Methodology for the Production of Learning Objects Enriched with Augmented Reality by University Students

2020 ◽  
pp. 492-502
Author(s):  
Wilma Lorena Gavilanes López ◽  
Blanca Rocio Cuji ◽  
Javier Vinicio Salazar Mera ◽  
Maria José Abásolo
Keyword(s):  
Augmented Reality ◽  
University Students ◽  
Learning Objects

Augmented Reality in Online Teacher Traning for Digital Competence

2021 ◽  
Vol LXIV (5) ◽  
pp. 503-519
Author(s):  
Evgenia Goranova ◽  
◽  
Valentina Voinohovska ◽  
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Variable Component ◽  
Qr Code ◽  
Digital Learning ◽  
Digital Competence ◽  
Video Information ◽  
Field Independent ◽  
E Learning ◽  
Teacher Traning

The article presents an approach applied in the online training of pre-service teachers to acquire digital competence. The content of the concept of ‘digital competence’ in its sustainable and variable component is clarified. The understanding of ‘augmented reality’ to e-learning objects is presented. Two forms of ‘augmented reality’ have been proposed to visualize video information to a clarified concept. The first one is presented via a QR code for quick access and applicable for mobile learning. The other is provided by icons and is applicable to e-learning with a computer. It is believed that ‘augmented reality’ can differentiate students’ online learning according to the field-dependent and field-independent cognitive style and their preferences on the use of different digital learning devices.

scholarly journals The research of process of applying mobile ICT by university students: mobile testing systems and mobile means of multimedia development

2019 ◽  
Vol 53 (1) ◽  
pp. 125-146
Author(s):  
Viktoriia V. Tkachuk ◽  
Yuliia V. Yechkalo ◽  
Serhiy O. Semerikov
Keyword(s):  
Augmented Reality ◽  
University Students ◽  
Classroom Environment ◽  
Experimental Testing ◽  
Educational Process ◽  
Individual Student ◽  
Mobile Testing ◽  
Multimedia Development ◽  
The University ◽  
Mobile Ict

The study is aimed at theoretical substantiation, development and experimental testing of methods of applying mobile technologies by university students. The objectives of the study imply adapting mobile testing systems and mobile means of multimedia development for using in the classroom environment at universities. The research object is application of mobile ICT to the educational process. The research subject is methods of applying mobile testing systems and mobile means to conduct practical classes at the University. The studies of Ukrainian and foreign researchers dedicated to the question of using mobile ICT for the university educational process were analyzed. Mobile testing systems are defined as a variety of mobile software support aimed firstly to measure students’ academic results, which enables to automatize the process of both current and final control through applying modern testing means, and secondly to intensify the educational process comprehensively. It is found that mobile means of multimedia development are to fulfill the principles of multimedia, space vicinity, time contiguity, coherence, modality, excessiveness, personalization, interactivity signalization and individual distinctions. The authors have developed the methods of applying mobile testing systems by taking Plickers system, as the one providing the opportunity to arrange a rapid feedback between a lecturer and both an academic group and an individual student. The system also allows conducting mobile surveys, in- class general questioning and instant control of students’ attendance. The authors have developed methods of applying mobile tools of multimedia development through using augmented reality. The comparative assessment of functionality of mobile testing systems and mobile means of developing augmented reality multimedia was held. Efficiency of the developed technology was experimentally tested and confirmed.

scholarly journals Ensino das Ciências Imerso em Ambientes Virtuais Multiusuários

2019 ◽  
Vol 20 ◽  
pp. 345-351
Author(s):  
Marisa Pascarelli Agrello ◽  
Marianina Impagliazzo ◽  
Joaquim José Escola
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Science Teaching ◽  
Present Article ◽  
Learning Objects ◽  
Educational Technologies ◽  
Virtual Objects ◽  
The World ◽  
Practical Experiences

ResumoNo presente artigo apresentamos a experiência realizada com o uso dos softwares de realidade aumentada (RA) e a realidade virtual (RV) em cenários para o Ensino das Ciências objetivando atender a Era da Educação 4 por meio de manipulação de objetos virtuais.Com aplicações distintas, as duas tecnologias são complementares e se configuram como ferramentas adicionais aos docentes com a proposta de elevar a qualidade das aulas e a geração de uma aprendizagem significativa representando uma ponte entre a educação e a tecnologia. Como objetos virtuais de aprendizagem (OVA), deverão ser usados em sala de aula como forma de enriquecimento das experiências práticas por meio da representação virtual de temas e contextos tornando mais ativa, contextualizada e efetiva o processo de apreensão do mundo. Palavras-chave: realidade virtual, realidade aumentada, ensino das ciências, tecnologias educacionais. Abstract In the present article we present the experience with the use of software of augmented reality (RA) and virtual reality (VR) in scenarios for the Teaching of Sciences in order to attend the Age 4 of Education through manipulation of virtual objects, the two technologies are complementary and are configured as additional tools for teachers with the proposal of raising the quality of lessons and generating meaningful learning as a bridge between education and technology. As virtuais learning objects, they should be used in the classroom as a way to enrich practical experiences through virtual representation of themes and contexts, making the process of apprehension of the world more active, contextualized and effective. Keywords: virtual reality, augmented reality, science teaching, educational technologies.

