The Usability of the Microsoft HoloLens for an Augmented Reality Game to Teach Elementary School Children

2019 ◽  
Author(s):  
Brita Munsinger ◽  
Greg White ◽  
John Quarles
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
School Children ◽  
Elementary School Children ◽  
Microsoft Hololens ◽  
Augmented Reality Game

scholarly journals USABILITY ANALYSIS ON THE ENDANGERED INDONESIAN ANIMALS AND PLANTS AUGMENTED REALITY APPLICATION

2020 ◽  
Vol 17 (2) ◽  
pp. 79-86
Author(s):  
Putri Syifa Darmawel
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Interactive Learning ◽  
Acceptance Test ◽  
Usability Analysis ◽  
Augmented Reality Technology ◽  
Research Show

Knowledge about Indonesian endangered animals and plants has been taught at elementary school, but still based on text. In curriculum 2013, teachers are expected to be able to develop creative ideas such as using interactive learning media that makes learning fun for students. Interactive learning media can be used as a solution to make learning process more interesting. The use of augmented reality technology can be implemented on interactive learning media that aims to increasing elementary school children interest and make the learning process easier to teacher. This research uses descriptive quantitative method by distributing questionnaires to test HEBULA Application which is an interactive learning media for introducing endangered Indonesian animals and plants using augmented reality technology for elementary school children. Testing is done by using User Acceptance Test (UAT). This research aims to find out weather the HEBULA Application can be well receive and effectively used as a learning media. The results of this research show that HEBULA Application is suitable to be used as a learning media which is shown by the percentage of UAT eligibility of 92,6% that can be categorized as very well.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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