Augmented Reality-Based Simulators as Discovery Learning Tools: An Empirical Study

2015 ◽  
Vol 58 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Maria-Blanca Ibanez ◽  
Angela Di-Serio ◽  
Diego Villaran-Molina ◽  
Carlos Delgado-Kloos
Keyword(s):  
Augmented Reality ◽  
Empirical Study ◽  
Discovery Learning ◽  
Learning Tools

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 17-27
Author(s):  
Dian Noer Asyari
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Learning Situation ◽  
Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

scholarly journals Implementing an augmented reality and animated infographics application for presentations: effect on audience engagement and efficacy of communication

2021 ◽  
Author(s):  
Stella Doukianou ◽  
Damon Daylamani-Zad ◽  
Kathy O’Loingsigh
Keyword(s):  
Augmented Reality ◽  
Empirical Study ◽  
Design And Development ◽  
Traditional Methods ◽  
Audience Engagement ◽  
Disruptive Technologies ◽  
The Impact

AbstractPresentations are the most successful and popular form of communication in business. However, the formats of presentations in business have not changed much for past few decades. The emergent and disruptive technologies such as Augmented Reality and Animated Infographics have provided potential for enhancing communications in businesses to increase engagement and therefore increasing the effectiveness of such communications. This paper focuses on the impact and effectiveness of using interactive AR in business presentations. The paper presents the design and development of our AR presentation application. Followed by a presentation of an empirical study into the usability and effectiveness of using Augmented Reality and Animated Infographics in business presentation and compares the results against the traditional slideware slides presentation approach. The results of the experiment with 94 participants are presented and analysed. The results demonstrate that the AR approach out performs the traditional methods in terms of usability, audience engagement and effectiveness of communication.

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

2019 ◽  
Vol 12 (6) ◽  
pp. 599-609 ◽  
Author(s):  
Roghayeh Barmaki ◽  
Kevin Yu ◽  
Rebecca Pearlman ◽  
Richard Shingles ◽  
Felix Bork ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Empirical Study ◽  
Body Painting

scholarly journals Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics

2020 ◽  
Vol 4 (1) ◽  
pp. 83
Author(s):  
Anike Putri ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Tools ◽  
Average Response ◽  
Flat Side ◽  
Student Questionnaire ◽  
Skills Learning

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

scholarly journals PERBEDAAN KEMAMPUAN KONEKSI MATEMATIK DAN BERPIKIR KREATIF DENGAN DISCOVERY LEARNING DAN DIRECT INSTRUCTION

Sepren ◽  
2020 ◽  
Vol 1 (02) ◽  
pp. 16-27
Author(s):  
Samuel Juliardi Sinaga
Keyword(s):  
Direct Instruction ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Discovery Learning ◽  
Analysis Of Covariance ◽  
Learning Tools ◽  
Quasi Experimental ◽  
Creative Thinking Ability ◽  
And Control

ABSTRACT   This study was conducted based on low connection mathematical and creative thinking ability of students. The aim of this study was to determine: (1) whether the connection mathematical of students use Discovery Learning is different than Direct Instruction, (2) whether the creative thinking abilities students Discovery Learning is different than Direct Instruction, (3) the student answers use Discovery Learning variatever than Direct Instruction, (4) to responses the students used Discovery Learning very positive. This study is a quasi experimental research. The study population was all students of class VII SMP Swasta Ampera Batang Kuis consisting of three parallel classes. Of all students in grade VII students of two classes selected for the sample. The experimental class were treated Discovery Learning and control class were treated Direct instruction. In this research has developed several learning tools such as lesson plan and student activity sheets. The instrument used to collect data in this study are: (1) test the ability of connection mathematical, (2) test the ability creative thinking of students. The tests were used is in the form of a description. The test has been declared valid and reliable by the reliability coefficient of 0.814 and 0.878. Descriptive analysis is intended to describe the students' answers. Inferential analysis of data was done by analysis of covariance (ANACOVA). The results showed that: (1) The ability of connection mathematical of students used Discovery Learning is different  than Direct Instruction. This is evident from the results ANACOVA to F* = 14,559 is greater than Ftable = 4.052 with equation regression is for experiment class and  for control class (2) The ability creative thinking of students is different than Direct Instruction. This is evident from the results ANACOVA to F* = 9,113 is greater than Ftable = 4.052 with equation regression is  for experiment class and  for control class (3) The process of student answers by using Discovery Learning assisted open ended better than Direct Instruction (4) to responses the students positive.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

Off the Paved Paths

2013 ◽  
Vol 5 (2) ◽  
pp. 21-49 ◽  
Author(s):  
Kimiko Ryokai ◽  
Alice Agogino
Keyword(s):  
Augmented Reality ◽  
Design Process ◽  
Physical World ◽  
Field Observations ◽  
Mobile Augmented Reality ◽  
Learning Tools ◽  
Digital Map ◽  
Iterative Design ◽  
The Subject ◽  
Enhance Student Learning

Mobile augmented reality (MAR) is an increasingly popular technology for enhancing how people interact with and learn about the environment and objects in the physical world. However, little is known about what aspects of a MAR interface can enhance student learning and engagement. Building on field observations and interviews with experts, and formative studies on how mobile learners navigate spaces using different interfaces, the authors have designed, built, and evaluated the GreenHat MAR application to help students learn about biodiversity and sustainability issues in their natural environment. The authors’ evaluation of the GreenHat MAR prototypes suggests that in comparison to a digital map on the same smartphone, MAR encouraged students to more carefully scrutinize physical field sites, and led them to make more personal discoveries to the subject matter being learned. They present the iterative design process, results from the authors’ studies, and discuss the implications for the design of mobile learning tools.

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