Exploring Parents’ Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality With Their Children

2017 ◽  
Vol 55 (6) ◽  
pp. 820-843 ◽  
Author(s):  
Kun-Hung Cheng
Keyword(s):  
Augmented Reality ◽  
Informal Learning ◽  
Life Experiences ◽  
Approaches To Learning ◽  
Book Reading ◽  
Parents And Children ◽  
Role Of Parents ◽  
Reading Activity ◽  
Phenomenographic Method

With the increasing attention to the role of parents in children’s learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents’ conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents’ conceptions of and approaches to AR learning. Further analysis identified the relationships between parents’ conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child–parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.

scholarly journals Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes

2016 ◽  
Author(s):  
Kun-Hung Cheng
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Perceived Control ◽  
Motivational Factors ◽  
Perceived Usefulness ◽  
Learning Performance ◽  
Book Reading ◽  
Positive Attitudes ◽  
Reading Activity

Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students’ learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students’ perceived cognitive load, motivation, and attitudes of perceived control, perceived usefulness, behaviour of learning, and behaviour of AR learning, when they engaged in an AR book reading activity. The results indicated that, in general, the students perceived less cognitive load, stronger motivation, and more positive attitudes towards the experiences when reading an AR book. However, dissimilar to past studies, the perceptions of low level cognitive load cannot be guaranteed to lead to positive intentions to learn. Interestingly, motivation mediated the relationships between the students’ perceived cognitive load and behavioural intention to learn. Only when the students’ perceptions of motivational factors such as attention or confidence were significant did the perceived usefulness and cognitive load play a role in their behavioural intentions to take part in future AR learning. The findings of this study may provide insights for future AR-related studies to explore the role of cognitive load in learning performance with consideration of motivational factors.

scholarly journals PERAN ORANGTUA TERHADAP PERKEMBANGAN MORAL ANAK DALAM KELUARGA MORAL DEVELOPMENT OF CHILDREN THROUGH THE ROLE OF PARENTS IN A FAMILY

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ahmad Yanizon
Keyword(s):  
Moral Development ◽  
Intellectual Development ◽  
Moral Vision ◽  
Moral Formation ◽  
Low Level ◽  
Parents And Children ◽  
The Family ◽  
The World ◽  
Role Of Parents

Perkembangan moral pada masa kanak-kanak masih dalam tingkat yang rendah. Hal ini disebabkan karena perkembangan intelektual anak-anak belum mencapai titik di mana ia dapat mempelajari atau menerapkan prinsip-prinsip abstrak tentang benar dan salah. Orang tua merupakan tempat pertama terbentuknya moral anak. Kasih sayang yang diberikan orang tua terhadap anak, membangun sistem interaksi yang bermoral antara anak dengan orang lain. Hubungan dengan orang tua yang hangat, ramah, gembira dan menunjukkan sikap kasih sayang merupakan pupuk bagi perkembangan moral anak. Dengan demikian, maka penting sekali peranan orang tua di keluarga dalam perkembangan moral anak, karena orang tua merupakan pendidik pertama yang diterima anak ketika mereka terlahir kedunia. Adapun peran orang tua dalam pembentukan moral anak dilihat dari pegembangan pandangan moral, perasaan moral dan tingkah laku moral. