paper presents the development of AR implementation media suitable for the level of learners, provides flexible AR curriculum guidelines, industry-academic cooperation between companies for technology development, and inspection / censorship of educational contents. It suggests that a procedure should be provided.

EdTech: Concept And Connections

“…Talking about the hardware dimension and its possibilities for didactic integration, for several years now, in different areas of the world, we can follow experiences of incorporating Hi-Tech technologies into the educational process. These are the innovative practices of education in Estonia [6], Australia [7], Finland [8], Japan [9], and South Korea [10], where the equipment and design of modern classrooms allow them: (1). learners (pupils or students) to accumulate new educational-formative experiences, and (2.)…”

“…Digital classrooms have become less surprising and are currently already considered insufficient for quality learning for some schools and academic communities in different countries of the world. Thus, they are partially replaced either with smart classrooms or with trips to extra-curricular spaces (dedicated museums and/or specialized exhibitions and / enlivened laboratories) where online learning and e-learning methods are accompanied by augmented reality [6][7][8][9][10].…”

The Concept of Technology-Based Folk Poetry Learning Media Based on the Experience of Indonesian Language Teachers in West Sumatra (Konsep Media Pembelajaran Puisi Rakyat Berbasis Teknologi berdasarkan Pengalaman Guru Bahasa Indonesia di Sumatra Barat)

“…Technology can help students get a learning experience that suits their needs and interests. (e) Technology can also help develop future skills because it can help students develop future skills, such as digital skills, collaboration, and problem-solving (Adisel & Prananosa, 2020;An et al, 2020;Lestari, 2018;Saputra, 2020;Sulisworo et al, 2021) Therefore, in preparing learning tools, especially in the development of learning media, teachers need to learn the use of appropriate and appropriate technology. Things that need to be known are identifying factors that affect student learning outcomes and understanding the emotional aspects of students by mastering various socio-emotional learning techniques (Mondi et al, 2021) to create learning media with the use of technology adapted to different learning models.…”