Virtual and Augmented Reality for Teaching Materials Science: a Students as Partners and as Producers Project

Bourguet, Marie-Luce; Wang, Xiangyi; Ran, Yaxin; Zhou, Zeyu; Zhang, Yue; Romero-González, María

doi:10.1109/tale48869.2020.9368381

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…Additionally, there is a learning curve associated with developing the resources with a period of trial and error required before high‐quality resources are made. Despite these potential barriers, educators the solution to overcoming these issues might be through the development of student partnerships (Bourguet et al., 2020; Border et al., 2021; Le Blanc et al., 2021).…”

Section: Discussionmentioning

confidence: 99%

Creating evidence‐based engaging online learning resources in neuroanatomy

Booker,

Woodward,

Taylor

et al. 2023

Anatomical Sciences Ed

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Online anatomical resources are rising in popularity since the COVID‐19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence‐informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text‐based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross‐sectional study comparing the learning gain of using text‐based and video resources was done. The knowledge gain and retention were compared between groups using a pre‐teaching and post‐teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69–0.82). The cross‐sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0–67.7%) versus text resources 49.6% (n = 23, CI 39.1–60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2–49.0%) versus text‐based 40.0% (n = 13, CI 23.9–56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text‐based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face‐to‐face teaching.

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Section: Discussionmentioning

confidence: 99%

Creating evidence‐based engaging online learning resources in neuroanatomy

Booker,

Woodward,

Taylor

et al. 2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Esto puede llevar a mejoras en la calidad de la enseñanza-aprendizaje, la investigación, y la administración escolar en general (Barradell & Bell, 2021;Bourguet et al, 2020;Coombe et al, 2018;Masó et al, 2011;Matthews, 2019;Matthews & Cook-Sather, 2021;Meer & Chapman, 2014;Shawn et al, 2017;Short, 2021;Suliman et al, 2023;Tierney, 2003;Tóth & Bedzsula, 2021). Los estudiantes aportan una perspectiva única y valiosa a la educación, y al involucrarse en el proceso, las instituciones pueden aprovechar sus perspectivas para la mejora de la calidad de sus funciones sustantivas: enseñanza-aprendizaje, investigación, gestión, vinculación y extensión.…”

Section: Beneficios De La Implementación Del Enfoque De Sapunclassified

Estudiantes como Socios en la Educación Superior: Beneficios, Desafíos y Recomendaciones

Huerta Jiménez,

Rojas Rodríguez,

Cortés Aburto

2024

Ciencia Latina

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El objetivo de este análisis teórico es contestar a la pregunta ¿cuáles son los beneficios y desafíos del enfoque de estudiantes como socios (Students as Partners - SaP) en la educación superior? Los hallazgos en términos de beneficios revelaron que los estudiantes que participan en la toma de decisiones académicas e institucionales pueden tener una mayor satisfacción con su educación y son más propensos a tener éxito académico. Además este enfoque puede tener un impacto positivo en el incremento de la calidad de la educación superior, y puede promover la equidad a nivel institucional. A pesar de los beneficios asociados con SaP en la educación superior, también hay desafíos que deben considerarse y disminuirse para implementar con éxito este enfoque. Estos desafíos incluyen la resistencia al cambio, la falta de tiempo y recursos, y la inclusión. Además del análisis se ofrecen recomendaciones para instituciones de educación superior que adopten este enfoque para la mejora de su calidad.

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“…The use of AR for educational purposes has shown positive results in the knowledge-transfer process, motivating students and encouraging them (Bourguet et al 2020;Shiba & Imai 2020;Jacob, Warde & Dumane 2020). Educational AR apps have proven to be effective to motivate female students, so it can be used to stimulate the enrollment of women in STEM majors or subjects.…”

Section: Recommendations For a Proper Developmentmentioning

confidence: 99%

A Systematic Literature Review of Augmented Reality in Engineering Education : Hardware, Software, Student Motivation & Development Recommendations.

Vásquez-Carbonell

2022

DER

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Augmented Reality (AR) is a technology that has benefited from the massification of computational devices, putting it in the focus of researchers as a novel teaching aid in engineering. For this very reason, a great amount of information about AR in engineering education is emerging constantly. To synthesize the information, a Systematic Literature Review (SLR) was carried out and 4 research questions were raised. It was found out the researcher´s trend for the development and testing of software that takes advantage of AR for engineering students. It was also found that Germany and India are the leading nations on investigations about the investigated topic. On the software side, Unity is the most used tool for creating applications and that the target hardware is smartphone. Finally, the high interest of researchers to increase motivation in students is evidenced in this SLR and recommendations were made based on the researcher’s findings.

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Virtual and Augmented Reality for Teaching Materials Science: a Students as Partners and as Producers Project

Cited by 10 publications

References 25 publications

Creating evidence‐based engaging online learning resources in neuroanatomy

Creating evidence‐based engaging online learning resources in neuroanatomy

Estudiantes como Socios en la Educación Superior: Beneficios, Desafíos y Recomendaciones

A Systematic Literature Review of Augmented Reality in Engineering Education : Hardware, Software, Student Motivation & Development Recommendations.

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