A Framework for Situated Learning Scenarios Based on Learning Cells and Augmented Reality

2018 ◽  
pp. 663-669
Author(s):  
Angelo Gaeta ◽  
Francesco Orciuoli ◽  
Mimmo Parente ◽  
Minjuan Wang
Keyword(s):  
Augmented Reality ◽  
Situated Learning ◽  
Learning Scenarios

Augmented Reality and Mobile Learning

2013 ◽  
Vol 5 (4) ◽  
pp. 43-58 ◽  
Author(s):  
Elizabeth FitzGerald ◽  
Rebecca Ferguson ◽  
Anne Adams ◽  
Mark Gaved ◽  
Yishay Mor ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Situated Learning ◽  
State Of The Art ◽  
Shared Experiences ◽  
Working Definition ◽  
Design Type ◽  
Definition Of ◽  
Key Aspects ◽  
Device Technology

In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. The authors seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. The authors classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). The authors discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.

scholarly journals Digital Preservation and Reconstruction of Old Cultural Elements in Augmented Reality (AR)

2020 ◽  
Vol 12 (21) ◽  
pp. 9262
Author(s):  
Naai-Jung Shih ◽  
Hui-Xu Chen ◽  
Tzu-Yu Chen ◽  
Yi-Ting Qiu
Keyword(s):  
Augmented Reality ◽  
Situated Learning ◽  
Learning Process ◽  
Digital Preservation ◽  
High Fidelity ◽  
Religious Activities ◽  
Remote Site ◽  
Cultural Elements ◽  
Cultural Sustainability ◽  
Qualitative And Quantitative

This research aimed to preserve traditional elements and urban fabric with enabled interaction in augmented reality (AR). Cultural elements and fabrics are mutually influential in Lukang, Taiwan. Evolved routes for tourism and religious activities have created characteristic elements and activity-based fabrics and facilities. The sustainable promotion of digital cultural assets started from photogrammetry modeling of alley space and shops. The application of AR enabled situated learning of 68 objects, including decorated façades, jar walls, the Lukang Gate, beggar seats, and other creative cultural elements. The heritages were promoted under a new interactive measure of feasibility that facilitated cultural sustainability in a remote site. A mobile interface with a convenient smartphone configured certain settings that were sufficiently flexible and easy to apply. The study presented an effective and efficient remote and situated learning process that correlated the development or setting of both locations. Correlation was achieved with a high fidelity of appearance and utilizing a flexible transformation interface. An approach, which recreated the background and formerly reconstructed objects during AR simulation, was used to verify the outcome of the situated study with conflicting qualitative and quantitative findings.

scholarly journals Augmented reality in patient education and health literacy: a scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e038416
Author(s):  
Karthik Adapa ◽  
Saumya Jain ◽  
Richa Kanwar ◽  
Tanzila Zaman ◽  
Trusha Taneja ◽  
...  
Keyword(s):  
Health Literacy ◽  
Patient Education ◽  
Augmented Reality ◽  
Healthcare System ◽  
Situated Learning ◽  
Scoping Review ◽  
Grey Literature ◽  
Ethical Review ◽  
Comprehensive Overview ◽  
Education And Health

