A QUALITATIVE METHODOLOGY FRAMEWORK of INVESTIGATION of LEARNING and TEACHING BASED on the USE of AUGMENTED REALITY

2019 ◽  
Author(s):  
D. Kostrub ◽  
P. Ostradicky
Keyword(s):  
Augmented Reality ◽  
Qualitative Methodology ◽  
Learning And Teaching

Cross-Border Collaborative Learning in the Professional Development of Teachers

2016 ◽  
pp. 1348-1379 ◽  
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study. The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

Cross-Border Collaborative Learning in the Professional Development of Teachers

2017 ◽  
pp. 715-746
Author(s):  
Rafi Davidson ◽  
Amnon Glassner
Keyword(s):  
Professional Development ◽  
Learning Environments ◽  
Qualitative Methodology ◽  
Online Course ◽  
Main Question ◽  
Web 2.0 Tools ◽  
Learning And Teaching ◽  
New Directions ◽  
Teachers Professional Development

The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers' professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students' and teachers' discussions, focusing on identification of the effects of the course's learning environments on the development of the teachers' self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers' professional development that encourage the design of a flexible fractal net which enable fostering teachers' leadership and innovation.

What Makes an Educational Augmented Reality Application Good?

2021 ◽  
pp. 124-142
Author(s):  
Mustafa Fidan
Keyword(s):  
Public Schools ◽  
Augmented Reality ◽  
Qualitative Methodology ◽  
Main Concern ◽  
Structured Interviews ◽  
Classroom Activities ◽  
Analysis Process ◽  
Augmented Reality Application ◽  
Teaching Learning

In recent years, teachers have started to integrate augmented reality (AR) technology as a potential learning tool into classroom activities. The main concern is the quality of the existing applications rather than brand-newness. Therefore, this chapter focuses on the components of a good educational AR application based on the experiences of teachers and to examine the current situation on the integration of AR to learning environments. Qualitative methodology was used in this study. The sample consisted of 24 teachers working in public schools in Turkey. The data were collected via semi-structured interviews and analyzed through the thematic analysis. The results showed that the components of a good AR application in education were gathered under four main themes: “analysis process,” “design process,” “teaching-learning process,” and “evaluation components.” Implications for the design and use of the AR applications in educational settings were also included in the study.

Augmented Reality in Education

Education ◽  
2019 ◽  
Author(s):  
Çelebi Uluyol
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Financial Services ◽  
New Technology ◽  
Experimental Studies ◽  
Healthcare Services ◽  
Personal Digital Assistants ◽  
Learning And Teaching ◽  
Educational Environments ◽  
K 12

In recent years, one of the most popular innovations that has accompanied the rapid changes in portable computers, Internet speed and personal digital assistants (PDAs) is augmented reality (AR). At the present, major investments concerning AR are being made, and it is predicted that there will be even further investment in the automotive, media/telecom, healthcare services, consumption and retail, industrial products, power tools, energy and mining, financial services, accommodation, and travel sectors within the next five years. AR is used in different sectors for various purposes such as service, manufacture, sales and marketing, design, operations, education, and quality and guidance. Researchers and educational technologists in particular have conducted different studies on the use of AR in educational environments. In studies implemented with participants who are receiving both K-12 and higher education, the integration of AR into the learning and teaching process has been investigated. The main object of interest is whether the use of AR as a new technology in educational environments will improve the current environments. Examining the literature concerning the use of AR in education, the majority of findings show that AR affects the learning process positively. In the findings, it is generally stressed that AR makes the learning process more interesting and efficient, provides the opportunity for interaction, increases the motivation toward and interest in the lesson, and affects attitudes toward learning positively. Even though the use of AR in educational environments has positive aspects, the study of AR is just beginning. Indeed, despite many advantages, it also has a number of disadvantages that need to be taken into consideration. Thus, there is an increasing number of experimental studies implemented in different disciplines and using different variables. In this study, an in-depth review was performed by addressing different aspects of the use of AR in educational environments.

scholarly journals Augmented Reality (AR) Technology-Based Learning: The Effect on Physics Learning during the COVID-19 Pandemic

2022 ◽  
Vol 12 (2) ◽  
pp. 132-140
Author(s):  
Doni Ropawandi ◽  
◽  
Lilia Halim ◽  
Hazrati Husnin
Keyword(s):  
Augmented Reality ◽  
Physics Education ◽  
Teaching And Learning ◽  
Control Group ◽  
Technology In Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
Significant Difference ◽  
Experimental Group

The COVID-19 pandemic has significantly disrupted education and has instantaneously shifted education from being conducted predominately ‘face to face’ to being totally ‘online’. For most teachers, this unexpected teaching approach has impelled them into finding ways to provide the same quality of education to their students. One way of doing this is by adopting educational technologies in learning and teaching, including the use of augmented reality (AR) technology. AR technology has been integrated into the field of physics education. In this study, the effects of AR technology on understanding of the concepts of electricity in an online learning environment for 11th-grade students was investigated. Pretest and posttest were carried out in the control group and the experimental group. The results showed that AR technology improved understanding of electrical concepts for the students in the experimental group compared to the control group, with a very significant difference between both groups. This research contributes to the development of AR technology in education, especially in relation to the teaching and learning of abstract physics concepts.

