scholarly journals Application of the ubiquitous game with augmented reality in Primary Education

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 71-82 ◽  
Author(s):  
José-Manuel Sáez-López ◽  
María Luisa Sevillano-García-García ◽  
María de los Ángeles Pascual-Sevillano
Keyword(s):  
Academic Performance ◽  
Augmented Reality ◽  
Information Search ◽  
Sixth Grade ◽  
School Students ◽  
Educational Environments ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Educación Primaria ◽  
The Impact

Augmented reality (AR) immersion enables virtual objects and real environments to coexist and encourage experimentation with phenomena that are not possible in the real world. Augmented reality is generating new opportunities for the development of ubiquity within educational environments. The objective of this study was to analyze the impact that the integration of ubiquitous game approaches with augmented reality has on learning. A quasi-experimental study was carried out with 91 sixth-grade primary school students; the learning scenario was designed and the augmented reality application “WallaMe” was selected for use in five sessions of a didactic unit in Art Education. Through pretest and posttest procedures, academic performance and information search skills were evaluated, and, a Likert scale analyzed the motivation and collaboration variables among the students. The results showed that the experimental group obtained statistically significant improvements in the academic performance of the subject, motivation, in the search for, and analysis of, information, level of fun and collaboration. The conclusion is that the dynamic activities managed in the intervention, which made use of augmented reality and localization, benefit teaching-learning processes, and encourage innovation and improvement through educational technology. La inmersión de la realidad aumentada (RA) propicia la coexistencia de objetos virtuales y entornos reales que permiten la experimentación con fenómenos que no son posibles en el mundo real. La realidad aumentada está generando una nueva oportunidad de crecimiento de la ubicuidad en los entornos educativos. El objetivo de este estudio es analizar el impacto que tiene sobre el aprendizaje la integración educativa de los enfoques de juego ubicuo con realidad aumentada. Se realizó un estudio cuasi experimental con 91 alumnos de sexto curso de Educación Primaria, se diseñó el escenario de aprendizaje y se seleccionó la aplicación de realidad aumentada «WallaMe», que fue utilizada en cinco sesiones de una unidad didáctica del área de Educación Artística. Mediante el procedimiento de pretest y postest se evaluaron el rendimiento académico y las habilidades de búsqueda de información, y una escala Likert analizó las variables motivación y colaboración entre los estudiantes. Los resultados mostraron que el grupo experimental obtiene mejoras estadísticamente significativas en la motivación hacia el aprendizaje, el rendimiento académico de la materia y en la competencia digital. En definitiva, se concluye que las actividades dinámicas manejadas en la intervención, que hacen uso de realidad aumentada y localización, aportan beneficios en los procesos de enseñanza aprendizaje, y propician una innovación y mejora educativa con el uso de la tecnología educativa.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals Impacto de la realidad aumentada en el rendimiento académico de los estudiantes de educación primaria en la enseñanza de las ciencias naturales

2020 ◽  
pp. 1-12
Author(s):  
Jesús Domínguez-Gutu ◽  
Emmanuel Gordillo-Espinoza ◽  
Gilberto Abelino Trejo-Trejo ◽  
Fernando Exiquio Constantino-González
Keyword(s):  
Academic Performance ◽  
Augmented Reality ◽  
Learning Process ◽  
Teaching And Learning ◽  
Digital Information ◽  
Access Technology ◽  
Post Test ◽  
Quasi Experimental ◽  
Using Data ◽  
Educación Primaria

Augmented reality is a technology that allows combining realworld life with digital information, through other technologies such as computers, tablets or smartphones. Currently, it is used in diverse areas such as advertising, medicine, arts and education, among others. This research was carried out in the city of Ocosingo, Chiapas, Mexico, in a context where it is difficult to access technology and, above all, connectivity. It focused on using augmented reality in a didactic sequence for the teaching and learning process of the circulatory, respiratory and digestive systems in the Natural Sciences subject, in order to demonstrate whether the use of this technology as a didactic tool allows 4th grade students to improve their academic performance. The study was carried out under a quantitative, quasi-experimental and descriptive approach, using data collection tools such as tests designed with dichotomous responses (pre-test and post-test) and surveys with closed-ended questions under the Likert scale. The results show that using augmented reality in the teaching and learning process, within the classroom, significantly increases the academic performance of students compared to the traditional way of teaching these topics in the aforementioned subject.

