Preparing augmented reality learning content should be easy: UNED ARLE-an authoring tool for augmented reality learning environments

2015 ◽  
Vol 23 (5) ◽  
pp. 778-789 ◽  
Author(s):  
Joaquín Cubillo ◽  
Sergio Martin ◽  
Manuel Castro ◽  
Ivica Boticki
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Authoring Tool ◽  
Learning Content

Ethical Considerations in Designing Virtual and Augmented Reality Products—Virtual and Augmented Reality Design With Students in Mind: Designers’ Perceptions

2020 ◽  
Vol 49 (2) ◽  
pp. 219-238
Author(s):  
Patricia Steele ◽  
Cheryl Burleigh ◽  
Margaret Kroposki ◽  
Myrene Magabo ◽  
Liston Bailey
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Ethical Issues ◽  
Qualitative Inquiry ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Ethical Considerations ◽  
Learning Content ◽  
Ethical Design ◽  
Virtual And Augmented Reality

Developers and designers of virtual and augmented reality (VR/AR) products are expressing concerns regarding accountability for ethical design and use of VR/AR products in virtual learning environments. Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethical issues, and particularly when integrating media into learning content. The purpose of the qualitative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection was achieved through a sample of self-described instructional designers and developers from the Association for Educational Communications and Technology membership. Through qualitative inquiry with one-on-one interviews, designers shared their stories about their perceptions of ethics in the design and development of VR/AR products for educational purposes.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals Augmented Reality in STEM Education: Bibliometric Analysis

2021 ◽  
Vol 4 (4) ◽  
pp. 605-623
Author(s):  
Tarık Talan
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Bibliometric Analysis ◽  
Stem Education ◽  
Web Of Science ◽  
Mixed Reality ◽  
Interactive Learning Environments ◽  
Science Technology ◽  
Number Of Publications ◽  
Number Of Citations

Augmented reality applications in STEM education have increasing importance in recent years and it draws attention that scientific studies on this subject have gained momentum in the literature. The purpose of this research is to conduct a bibliometric analysis of studies on the use of augmented reality applications in STEM education in the literature. The Web of Science database has been used to collect the data. A total of 741 studies were accessed by going through various screening processes for the research. Content analysis and bibliometric analysis have been used in the analysis of the data. In the research, the distribution of publications by years and countries and the most published authors, journals, and countries were accessed. As a result of the research, in terms of the institutions with which the authors work, "National Taiwan University of Science Technology" ranked near the top for the number of citations and "National Taiwan Normal University" ranked near the top for the number of publications as the most productive institutions. It has been detected that "Wu, H. –K." and "Chang, H. –Y" are the most effective and productive researchers. According to the analysis conducted in the context of journals, "Computers Education" and "Interactive Learning Environments" have been the journals that contributed the most to this subject. As a result of the analysis, it was found that the co-authorship network structure is predominant in England and Spain. Concepts that become apparent in clusters in co-occurrences analysis are "augmented reality", "virtual reality", "mobile learning", "science education" and "mixed reality".

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

Multimedia Technologies in Education

Gamification ◽  
2015 ◽  
pp. 908-929
Author(s):  
Lucio Tommaso De Paolis ◽  
Egidijus Vaškevičius ◽  
Aušra Vidugirienė
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
3D Models ◽  
Interactive Learning Environments ◽  
Educational Role ◽  
E Learning ◽  
Multimedia Technologies ◽  
Virtual And Augmented Reality ◽  
Surgery Education ◽  
Education Process

As different means of information visualization become more popular and available both as commercial or open source products, there is an opportunity to use them in the education process by providing students with a larger variety of tools for mastering the required information and skills related to a learning object. The chapter discusses the use of various multimedia tools and edutainment (any entertaining application that has an educational role) in education and e-learning. The need and opportunities of applying 3D models, virtual and augmented reality, and certain means for controlling interactive learning environments are described in detail. Examples of 3D modeling, virtual, and augmented reality applications in history, arts, and medicine (surgery) education are provided.

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Augmented Reality in Informal Learning Settings

2018 ◽  
pp. 804-825
Author(s):  
Eric G. Poitras ◽  
Jason M. Harley ◽  
Timothy Compeau ◽  
Kevin Kee ◽  
Susanne P. Lajoie
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Informal Learning ◽  
Case Studies ◽  
Learning Environments ◽  
Role Playing ◽  
Design Guidelines ◽  
Future Research ◽  
Heritage Sites ◽  
Important Challenge

Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.

Sign in / Sign up

Export Citation Format

Share Document