BackgroundHealth literacy enables the patients in understanding the basic healthcare information and taking informed health decisions; thus, it is a desirable goal of any healthcare system. It increases patients’ adherence to treatment, improves the quality of care and eases the overall burden on the healthcare system. In recent years, technological solutions are being increasingly used in educating patients and achieving better health literacy. Augmented reality (AR) provides powerful, contextual and situated learning experiences and supplements the real world with virtual objects. AR could potentially be an effective learning methodology for the patients, thus, warranting a comprehensive overview of the current state of AR in patient education and health literacy.MethodsThe proposed scoping review will be based on the framework developed by Arksey and O’Malley, including the refinements suggested by Levac et al. A systematic search for references in the published literature will be conducted in nine research databases—Institute of Electrical and Electronics Engineers (IEEE), Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, PsycInfo, Embase, Web of Science, Scopus, Association for Computing Machinery (ACM) and Association for Information Systems eLibrary (AISeL). The unpublished studies from ProQuest Dissertations and Theses, Conference Proceedings Citation Index and grey literature references obtained from a web search will also be included. Databases will be searched from inception to 14 January 2020. Two independent reviewers will screen the studies from the search results in two successive stages of title/abstract screening followed by full-text screening. Data variables will be extracted from the selected studies to characterise study design, type of AR technology employed and the relational factors affecting patient education. Lastly, key stakeholders will be consulted to gather their insights about the study findings.Ethics and disseminationThe results will be disseminated through stakeholder meetings and conference presentations. The data used are from publicly available secondary sources, so this study does not require ethical review.

From Usability to User Experience

2010 ◽  
pp. 244-259 ◽  
Author(s):  
Costin Pribeanu ◽  
Dragos Daniel Iordache
Keyword(s):  
Augmented Reality ◽  
Secondary Schools ◽  
User Experience ◽  
Learning Experience ◽  
Interaction Space ◽  
Learning Systems ◽  
Educational Systems ◽  
E Learning ◽  
Learning Scenarios ◽  
User Learning

Augmented Reality (AR) is merging real and virtual environments within a single interaction space. This tight integration of computer technologies into a real environment is creating new opportunities and challenges for the designers of e-learning systems as well as a new kind of user experience (UX) for the learner. More recently, AR-based educational systems were developed that are implementing learning scenarios for primary and secondary schools. An important goal of these novel teaching platforms is to enhance the students’ motivation to learn. This chapter reports on the perceived educational and motivational value of an AR-based learning scenario for chemistry based on the results of a user-centered formative usability evaluation. Quantitative and qualitative data were collected during two experiments with students from secondary schools. While the comparison between the two types of measure increases confidence in the evaluation results, the qualitative measures also provide a detailed description of the user learning experience.

Augmented Reality Gaming in Education for Engaged Learning

2009 ◽  
pp. 83-95 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Augmented Reality ◽  
Situated Learning ◽  
Social Contexts ◽  
Educational Game ◽  
Engaged Learning ◽  
Effective Learning ◽  
Game Environment ◽  
Game Developers ◽  
Play Elements ◽  
Actual Learning

In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.

Augmented Reality Gaming in Education for Engaged Learning

2011 ◽  
pp. 45-56
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Augmented Reality ◽  
Situated Learning ◽  
Social Contexts ◽  
Educational Game ◽  
Engaged Learning ◽  
Effective Learning ◽  
Game Environment ◽  
Game Developers ◽  
Play Elements ◽  
Actual Learning

In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.

Fundamental Design Elements of Pervasive Games for Blended Learning

2011 ◽  
pp. 148-172
Author(s):  
David Metcalf ◽  
Clarissa Graffeo ◽  
Luke Read
Keyword(s):  
Augmented Reality ◽  
Blended Learning ◽  
Situated Learning ◽  
Learning Theories ◽  
Pervasive Games ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Key Characteristics ◽  
Learning Programs ◽  
Pervasive Game

Though not widely researched or implemented in the field of blended learning, pervasive game frameworks in the alternate and augmented reality game genres are highly relevant to education, particularly in curricula seeking to use blended principles. Key characteristics of alternate and augmented reality games are identified, along with specific game examples, and their applicability to various learning theories including situated learning, guided experiential learning, and integrated thematic instruction. Several learning projects using these frameworks conducted by the Mixed Emerging Technology Integration Lab are described, and the Moving Knowledge Engine delivery system and game engine for pervasive blended learning solutions is outlined. The chapter concludes by discussing future possibilities for implementing pervasive games in blended learning programs to achieve deep, complex learning and high student engagement.

Sign in / Sign up

Export Citation Format

Share Document