Effect of Digital Learning Using Augmented Reality with Multidimensional Concept Map in Elementary Science Course

2021 ◽  
Author(s):  
Yin-Yu Chou ◽  
Pei-Fen Wu ◽  
Chun-Yen Huang ◽  
Shan-Hsi Chang ◽  
Hwa-Shan Huang ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Elementary Science ◽  
Concept Map ◽  
Digital Learning ◽  
Multidimensional Concept

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.

Exploring Semiotic Approaches to Analysing Multidimensional Concept Maps Using Methods that Value Collaboration

2010 ◽  
pp. 256-282 ◽  
Author(s):  
Christina J. Preston
Keyword(s):  
Professional Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Assessment Process ◽  
Multimodal Literacy ◽  
Equal Importance ◽  
E Learning ◽  
Collaborative Engagement ◽  
One Year ◽  
Multidimensional Concept

This chapter focuses on teachers’ multidimensional concept mapping data collected at the beginning and end of a one-year Masters level course about e-learning. A multidimensional concept map (MDCM) defines any concept map that is multimodal, multimedia, multilayered and/or multi-authored. The teachers’ personal and professional learning priorities are analysed using two semiotic methods: the first is a traditional analysis of the words used to label the nodes; the second is an innovative analysis method that treats the whole map as a semiotic artefact, in which all the elements, including the words, have equal importance. The findings suggest that these tools offer deep insights into the learning priorities of individuals and groups, especially the affective and motivational factors. The teachers, as co-researchers, also adopted MDCM to underpin collaborative thinking. These research tools can be used in the assessment process to value multimodal literacy and collaborative engagement in new knowledge construction.

3D interactive augmented reality-enhanced digital learning systems for mobile devices

2013 ◽  
Author(s):  
Kai-Ten Feng ◽  
Po-Hsuan Tseng ◽  
Pei-Shuan Chiu ◽  
Jia-Lin Yang ◽  
Chun-Jie Chiu
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Learning Systems ◽  
Digital Learning

scholarly journals E-Magazine Based on Augmented Reality Digestive as Digital Learning Media for Learning Interest

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Zulfarina Zulfarina ◽  
Wan Syafii ◽  
Deka Gusnia Putri
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Learning Process ◽  
Evaluation Model ◽  
Technical Aspect ◽  
Digital Learning ◽  
Design Development ◽  
School Students ◽  
Learning Interest

The obstacle faced in the learning process so far is the low interest in student learning. Many factors affect interest in learning, one of which is the lack of variety of teaching materials or learning media used by teachers in schools. The use of augmented reality (AR) in education is an important topic of research although its use is still in its infancy. The purpose of this research is to develop learning media, AR-based e-magazine to increase students' interest in learning high school students, on the material of the digestive system. The development of the e-magazine is carried out using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The parameters in this study are the quality of the e-magazine and interest in learning. Testing interest in learning is done using an interest questionnaire given to students for the control class consisting of 36 students and the experimental class consisting of 36 students. The results of the development of AR-based e-magazines are relatively good. This can be seen from the validation results with a very valid category. Based on the didactic aspect, a score of 3.82 was obtained in the very valid category, the constructive aspect was 3.85 in the very valid category and the technical aspect was 3.78 in the very valid category. The results showed that the use of AR-based e-magazines increased interest in learning. Interest in learning obtained a score of 0.342 in the high category. Thus, it can be concluded that the use of AR-based e-magazines as digital learning media can be used in the learning process. 

scholarly journals The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Dwi Sulisworo ◽  
Ratnawati Drusmin ◽  
Dian Artha Kusumaningtyas ◽  
Trikinasih Handayani ◽  
Wahyuningsih Wahyuningsih ◽  
...  
Keyword(s):  
Global Warming ◽  
Augmented Reality ◽  
Science Teachers ◽  
Rural Areas ◽  
Science Learning ◽  
Thinking Skills ◽  
The Internet ◽  
Research Approach ◽  
Digital Learning ◽  
Action Research Approach

During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

scholarly journals Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

2021 ◽  
Vol 23 (2) ◽  
pp. 51-64
Author(s):  
Karin Langer ◽  
Stefanie Lietze ◽  
Gerd Ch. Krizek
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Good Practice ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Learning And Teaching ◽  
Augmented Reality Application ◽  
Directed Learning

AbstractAfter a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed.

Learning Law Using Augmented Reality and Neuro-Linguistic Programming

2020 ◽  
pp. 259-278
Author(s):  
Puteri Sofia Amirnuddin ◽  
Jason J. Turner
Keyword(s):  
Augmented Reality ◽  
Industrial Revolution ◽  
Learning Experience ◽  
Law Students ◽  
First Year ◽  
Digital Learning ◽  
Skills Gap ◽  
Human Element ◽  
Legal Studies

In the era of the Fourth Industrial Revolution (4 IR), there are various legal tasks that are becoming increasingly automated, and hence, it is no longer sufficient for law students to only know the law. Today's law graduates have to be equipped with skills that can future-proof their careers from automation; hence, the onus is on education providers to embed those skills in the curriculum. In an attempt to address the identified skills gap and better enable graduate work readiness, augmented reality (AR) and neuro-linguistic programming (NLP) have been introduced into a law module at Taylor's University to encourage first-year law students to learn law using AR and utilise NLP techniques to deliver a human element through digital learning. Through the interpretation of students' feedback from a module survey, this chapter aims to understand student learning experience on the role of AR and NLP in facilitating and enhancing their legal studies and preparing the graduate more effectively for the workplace.

An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

2016 ◽  
Vol 25 (4) ◽  
pp. 567-578 ◽  
Author(s):  
Chien-Hsu Chen ◽  
Yin-Yu Chou ◽  
Chun-Yen Huang
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Concept Map

scholarly journals Learning from the Past for the Future: How to Make Adult Education Sustainable

2017 ◽  
Vol 8 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Geert Franzenburg
Keyword(s):  
Adult Education ◽  
Learning Style ◽  
Historical Context ◽  
Learning Opportunities ◽  
Digital Learning ◽  
Core Element ◽  
Educational Framework ◽  
Learning Competence ◽  
Theoretical Considerations ◽  
Multidimensional Concept

AbstractWhen compared to education with children, adolescents and students, adult education has particular opportunities and challenges, depending on stronger biographical influences: adults have developed their own learning style and learning competence and apart from more formal learning opportunities facilitated through digital learning and/or learning in schools/universities, there are many opportunities for informal learning, often influenced by experiences of education as a child. In this regard, biographical learning offers opportunities for transformational, organic, remembrance and experiences. The study, therefore, focuses on such kinds of adult education as a core element, particularly of Protestant adult education.This paper presents a multidimensional concept of Protestant adult education, which integrates existing concepts into a memory oriented educational framework. Therefore, the theoretical considerations explain the phenomenological background of this particular concept. In a second step, this concept will be contextualized within the historical context of Protestant adult education. The summary emphasizes the particular aspect of educational coping with past, current and future experiences and situations.

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