scholarly journals Mobile Augmented Reality in Vocational Education and Training

2015 ◽  
Vol 75 ◽  
pp. 49-58 ◽  
Author(s):  
Jorge Bacca ◽  
Silvia Baldiris ◽  
Ramon Fabregat ◽  
Kinshuk ◽  
Sabine Graf
Keyword(s):  
Augmented Reality ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Mobile Augmented Reality ◽  
And Training

EUROPEAN AUGMENTED REALITY TRAINING NEEDS

2019 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
Jan Říha ◽  
Keyword(s):  
Czech Republic ◽  
Augmented Reality ◽  
Vocational Education ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Entrepreneurial Skills ◽  
Augmented Reality Technology ◽  
And Training ◽  
Project Partner

The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. Keywords: augmented reality, competencies for entrepreneurship, vocational education and training.

scholarly journals Framework for designing motivational augmented reality applications in vocational education and training

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Jorge Luis Bacca Acosta ◽  
Silvia Margarita Baldiris Navarro ◽  
Ramon Fabregat Gesa ◽  
Kinshuk Kinshuk
Keyword(s):  
Augmented Reality ◽  
Vocational Education ◽  
Student Motivation ◽  
Universal Design For Learning ◽  
Evaluation Study ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Four Dimensions ◽  
Design For Learning ◽  
And Training

One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

The Roles of an Effective Supervisor in Technical and Vocational Education and Training

2020 ◽  
Vol 24 (02) ◽  
pp. 2328-2334
Author(s):  
John Nehemiah Marwa ◽  
Hanifah Jambari ◽  
Ishak Taman ◽  
Nur Hazirah Noh@Seth ◽  
Mohd Zolkifli Abdul Hamid ◽  
...  
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Technical And Vocational Education ◽  
And Training
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