scholarly journals Emotional augmented reality-based mobile learning design elements: a kansei engineering approach

2019 ◽  
Vol 14 (1) ◽  
pp. 413 ◽  
Author(s):  
Fauziah Redzuan ◽  
An-Nur Atiqah Khairuddin ◽  
Nor Aziah Daud
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Principal Component ◽  
Semantic Space ◽  
Learning Material ◽  
Kansei Engineering ◽  
Learning Materials ◽  
Study Objective ◽  
Design Elements ◽  
Mobile Ar

<span>In recent times, various studies have shown that Augmented Reality (AR) will be the next wave of online learning. This is because of the advent of powerful smartphones that has changed user experiences, thereby able to increase the capability of AR. There has been much concentration in previous studies on cognition towards the use of AR in education, in which little consideration has been given to emotions which is also an important aspect in learning. Based on this, the present research aims to identify salient connections between emotions and design elements of AR-based mobile learning material through the application of the Kansei Engineering (KE) approach. In order to achieve this study objective, the use of a human heart in relation to the mobile AR application of the KE approach was adopted in this research as a case study, in which seven specimens of the mobile AR application were evaluated including 55 emotions of Kansei Words (KW). Additionally, the kansei evaluation experiment of this study was carried out by 28 students from one of the public universities, after which the data were analysed using Factor and Principal Component Analysis. The results of this study show the important pillars of emotions or Kansei semantic space of emotions for AR-based mobile learning materials. Based on Factor Analysis, it revealed four main pillars; <em>professional-motivated</em>, <em>confused</em>, <em>wandering-thrilled</em>, <em>challenging</em> and one additional pillar; <em>trustable</em>. Besides that, this research also described design elements of AR-based mobile learning material that might evoke specific emotions based on the identified pillars. Finally, the findings of this research are hoped to be applicable as a guide in design during preparation of AR-based mobile learning materials with affective elements in the future.</span>

scholarly journals Emotional responses in augmented reality based M-learning applications using Kansei engineering for secondary school students

2021 ◽  
Vol 24 (3) ◽  
pp. 1846
Author(s):  
Farah Asyikin Jasmy ◽  
Fauziah Redzuan ◽  
Rogayah Abdul Majid ◽  
Norisan Abd Karim
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Emotional Responses ◽  
Partial Least Square ◽  
Least Square ◽  
Kansei Engineering ◽  
Design Elements ◽  
Pls Analysis

Design that evoked emotions are one of the main concerning issues in developing mobile applications for online learning in general and for augmented reality (AR) based mobile learning applications in specific. Emotional design could attract users by creating different feelings while using AR-based mobile learning applications. Suitable emotions related to design could motivate students towards fascinating learning experiences. The aim of this research is to evaluate the emotional responses of the students based on different designs in AR-based mobile learning applications using Kansei engineering technique. In this research, about thirty-two students from secondary school were involved in an experiment to identify the Kansei (emotion) words for AR-based mobile applications. The data gathered were analysed using factor analysis (FA), principal component analysis (PCA), and partial least square (PLS) analysis. The results revealed four important pillars of emotions or known as Kansei semantic space such as challenging-thinking, motivated, humorous, preoccupied and also touched as an additional pillar. Based on the PLS analysis of design elements of AR-based mobile learning applications suggested specific design and emotions based on the pillars. In conclusion, this research is motivated to give affective formulae that would guide the design of AR-based mobile learning materials in the future.

Research on Product Identity Design Based on Kansei Image in Mechanic Equipment

2013 ◽  
Vol 651 ◽  
pp. 569-574
Author(s):  
Peng Wang ◽  
Jian Ning Su ◽  
Chi Bing Hu ◽  
Shu Tao Zhang
Keyword(s):  
Testing Machine ◽  
Design Feature ◽  
Principal Component ◽  
Feature Space ◽  
Image Space ◽  
Analysis Method ◽  
Kansei Engineering ◽  
Design Elements ◽  
Product Identity ◽  
Kj Method

On the study of Kansei engineering and product identity, This paper presents the key methods and process of product identity design on Kansei image, including locating the Kansei image space, identifying the design feature space, mapping relation between Kansei image and design elements, mining product semantic. The research also establishes the Kansei image space model on the three cognitive dimensions of visual, quality and brand, and summarizes the design of processes and methods. In those aspects, some Kansei engineering methods are used to achieve industrial design, such as KJ method, SD method, Principal component analysis method, Quantification-I theory method. It is verified after the practical application of Hongshan testing machine that the method and process is reasonable and feasible.