Passenger-Driver Distinguishing Test for Pokémon Go

2017 ◽  
Vol 6 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Kunal Khanade ◽  
Farzan Sasangohar
Keyword(s):  
Augmented Reality ◽  
University Students ◽  
Secondary Task ◽  
Driving Simulator ◽  
Distracted Driving ◽  
Young Drivers ◽  
Identification Test ◽  
Pokémon Go

Distracted driving while gaming is a serious hazard especially for young drivers. Increasing popularity of augmented reality games may increase distracted driving incidents. The main purpose of this study is to test the feasibility of an identification test to differentiate between drivers and passengers to prevent drivers from playing augmented reality games while driving to reduce distracted driving incidents. We hypothesized that increased cognitive burden will reduce vigilance on the secondary task which will reduce attention and increase the risk associated with the secondary task. An experiment with a driving simulator tested university students’ performance to evaluate the efficacy of the distinguishing test. The results show that the test shows promise to distinguish between drivers and passengers. Such tests can be used in applications when users perform two tasks that require the same modality leading to decreased performance in both tasks.

scholarly journals Adoption of augmented reality technology by university students

Heliyon ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. e01597 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
José María Fernández-Batanero ◽  
Julio Barroso-Osuna
Keyword(s):  
Augmented Reality ◽  
University Students ◽  
Augmented Reality Technology

scholarly journals Teaching Fundamental Programming Using Augmented Reality

2019 ◽  
Vol 13 (07) ◽  
pp. 31 ◽  
Author(s):  
Salin Boonbrahm ◽  
Poonpong Boonbrahm ◽  
Charlee Kaewrat ◽  
Prasert Pengkaew ◽  
Prathomjit Khachorncharoenkul
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
University Students ◽  
Programming Language ◽  
Control Structure ◽  
Learning Tool ◽  
Primary Flow ◽  
Program Logic ◽  
Control Structures

To learn a programming language, the students have to understand the logical flow of the commands as well as the syntax. The logical flow might be more difficult to understand when compared with a syntax which can detect easily. The primary flow of commands or the control structures includes the sequence, condition or selection, and iteration. The students construct the program flowchart by using these control structure. They also have to understand the result of each command execution, step by step. In this research, we propose the technique for developing the learning tool (AR flowchart) to simulate the result of the commands in program flowchart by using augmented reality (AR), so the learners can visualize the result. With this tool, the students can construct a program flowchart as a series of commands by using AR markers. The result of the execution of these commands can be displayed so the students can see whether the logic of the program is correct or not. The design of this tool aims at increasing student engagement and helping them to understand program logic better. The evaluation of the concept results by the group of university students supports our propose.

scholarly journals Intuitive Manipulation of Virtual Clay in Augmented Reality

2021 ◽  
Vol 10 (3) ◽  
pp. 79-84
Author(s):  
Taketo Kamasaka ◽  
◽  
Kodai Miyamoto ◽  
Takahiro Ishizu ◽  
Kenji Aoki ◽  
...  
Keyword(s):  
Augmented Reality ◽  
University Students ◽  
Real Life ◽  
Real Space ◽  
Virtual Space ◽  
Virtual Objects ◽  
Hands On ◽  
Physical Phenomena

In recent years, there has been a lot of research on how to achieve interaction between users and virtual objects using augmented reality. Interaction technologies in augmented reality need to enable users to handle virtual objects intuitively. In addition, since hands are the main means of interaction with objects in real life, it is also necessary to enable interaction operations with hands on virtual objects [1]. In order to make it possible to intuitively handle objects in virtual space using hands in real space, it is necessary to consider whether physical phenomena in real space and virtual space are correctly superimposed (physical consistency). In this study, we proposed a system that allows users to intuitively handle the deformation, movement, and merging of virtual objects in augmented reality. The system was then used by four university students to compare it with existing studies [2].

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