What are the educational affordances of wearable technologies?

Bower, Matt; Sturman, Daniel

doi:10.1016/j.compedu.2015.07.013

Cited by 205 publications

(111 citation statements)

References 28 publications

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“…This was highlighted by Bower and Sturman (2015) who showed that mobile simulation solutions are a useful pedagogical technology. Analysing the participant feedback in detail, showed that 75% of students indicated via the survey that they "found the use of multiple forms of media (3DP and app) effective".…”

Section: Discussionmentioning

confidence: 99%

“…Bower and Sturman (2015) reviewed the affordances of these technologies and noted that simulation was a useful pedagogical affordance of this technology, with engagement also featuring prominently in their review. However, they also noted participants highlighted cost and processing power as issues with this technology.…”

Section: Mixed Reality For Simulation and Skills Trainingmentioning

confidence: 99%

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Improving paramedic distance education through mobile mixed reality simulation

Birt

Moore

Cowling

2017

AJET

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There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills. In the health sciences, the use of high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes. However, how do we make these task trainers available to students studying at a distance? To answer this question, this paper presents results from the implementation and sustained testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile mixed reality simulation study, provided through a user-supplied mobile phone incorporating 3D printing, virtual reality, and augmented reality, is skills acquisition in airways management, focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practising skills prior to attending mandatory residential schools, building a baseline equality between those students who study face to face and those at a distance. Outcomes from the study showed statistically significant improvements in the use of the simulation across several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method.

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Section: Discussionmentioning

confidence: 99%

Section: Mixed Reality For Simulation and Skills Trainingmentioning

confidence: 99%

Improving paramedic distance education through mobile mixed reality simulation

Birt

Moore

Cowling

2017

AJET

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“…Researchers in the field have primarily focused on handheld devices such as smartphones and tablets but have paid less attention to various wearable technologies such as smart glasses and smartwatches. Wearables are "technologies as embodied companions that become extensions of the self" [22]. The emergence of wearables within ML has been influenced by developments related to the Internet of Things.…”

Section: Mobile Learningmentioning

confidence: 99%

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Mozelius¹,

Bergström²,

Jaldemark³

2017

ICERI Proceedings

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Peripatetic group learning has a long history that dates back to the walking sessions that Plato and Aristotle led in the Lyceum of Athens. Other teachers in ancient Greece also frequently used play and physical training didactically. Pokémon Go has a relatively short history (starting in the summer of 2016), but this location-based game had a faster global spread than anyone could have imagined. In the first week after its release, the game became the most downloaded app in history. In Pokémon Go, the players use real-world maps on which buildings, roads and water are correctly indicated. The game is played on mobile devices; the Pokémon figures pop up on maps and can be captured with virtual balls. To catch the Pokémon figures, players must physically move to the place where the figure is located; thus, unlike most other digital games, Pokémon Go involves outdoor activities such as long walks.With its high degree of physical activity, Pokémon Go has attracted researchers' attention for use as an exergame. Several researchers are also looking at Pokémon Go's use as an augmented-reality game. In this study, the focus is on Pokémon Go's use as a mobile-learning game and on the potential for outdoor activities in formal education. In this study, two primary school classes used the game for learning sessions in mathematics and social science. The aim of this study is to discuss students' expressions regarding how a location-based game such as Pokémon Go could be used as a tool for outdoor activities in formal education.Each primary school class was divided into groups of three to four students each for planned lessons that included walks. Each group had one or two smartphones to stimulate collaboration between students. The walks included PokéStops where teachers conducted planned sessions; later, the teachers followed up on the outdoor lessons within a traditional classroom setting. Data were gathered from group interviews with the students who participated in the outdoor sessions involving Pokémon Go. The collected data were then analysed and categorised via a thematic analysis.The findings show that Pokémon Go can be seen as a learning-stimulating game that could augment traditional teaching sessions in formal education. Students reported that they enjoyed catching the Pokémon figures the most, but some students also mentioned that they appreciated the math assignments and liked learning about the statues that they passed during the walkings. The most positive findings were that there were concrete learning outcomes and that this mobile, game-based educational setting seemed to encourage students to engage in collaborative learning. However, Pokémon Go is not an all-encompassing solution for the ongoing digitalisation of primary school. The conclusion is rather that location-based games have the potential to vitalise formal education, provided that they are carefully integrated into the curriculum.

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“…These studies however did not test user experience. Bower and Sturman (2015) examined the potential of wearable technologies, where they identified affordances such as experiencing various scenarios that otherwise would be risky or not possible (e.g. a tour in a medieval village, zooming in), raising involvement and engagement, communication, realtime guidance, feedback, and gamification.…”

Section: Related Workmentioning

confidence: 99%

Comparison of Wearable Optical See-through and Handheld Devices as Platform for an Augmented Reality Museum Guide

Serubugo

Skantarova

Nielsen

et al. 2017

Proceedings of the 12th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Application

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Abstract:Self-service guides are a common way of providing information about artworks exhibited in museums. Modern advances in handheld mobile applications and wearable optical see-through devices that use augmented reality offer new ways of designing museum guides that are more engaging and interactive than traditional self-service guides such as written descriptions or audio guides. In this study we compare wearable (smart glasses) and handheld (smartphone) devices as a platform for an augmented reality museum guide. We have developed a museum guide for both a smartphone and smart glasses that can identify artwork, direct the visitors' attention to specific details in it, as well as engage them through a game. The platforms are compared based on participants' preference feedback and game performance, and are also evaluated by a coordinator from a collaborating museum. We conclude with a discussion of potentials of these platforms as augmented reality museum guides and suggest promising future work.

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What are the educational affordances of wearable technologies?

Cited by 205 publications

References 28 publications

Improving paramedic distance education through mobile mixed reality simulation

Improving paramedic distance education through mobile mixed reality simulation

Learning by Walking - Pokémon Go and Mobile Technology in Formal Education

Comparison of Wearable Optical See-through and Handheld Devices as Platform for an Augmented Reality Museum Guide

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