Kansei Quantitative Analysis and its Application to Drum Washing Machine Apperence Design

2013 ◽  
Vol 401-403 ◽  
pp. 193-196 ◽  
Author(s):  
Sai He ◽  
Jian Ming Che
Keyword(s):  
Principal Component Analysis ◽  
Statistical Analysis ◽  
Quantitative Analysis ◽  
Principal Component ◽  
Component Analysis ◽  
Analysis Method ◽  
Kansei Engineering ◽  
Washing Machine ◽  
Design Elements ◽  
Statistical Analysis Method

Kansei Engineering (KE) refers to the translation of consumers' emotional requirements about a product into perceptual design elements. The Kansei Engineering is applied to the drum washing machine aided by a variety of engineering mean.Semantic differential (SD) is applied to extract the kansei tags.Multivariate statistical analysis method is also used for data mining.The data of design elements is processed by principal component analysis (PCA) and SPSS.

Transformation of educational roles of library-supported mobile learning: a literature review from 2009 to 2018

2020 ◽  
Vol 38 (4) ◽  
pp. 695-710
Author(s):  
Yun-Fang Tu ◽  
Gwo-Jen Hwang
Keyword(s):  
Augmented Reality ◽  
Knowledge Sharing ◽  
Mobile Learning ◽  
Radio Frequency Identification ◽  
Learning Material ◽  
Research Issues ◽  
Content Type ◽  
Potential Applications ◽  
Frequency Identification ◽  
Learning Types

Purpose This study aims to explore the transformation of the roles of libraries, application trends and potential research issues of library-supported mobile learning. Design/methodology/approach The publications in the Scopus database from 2009 to 2018 are reviewed and analyzed from various aspects, such as the roles of libraries in mobile learning, types of libraries, research foci and sensing or location-based technologies. Findings The role of libraries as learning material providers is examined the most in library-supported mobile learning studies, followed by the role as inquiry context providers and as knowledge-sharing platforms. In terms of the role as learning material providers, academic libraries were investigated the most and radio frequency identification (RFID) was mainly adopted. In terms of the role as inquiry context providers, special libraries were explored the most; adopted sensing technologies were more diverse (e.g. QR code, augmented reality, RFID and Global Positioning System). Only special libraries played a role as knowledge-sharing platforms, adopting augmented reality. Most research on library-supported mobile learning mainly focused on investigating the affective domain during mobile learning. Practical implications Five potential applications of educational roles in library-supported mobile learning are suggested based on the findings of the present study. Originality/value The current study provides insights relevant to the educational roles of library-supported mobile learning. The findings and suggestions can serve as references for researchers and school teachers conducting library-supported mobile learning.

scholarly journals Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

TEM Journal ◽  
2021 ◽  
pp. 1404-1417
Author(s):  
Panita Wannapiroon ◽  
Prachyanun Nilsook ◽  
Nutthapat Kaewrattanapat ◽  
Naphong Wannapiroon ◽  
Wera Supa
Keyword(s):  
Augmented Reality ◽  
Best Practices ◽  
Teacher Development ◽  
Interactive Learning ◽  
Learning Model ◽  
Vocational Students ◽  
Learning Material ◽  
Learning Materials ◽  
Smart Classroom

The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.

scholarly journals Pembelajaran Interaktif Pendidikan Kewarganegaraan Melalui Mobile Learning di Era Industri 4.0

2020 ◽  
Vol 8 (1) ◽  
pp. 36
Author(s):  
Arsyad Abd. Gani ◽  
Saddam Saddam
Keyword(s):  
Content Analysis ◽  
Mobile Learning ◽  
Learning Process ◽  
Industrial Revolution ◽  
Interactive Learning ◽  
Learning Material ◽  
Learning Materials ◽  
Library Research ◽  
Research Collection ◽  
Directional Learning

