Construction of learning objects with Augmented Reality: An experience in secondary education

2017 ◽  
Author(s):  
Emilcy Juliana Hernandez-Leal ◽  
Nestor Dario Duque-Mendez ◽  
Mauricio Giraldo Ocampo ◽  
Paula Andrea Rodriguez Marin
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
Learning Objects

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.

scholarly journals Ensino das Ciências Imerso em Ambientes Virtuais Multiusuários

2019 ◽  
Vol 20 ◽  
pp. 345-351
Author(s):  
Marisa Pascarelli Agrello ◽  
Marianina Impagliazzo ◽  
Joaquim José Escola
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Science Teaching ◽  
Present Article ◽  
Learning Objects ◽  
Educational Technologies ◽  
Virtual Objects ◽  
The World ◽  
Practical Experiences

ResumoNo presente artigo apresentamos a experiência realizada com o uso dos softwares de realidade aumentada (RA) e a realidade virtual (RV) em cenários para o Ensino das Ciências objetivando atender a Era da Educação 4 por meio de manipulação de objetos virtuais.Com aplicações distintas, as duas tecnologias são complementares e se configuram como ferramentas adicionais aos docentes com a proposta de elevar a qualidade das aulas e a geração de uma aprendizagem significativa representando uma ponte entre a educação e a tecnologia. Como objetos virtuais de aprendizagem (OVA), deverão ser usados em sala de aula como forma de enriquecimento das experiências práticas por meio da representação virtual de temas e contextos tornando mais ativa, contextualizada e efetiva o processo de apreensão do mundo. Palavras-chave: realidade virtual, realidade aumentada, ensino das ciências, tecnologias educacionais. Abstract In the present article we present the experience with the use of software of augmented reality (RA) and virtual reality (VR) in scenarios for the Teaching of Sciences in order to attend the Age 4 of Education through manipulation of virtual objects, the two technologies are complementary and are configured as additional tools for teachers with the proposal of raising the quality of lessons and generating meaningful learning as a bridge between education and technology. As virtuais learning objects, they should be used in the classroom as a way to enrich practical experiences through virtual representation of themes and contexts, making the process of apprehension of the world more active, contextualized and effective. Keywords: virtual reality, augmented reality, science teaching, educational technologies.

scholarly journals Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3446 ◽  
Author(s):  
Francisco del Cerro Velázquez ◽  
Ginés Morales Méndez
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Inclusive Education ◽  
Contextual Information ◽  
Quality Education ◽  
Conceptual Approach ◽  
Development Goals ◽  
The Way

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

Case study: Methodology for the development of learning objects (OA) in 3D for applications of augmented reality (AR)

2018 ◽  
Author(s):  
Jennifer Betzabe Samaniego-Franco ◽  
Dunia Ines Jara-Roa ◽  
Celia Paola Sarango-Lapo ◽  
Martha Vannesa Agila-Palacios ◽  
Jorge Eduardo Guaman-Jaramillo ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Case Study Methodology ◽  
Study Methodology

scholarly journals Motivación y realidad aumentada: Alumnos como consumidores y productores de objetos de aprendizaje. Motivation and augmented reality: Students as consumers and producers of learning objects

Aula Abierta ◽  
2018 ◽  
Vol 47 (3) ◽  
pp. 337 ◽  
Author(s):  
Verónica Marín-Díaz ◽  
Julio Cabero-Almenara ◽  
Oscar Manuel Gallego-Pérez
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Innovación Docente ◽  
Tecnología Educativa

La incorporación de herramientas digitales a la enseñanza supone en un gran número de casos una modificación de la actitud del estudiante hacia los contenidos. Así encontramos como la Realidad Aumentada, poco a poco se ha ido incorporando a las aulas, provocando una revolución en la forma de entender las materias a estudiar, generando una mayor motivación por parte del alumnado por desarrollar su proceso de aprendizaje. En el este artículo se presentan los resultados de la aplicación de la RA como recurso potenciador de la motivación por el aprendizaje en un grupo de alumnos de la Universidad de Sevilla del grado de Pedagogía y que cursaban la materia Tecnología Educativa. A través del modelo de Keller (1983) se ha comprobar si la utilización de esta tecnología propiciaba una mayor motivación hacia el estudio. Tras el desarrollo en el aula de una acción de innovación docente, donde los alumnos se convirtieron en consumidores y creadores de materiales  y la posterior aplicación del modelo propuesto, se pudo concluir a través de los resultados alcanzados que los estudiantes participantes mostraron una mayor motivación hacia el aprendizaje de los contenidos de la materia en la que de desarrollo la investigación

scholarly journals Incorporating augmented reality to enrich student learning

2017 ◽  
Author(s):  
Ronan T. Bree
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Learning Objects ◽  
Multimedia Content ◽  
Digital Resources ◽  
Practical Applications ◽  
Face To Face ◽  
Multimedia Resources ◽  
Online Distance Learning ◽  
Online Distance

Learning in higher education is now performed across several dimensions, for example: face-to-face in the classroom or practical sessions; engaging with reusable learning objects; online distance learning and virtual learning environments, all represent significant 'places' of learning. With the advent of technology, the incorporation of multimedia resources to complement lecture theory/practical applications is increasingly evident in modules and programmes. However, with these advances come excessive supplementary digital resources that are available to students, often across multiple platforms. The resources can become separated from relevant lecture notes and this disconnection represents a potential block to learning. Augmented Reality (AR) addresses this concern. Through activation via a 'trigger' image placed in a printed handout, students can engage with specific multimedia content in real-time, and more importantly at the appropriate part of their course. Examples of these multimedia resources are pre-existing online, or customised electronic sketch, videos. Each can be made available for repeat viewings at a later stage, empowering students and benefiting self-paced learning and revision. Here, the role and benefit of AR in empowering students with regard to their learning and the steps needed to introduce AR are discussed.

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