Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience

2021 ◽  
pp. 104383
Author(s):  
Abdullah M. Baabdullah ◽  
Abdulellah A. Alsulaimani ◽  
Alhasan Allamnakhrah ◽  
Ali Abdallah Alalwan ◽  
Yogesh K. Dwivedi ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Empirical Evaluation ◽  
E Learning

scholarly journals Design and Implementation of a Gesture-Aided E-Learning Platform

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8042
Author(s):  
Wolfgang Kremser ◽  
Stefan Kranzinger ◽  
Severin Bernhart
Keyword(s):  
Learning Outcomes ◽  
Field Test ◽  
Learning Experience ◽  
Learning Content ◽  
Learning Platform ◽  
System Usability Scale ◽  
E Learning ◽  
Learning Platforms ◽  
Reference Implementation ◽  
Generic System

In gesture-aided learning (GAL), learners perform specific body gestures while rehearsing the associated learning content. Although this form of embodiment has been shown to benefit learning outcomes, it has not yet been incorporated into e-learning. This work presents a generic system design for an online GAL platform. It is comprised of five modules for planning, administering, and monitoring remote GAL lessons. To validate the proposed design, a reference implementation for word learning was demonstrated in a field test. 19 participants independently took a predefined online GAL lesson and rated their experience on the System Usability Scale and a supplemental questionnaire. To monitor the correct gesture execution, the reference implementation recorded the participants’ webcam feeds and uploaded them to the instructor for review. The results from the field test show that the reference implementation is capable of delivering an e-learning experience with GAL elements. Designers of e-learning platforms may use the proposed design to include GAL in their applications. Beyond its original purpose in education, the platform is also useful to collect and annotate gesture data.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals Leipzig’s Social Hypertext Reader SHRIMP and the “Introduction to American Studies”

2020 ◽  
Author(s):  
Sebastian M. Herrmann
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
American Studies ◽  
Learning Experience ◽  
Medium Of Instruction ◽  
Age Changes ◽  
Learning Platform ◽  
Bachelor Of Arts ◽  
Main Medium ◽  
E Learning

This article describes the ideas behind and the experiences with the experimental e-learning platform SHRIMP. Developed and deployed at American Studies Leipzig, the platform is used for the introductory Literature and Culture I seminar in the American Studies Bachelor of Arts program, and it serves as the main medium of instruction for around 80 students per year. It breaks up the linear form of the original seminar reader and instead offers students a hypertext of interconnected, short segments, enriched with social media and gamification elements, as well as a learning analytics component that invites students to take control of their own study and learning experience. It is driven by a dual assumption about digitization: that the digital age changes how students interact with text, and that digital textuality offers rich affordances beyond linear reading. Both can be harnessed to improve learning outcomes.

scholarly journals PENDEKATAN FACILITATED E-LEARNING DENGAN METODE 5E TERHADAP KEAKTIFAN SISWA DALAM PEMBELAJARAN DARING [USING A FACILITATED E-LEARNING APPROACH AND THE 5E METHOD TO INCREASE STUDENT ACTIVENESS DURING ONLINE LEARNING]

2021 ◽  
Vol 5 (2) ◽  
pp. 241
Author(s):  
Julius Eldorado Antupenka Sulis Omega Putra ◽  
Tanti Listiani
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Teacher Needs ◽  
E Learning ◽  
The Right ◽  
Bahasa Indonesia