scholarly journals Realidad aumentada y estimulación de la competencia socio-comunicativa en sujetos con TEA

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
María Esther Del Moral Pérez ◽  
Nerea López-Bouzas
Keyword(s):  
Social Interaction ◽  
Augmented Reality ◽  
Qualitative Methodology ◽  
Positive Impact ◽  
Meta Analysis ◽  
School Setting ◽  
Autism Spectrum ◽  
Systematic Revision ◽  
Revisión Sistemática ◽  
The Impact

Se recogen estudios centrados en analizar el impacto de la realidad aumentada (RA) en intervenciones con sujetos con Trastorno del Espectro Autista (TEA), orientados a estimular sus competencias social y comunicativa, favoreciendo su interacción social. Se adopta una metodología cualitativa, concretada en la revisión sistemática de investigaciones (N=26) -a través de meta-análisis-, publicadas durante 2012-2020 en revistas de impacto, desarrolladas en tres contextos: educativo, experimental-psicológico y tecnológico. Los resultados reflejan que en su mayoría son estudios de caso. Destacan los estudios de índole tecnológico, ligados al diseño e implementación de recursos con RA en ámbito clínico. Asimismo, los asociados a intervenciones en contextos educativos incorporan la RA como recursos didácticos en ámbitos escolares. Los desarrollados en contextos experimentales-psicológicos describen intervenciones con RA y analizan el comportamiento de los sujetos en diversos ámbitos. Se observa unanimidad al subrayar el impacto positivo de las app o sistemas de RA para estimular la interacción social. Sin embargo, no especifican las fases de intervención ni utilizan app o recursos comerciales o accesibles, limitando su extrapolación a otros contextos. Concluyendo, se precisan equipos interdisciplinares que compartan hallazgos que redunden en beneficio de los sujetos con TEA, suscitando intervenciones que favorezcan su plena inclusión socio-educativa. Some studies, focused on analysing the impact of augmented reality in interventions to people with Autism Spectrum Disorder (ASD), are gathered, directed to stimulate their social and communicative abilities in order to favour their social interaction. A qualitative methodology is adopted in this paper as specified in the systematic revision of investigations (N=26) -through meta-analysis- published during 2012-2020 in specialized academic journals and developed in three different contexts: educative, technological and psycho-experimental. The results show that most of them are case studies. Technological studies, bound to the design and establishment of augmented reality resources in the clinical setting, are the ones that stand out. Furthermore, those associated to interventions in the educational environment incorporate augmented reality as a teaching resource in the school setting. Finally, those developed in a psycho-experimental context describe interventions with augmented reality and analyse the people’s behaviour in different fields. Unanimity is observed when it comes to highlight the positive impact these apps or augmented reality systems have to stimulate social interaction. However, interventions phases are not specified nor are accessible or commercial resources used, what restricts its extrapolation to other contexts. In conclusion, an interdisciplinary equipment which shares the discoveries concerning the benefit of people with ASD is required, arousing interventions which favour their total socio-educational inclusion.

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.

scholarly journals The image of physical education teachers held by students from two universities

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Mª Alejandra Ávalos Ramos ◽  
M. Ángeles Martínez Ruiz ◽  
Gladys Merma Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Qualitative Methodology ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Learning And Teaching ◽  
Physical Education Teacher Education ◽  
Teaching Perspectives

This study analyses the image that students of initial physical education teacher education (PETE) from two different universities (University of Alicante- UA, Spain, and Central University of Ecuador-UCE) have of physical education teachers. This qualitative and comparative study uses a metaphorical approach. Qualitative methodology was used to analyse the participating students metaphors in order to explore whether or not they suit the current learning and teaching perspectives in the field of Physical Education, and whether the images conveyed any differences between universities due to the influence of the context in the Physical Education teacher image and in gender stereotypes. A total of 190 students participated in the study (n= 105 men; n= 85 women). The software AQUAD 7 was used to process the data. The results showed that there were no obvious gender differences that keep women away from physical activity.  As well as not excessive differences due to the different context of the participants.

CURRICULUM RENEWAL IN ARCHITECTURE, ENGINEERING, AND CONSTRUCTION EDUCATION: VISUALIZING BUILDING INFORMATION MODELING VIA AUGMENTED REALITY

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Mehrdad Arashpour ◽  
Guillermo Aranda-Mena
Keyword(s):  
Augmented Reality ◽  
Curriculum Design ◽  
Building Information Modeling ◽  
The Body ◽  
Information Modeling ◽  
Educational Approach ◽  
Learning And Teaching ◽  
Construction Education ◽  
Advantages And Disadvantages ◽  
Building Information

Building information modeling (BIM) has long been utilized in the Architecture, Engineering and Construction (AEC) education. Learning and teaching (L & T) research has revealed a range of shortcomings in using BIM such as unfamiliarity of students and graduates with real-world field operations and decision making processes. Better visualization of BIM via augmented reality (AR) is an innovative educational approach that can address the aforementioned problems. This paper, proposes AR-powered BIM as a robust platform to be adopted in the AEC education with the aim of improving student experience and learning. After discussing advantages and disadvantages of BIM and AR as two separate platforms, opportunities and challenges to combine the two are investigated. This work contributes to the body of knowledge in the field of AEC education by investigating the dynamics of using AR-powered BIM in curriculum design.

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