Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

Langer, Karin; Lietze, Stefanie; Krizek, Gerd Christian

doi:10.2478/eurodl-2020-0010

Cited by 9 publications

(10 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The literature highlights the benefits of using VR in science learning. Different studies have reported the development of AR applications for learning vectors, their properties, and operations (Martin-Gonzalez et al, 2016;Langer et al, 2021). In this contribution, we present a study with the objective of evaluating students' learning and experience when using a virtual reality tool to learn about three-dimensional vectors in a university physics course.…”

Section: Introductionmentioning

confidence: 99%

Impact of virtual reality use on the teaching and learning of vectors

Campos

Hidrogo²,

Zavala³

2022

Front. Educ.

View full text Add to dashboard Cite

The use of virtual reality in education has enabled the possibility of representing abstract concepts and virtually manipulating them, providing a suitable platform for understanding mathematical concepts and their relation with the physical world. In this contribution, we present a study that aims to evaluate the students’ experience using a virtual reality (VR) tool and their learning of three-dimensional vectors in an introductory physics university course. We followed an experimental research design, with a control and an experimental group, for measuring students’ performance in a pre-post 3D vectors questionnaire. We surveyed the experimental group about their perception of VR use regarding their learning objectives, their experience using VR as a learning tool during the sessions, and the value of using VR in class. We found that on the items in which visualization was important, students in the experimental group outperformed the students in the control group. Students evaluated the VR tool as having a positive impact on their course contents learning and as a valuable tool to enhance their learning experience. We identified four hierarchical categories in which students perceived the use of virtual reality helped them learn the course contents: Visualization, 3D Visualization, Identification, and Understanding. Overall, this study’s findings contribute to the knowledge of using virtual reality for education at the university level. We encourage university instructors to think about incorporating VR in their classes.

show abstract

Section: Introductionmentioning

confidence: 99%

Impact of virtual reality use on the teaching and learning of vectors

Campos

Hidrogo²,

Zavala³

2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…30 Thus, the colourful interface of AR could attract students' attention of various ages such as those in higher education, secondary school, primary school etc. 31,32 Furthermore, the main purpose of several augmented reality systems is targeting the improvement of the visualization of users 14,15,[20][21][22][23] as such it helps the users comprehend the fundamental concepts of particular content to avoid misunderstandings which was highlighted earlier in the literature review. AR tools are just an additional or supplementary method for explaining complex concepts which may be hard to be understood statically with our vision alone.…”

Section: Discussionmentioning

confidence: 99%

“…22 To increase the mobility of users, Vectors AR3-APP was developed to support the educators and students in teaching and learning three-dimensional abstract concepts such as vectors and linear algebra whereas the learning module was developed in mobile apps. 23 AR systems can be developed in mobile apps, desktop computers, tabletops and other devices. One study revealed that users prefer more the use of a desktop AR system than mobile system in that the desktop AR system gained significant positive feedback in terms of responsiveness of the AR application.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating augmented reality technology in education: vector personal computer augmented reality

Tan

Tay

2021

F1000Res

View full text Add to dashboard Cite

Background: Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors. Methods: A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically. Results: Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching. Conclusions: Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study.

show abstract

“…In terms of rotation, it works perfectly. In [18], an application with augmented reality in 2D and 3D is presented; it is fascinating as a viewer; however, it lacks an educational methodology to build learning. In [19], they use a drone to develop the course by giving movement instructions, an ideal scenario as a STEM course to enhance spatial thinking; however, they do not present the construction of mathematical concepts (abstract level).…”

Section: Related Workmentioning

confidence: 99%

Two-Dimensional Cartesian Coordinate System Educational Toolkit: 2D-CACSET

Castañeda-Miranda

Luque-Vega

López-Neri

et al. 2021

Sensors

View full text Add to dashboard Cite

Engineering education benefits from the application of modern technology, allowing students to learn essential Science, Technology, Engineering, and Mathematics (STEM) related concepts through hands-on experiences. Robotic kits have been used as an innovative tool in some educational fields, being readily accepted and adopted. However, most of the time, such kits’ knowledge level requires understanding basic concepts that are not always appropriate for the student. A critical concept in engineering is the Cartesian Coordinate System (CCS), an essential tool for every engineering, from graphing functions to data analysis in robotics and control applications and beyond. This paper presents the design and implementation of a novel Two-Dimensional Cartesian Coordinate System Educational Toolkit (2D-CACSET) to teach the two-dimensional representations as the first step to construct spatial thinking. This innovative educational toolkit is based on real-time location systems using Ultra-Wide Band technology. It comprises a workbench, four Anchors pinpointing X+, X−, Y+, Y− axes, seven Tags representing points in the plane, one listener connected to a PC collecting the position of the Tags, and a Graphical User Interface displaying these positions. The Educational Mechatronics Conceptual Framework (EMCF) enables constructing knowledge in concrete, graphic, and abstract levels. Hence, the students acquire this knowledge to apply it further down their career path. For this paper, three instructional designs were designed using the 2D-CACSET and the EMCF to learn about coordinate axes, quadrants, and a point in the CCS.

show abstract

Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

Cited by 9 publications

References 33 publications

Impact of virtual reality use on the teaching and learning of vectors

Impact of virtual reality use on the teaching and learning of vectors

Integrating augmented reality technology in education: vector personal computer augmented reality

Two-Dimensional Cartesian Coordinate System Educational Toolkit: 2D-CACSET

Contact Info

Product

Resources

About