<p>During the Covid-19 pandemic, learning was carried out online. It takes student activeness with the right approach and method to provide maximal learning experiences and learning outcomes. The purpose of this paper is to describe the application of the facilitated e-learning approach combined with the 5E method on student activeness in learning. This paper used the descriptive qualitative research method. Students are imagebearers of God so a teacher should view students as special and valuable. Students have reason and ability so it can be said that they are active individuals. Therefore, a teacher should always encourage their activiteness during the learning process. Implementing the facilitated e-learning approach with the 5E method is the right solution because the students carry out learning activities independently with the teacher in the role of facilitator.  This has the potential to encourage student activeness in online learning so that students can get the maximum learning experience and learning outcomes and teachers can provide God-centered learning. In applying these approaches and methods, a teacher needs careful and measured preparation in order to provide the maximum learning experience even though it is carried out online.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Selama pandemi covid-19, pembelajaran dilaksanakan secara daring. Dibutuhkan keaktifan siswa dengan pendekatan dan metode yang tepat untuk tetap memberikan pengalaman belajar dan hasil belajar yang maksimal. Tujuan penulisan dari penelitian ini untuk memaparkan penerapan pendekatan <em>facilitated e-learning</em> dikolaborasikan dengan metode 5E terhadap keaktifan siswa dalam pembelajaran. Penelitian ini disusun dengan metode penelitian kualitatif deskriptif. Hasil pembahasan dari penelitian, siswa merupakan gambar dan rupa Allah sehingga seorang guru hendaknya memandang siswa istimewa dan berharga. Siswa memiliki akal dan kemampuan sehingga siswa dapat dikatakan sebagai pribadi yang aktif. Maka dari itu, seorang guru hendaknya dapat selalu mendorong keaktifan siswa dalam proses pembelajaran. Kesimpulannya, menerapkan pendekatan <em>facilitated e-learning </em>dengan metode 5E merupakan solusi yang tepat karena siswa melakukan aktivitas pembelajaran secara mandiri dengan guru memiliki peran sebagai fasilitator yang berpotensi mendorong keaktifan siswa dalam pembelajaran daring sehingga siswa dapat mendapatkan pengalaman belajar dan hasil belajar yang maksimal serta guru dapat memberikan pembelajaran yang berpusat pada Allah. Disarankan seorang guru dalam menerapkan pendekatan dan metode tersebut perlu memberikan persiapan yang matang dan terukur agar dapat memberikan pengalaman belajar yang maksimal meskipun dilaksanakan secara daring.</p>

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.

scholarly journals Lessons learned from a project examining the learning outcomes and experiences in 360o videos

2021 ◽  
Vol 1 (1) ◽  
pp. 50-70
Author(s):  
Emmanuel Fokides ◽  
Penelope Atsikpasi ◽  
Paraskevi Anna Arvaniti
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Low Cost ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Educational Potential

Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.

The Value of Pacing in Promoting Self-Directed Learning

2019 ◽  
pp. 1-22
Author(s):  
Itumeleng I. Setlhodi
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Experience ◽  
Core Values ◽  
Self Directed Learning ◽  
Learning Framework ◽  
E Learning ◽  
Directed Learning

The chapter presents significant considerations for pacing amid directing own learning in an open distance e-learning environment (ODeL), assuming principles to achieve learning outcomes through processes that support learning style/s in leading own learning. Looking at a variety of factors, the prototypes for self-directedness and elements for self-pacing are presented. A case of an ODeL institution was explored and interviews conducted (n=57) to examine self-directed learning contextual factors in relation to the speed at which learners assume leadership in achieving learning outcomes within an (ODeL) context and gaining independence towards enhancing learning experience. The outcomes reveal that learners gain independence through adopting suitable speed, adopting core values, collaborating, support provided, and will to improve their skills. Finally, a self-directed paced learning framework for adult learners is offered.

A Novel AR-Based Interactive E-Learning Platform

2011 ◽  
Vol 403-408 ◽  
pp. 1244-1248
Author(s):  
Rong Chi Chang
Keyword(s):  
Life Cycle ◽  
Augmented Reality ◽  
Learning Experience ◽  
Learning System ◽  
Ecological Interactions ◽  
Learning Models ◽  
3D Objects ◽  
Learning Platform ◽  
E Learning ◽  
Virtual Setting

This present study combines augmented reality and interactive multimedia for the construction of a learning system that offers educational knowledge on butterfly metamorphosis, as we call it ARButterfly. The main purpose of designing this learning platform is to apply AR technology to produce innovative interactive learning models that are both fun and educational, creating an enriched learning experience through multimedia. With this platform, learners control the AR markers and are presented with life-like 3D objects to learn about the life cycle of butterflies. In addition, learners are given the opportunity to further observe the ecological interactions between butterflies and flowers or plants in this virtual setting. Our findings show the platform is capable of boosting students’ learning interests and improving their learning effectiveness.

scholarly journals STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

2019 ◽  
Vol 3 (2) ◽  
pp. 67-71
Author(s):  
Yunia Mulyani Azis ◽  
Henny Suharyati ◽  
Sussy Susanti
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Indirect Effect ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Perceived Learning ◽  
E Learning ◽  
Research Findings ◽  
Economics Courses

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

Sign in / Sign up

Export Citation Format

Share Document