Abstrak: Tuntutan pembelajaran era milenial adalah mengoptimalkan pemanfaatan teknologi. Revolusi industri 4.0 sangat mempengaruhi aspek kehidupan baik pendidikan, sosial, politik, budaya, dan ekonomi. Dibidang pendidikan teknologi dimanfaatkan beragam baik pra-pembelajaran, proses pembelajaran maupun pasca pembelajaran berlangsung. Tujuan penelitian adalah untuk menganalisis dan mendeskripsikan pembelajaran interaktif pendidikan kewarganegaraan melalui mobile learning di era industri 4.0. Metode dan pendekatan penelitian yang digunakan adalah library research. Pengumpulan data menggunakan dokumentasi, yakni dari buku, makalah, artikel, jurnal dan sebagainya yang relevan. Analisis data menggunakan content analysis, guna mendapatkan invensi yang kredibel dan dapat digunakan atau diteliti ulang berdasarkan konteksnya. Untuk menjaga ketepatan hal yang dikaji dan guna mencegah kesalahan informasi yang diungkap dalam analisis data, maka dilakukan pengecekan antar pustaka dari referensi-referensi yang digunakan. Selain itu membaca ulang pustaka-pustaka yang digunakan juga sangat penting serta memperhatikan komentar teman sejawat. Hasil pengkajian menunjukkan bahwa peran teknologi dalam pembelajaran PKn sangat membantu proses pembelajaran, menjadi sarana kreasi, inovasi, dan pengembangan diri untuk belajar mandiri dan terarah. Pembelajaran Interaktif PKn di Era Revolusi Industri 4.0 membantu mempercepat proses belajar  jika digunakan dengan bijak sesuai kebutuhan materi pembelajaran. Penggunaan Mobile Learning dalam pembelajaran PKn mampu mengoptimalkan ketepatan dalam menangkap materi pembelajaran, sarana sumber pembanding dalam materi pembelajaran, dan mampu membangkitkan motivasi pembelajaran.Abstract: The demands of millennial learning are optimizing technology utilization. The 4.0 Industrial Revolution greatly affects the life aspects of both education, social, political, cultural, and economic. The field of technology education is used to vary both pre-learning, learning process, and post-learning. The research aims to analyze and describe the interactive learning of citizenship education through mobile learning in the 4.0 industrial era. The method and approach of the research used is library research. Collection of data using documentation, i.e. from books, papers, articles, journals and so on relevant. Data analysis uses content analysis, to obtain credible inventions that can be used or researched based on context. To maintain the accuracy of the assessed and to prevent misinformation disclosed in the analysis of data, it is checked between libraries from the references used. In addition to rereading the libraries used are also very important as well as paying attention to peer comments. The results showed that the technological role in PKn-learning is very helpful to the learning process, becoming a means of creation, innovation, and self-development for independent and directional learning. PKn Interactive Learning in the Era of Industrial Revolution 4.0 helps accelerate the learning process if used wisely according to learning material needs. The use of Mobile Learning in PKn learning can optimize accuracy in capturing learning materials, comparative source means in learning materials, and able to inspire learning motivation.

Looking In, Looking Out

2012 ◽  
pp. 92-106 ◽  
Author(s):  
Daniel Novak ◽  
Minjuan Wang ◽  
Victor Callaghan
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mobile Learning ◽  
Mixed Reality ◽  
Mobile Education ◽  
Potential Applications ◽  
Mobile Ar

This chapter explores the format of Augmented Reality (AR) and its use in mobile learning. It first addresses precedents and theories of mLearning that inform the discussion of AR and Virtual Reality (VR), explores the “virtuality continuum” and the concept of mixed reality, and discusses some of the technologies in the mobile-AR ecosystem. It then describes the potential uses of AR in mobile education. At the end, the authors present potential applications of mobile-AR to curation activities and provide ideas for future areas of exploration in AR-based mLearning.

scholarly journals Augmented Reality Technology for Learning Shalah

2019 ◽  
Vol 8 (9) ◽  
pp. 2044-2047
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Muslim Community ◽  
Learning Materials ◽  
Children’S Learning ◽  
Augmented Reality Technology ◽  
Interactive Interfaces ◽  
Children's Learning

The scarcity of Islamic learning materials especially guidance to do shalah using animation technology with interactive interfaces become a reason to the implementation of thisstudy. In this study, we integrates Augmented Reality (AR) elements into a children’s learning book, named AR SHALAT 4D Educational Book. It has been designed in ‘Markerless-based AR’ using mobile devices. The study was tested on an audience of randomly selected children aged 5-6 years and give the conclusion that, AR prayer is a suitable app for solving problems for prayer. Furthermore, this app can be used as one of the forms of mobile learning to the Muslim community regardless of age and background limit

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