Augmented reality learning: New learning paradigm in co-space

2013 ◽  
Vol 68 ◽  
pp. 534-535 ◽  
Author(s):  
Henry B.L. Duh ◽  
Eric Klopfer
Keyword(s):  
Augmented Reality ◽  
Learning Paradigm ◽  
New Learning

Ubiquitous, Wearable, Mobile

2018 ◽  
pp. 286-307
Author(s):  
Sebastiano Nucera ◽  
Gennaro Tartarisco ◽  
Aldo Epasto ◽  
Donatello Smeriglio ◽  
Alessandro Mazzeo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Learning Approaches ◽  
Specific Knowledge ◽  
Wearable Technologies ◽  
New Learning ◽  
Virtual And Augmented Reality ◽  
Level Of Analysis

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

Augmented Reality as a Search System in Libraries

2018 ◽  
pp. 25-57
Author(s):  
Gerardo Reyes Ruiz ◽  
Marisol Hernández Hernández ◽  
Samuel Olmos Peña
Keyword(s):  
Augmented Reality ◽  
New Technologies ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Public Library ◽  
Educational Environments ◽  
Educational Spaces ◽  
New Learning ◽  
Digital Environments ◽  
Short Time

The technology has now ventured into multiple educational environments. The case of augmented reality has served to create new digital environments of search that help the location of any physical reference in a public library. In these educational spaces, it is important to have information resources that are innovative and, simultaneously, which motivate the users to enter them. For physical learning resources, these informative tools must provide a fast and efficient inquiry/location. Augmented reality helps this location by showing, through digital content, the three-dimensional space (3D) of that location, highlighting categories and classifications of physical references so that, in turn, the user able to visualize it, using a mobile device, and is therefore directed to the exact place of the location in a relatively short time. Thus, this study shows that the application of new technologies in a public library can make the user feel immersed in a new learning environment, which is transmitted through a digital environment through augmented reality.

AI and AR

2021 ◽  
pp. 216-231
Author(s):  
Anita M. Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
Virtual Learning Environments ◽  
Learning Assessment ◽  
New Learning Environments ◽  
New Learning ◽  
Available Technology ◽  
The Impact

This chapter presents some of the possibilities and approaches that are used in the application of AI (artificial intelligence) and AR (augmented reality) in the new learning environments. AI will add another dimension to distance learning or eLearning that in some cases already includes AR (augmented reality) virtual learning environments. Because of this advent in available technology and the impact it will have on learning, assessment of newly structured parameters and their impact on student outcomes is crucial when measuring student learning. For some of us there might be a concern about the domination of AI as seen in the movie The Terminator, but we can take ease in the notion that it is not only AI versus humans. A new version of human augmented intelligence (HI) is being developed as we speak.

A New Learning Paradigm Elicits Fast Visual Discrimination in Pigeons.

2005 ◽  
Vol 31 (2) ◽  
pp. 237-246 ◽  
Author(s):  
Ludwig Huber ◽  
Wilfried Apfalter ◽  
Michael Steurer ◽  
Hermann Prossinger
Keyword(s):  
Visual Discrimination ◽  
Learning Paradigm ◽  
New Learning

Perspective Making

2008 ◽  
Vol 40 (1) ◽  
pp. 48-67 ◽  
Author(s):  
Timo Lainema
Keyword(s):  
Theoretical Approach ◽  
Careful Consideration ◽  
Learning Paradigm ◽  
Basic Assumptions ◽  
Simulation Gaming ◽  
New Learning ◽  
E Learning ◽  
Computer Based ◽  
Work Done

Constructivism has recently gained popularity, although it is not a completely new learning paradigm. Much of the work within e-learning, for example, uses constructivism as a reference “discipline” (explicitly or implicitly). However, some of the work done within the simulation gaming (SG) community discusses what the basic assumptions and implications of constructivism for SG are. Constructivism provides one theoretical approach to the use of computer-based systems and, as such, deserves careful consideration. The author's view is that SG researchers—as SG is a transdisciplinary field—should seek to do research that is acceptable in terms of other disciplines and need to go back to the original texts in the reference discipline to gain genuine appreciation of the arguments being proposed. This is an aim of this article. Another aim of this article is to provide theoretical tools with which to enhance SG argumentation development and debriefing.

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