scholarly journals Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program

2020 ◽  
Vol 17 (20) ◽  
pp. 7621
Author(s):  
María-José Cantero ◽  
Raquel Bañuls ◽  
Paz Viguer
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Repeated Measures ◽  
Intervention Group ◽  
Positive Influence ◽  
Language Performance ◽  
School Students ◽  
Repeated Measures Design ◽  
Quasi Experimental ◽  
The Impact

There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.

scholarly journals Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

2016 ◽  
Vol 3 (2) ◽  
pp. 447 ◽  
Author(s):  
Samuel A. Olaoluwa ◽  
Catherine A. Ayantoye
Keyword(s):  
Academic Performance ◽  
Mathematics Anxiety ◽  
Instructional Strategy ◽  
Rating Scale ◽  
Study Data ◽  
Instructional Materials ◽  
Control Group ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study investigated the impact of brain-based instructional strategy on academic performance of<br />students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group<br />quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students<br />who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned<br />to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group<br />respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive<br />Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions<br />guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard<br />deviations to explain and compare pretest and posttest scores of the experimental and control groups in<br />all the criteria measured. Brain-based instructional strategy was more effective at improving students’<br />attitude to mathematics than the conventional method. The findings of the study also indicated that<br />tension and test-phobia which normally permeates the teaching-learning process of mathematics was<br />highly reduced due to the optimal use of diverse brain compatible instructional materials among<br />students who are D/HH.

scholarly journals Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom

2020 ◽  
Vol 17 (10) ◽  
pp. 3637 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Santiago Alonso García ◽  
Magdalena Ramos Navas-Parejo ◽  
María Natalia Campos-Soto ◽  
Gerardo Gómez García
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals The effect of using Different model of images in Augmented Reality on cognitive achievement development of high school students in Jazan in computer curriculum: أثر اختلاف نمط عرض مصورات الواقع المعزز في تنمية التحصيل المعرفي لطلاب الثانوية بمنطقة جازان في مادة الحاسب الآلي

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Yahya Rasheed Alameer
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Secondary Students ◽  
Three Dimensional ◽  
Cognitive Achievement ◽  
Two Dimensional ◽  
School Students ◽  
Quasi Experimental ◽  
Image Models ◽  
Experimental Group

  The purpose of the research is to determine the effect of the difference in the mode of presentation of the enhanced reality models in the development of the cognitive achievement of secondary students in Jazan region in computer science, the researcher used quasi-experimental approach in comparing the 2D image models of Augmented reality to the first experimental group, and teaching the pattern of 3D image models of Augmented reality of the second experimental group, to ascertain the hypotheses of the research and to reveal the relationship between the independent variable and the dependent variable, the sample consisted of (60) students: (30) students in the first experimental group, which was studied using the two-dimensional Augmented Reality models, And (30) students in the second experimental group, which was studied using the pattern of Augmented Reality three-dimensional, the results showed that there were statistically significant differences at (α≤05.0) between the mean scores of the students of the first experimental groups studied using the two-dimensional Augmented Reality models, the second experiment, which was studied using the Augmented three-dimensional image models, in the post-application to test cognitive achievement, for the second experimental group studied using the three-dimensional Augmented Reality models, In the light of the results, recommendations and suggestions were made to develop the cognitive achievement of secondary students in computer and various subjects.    

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

Collaborative Learning Strategy and Students' Academic Performance in Mathematics and Computer Programming

2021 ◽  
pp. 175-192
Author(s):  
Salako E. Adekunle ◽  
Solomon Adelowo Adepoju
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Computer Programming ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
School Students ◽  
Measurement And Evaluation ◽  
Senior Secondary ◽  
The Impact ◽  
Academic Failures

Humans are facing complex problems such as learning how to solve computational problems and academic failures. This research focused on the impact assessment of collaborative learning strategy on solving computational problems among students in Nigeria. A mixed research design was used and the population was 1600 senior secondary school students. A stratified random sampling method was used to select 240 SS III students for the study. The mathematics and computer programming performance tests instrument for data collection were validated by experts in educational measurement and evaluation. A reliability coefficient of 0.79 was obtained for the test instrument. The data collected were analysed using mean, standard deviations and multivariate analysis of covariance (MANCOVA) statistical tools. Findings revealed that the use of collaborative learning strategy was effective on student's academic performance in solving mathematical and programmatically based problems. Recommendations on students' learning activities were suggested for the enhancement of students' learning experiences.

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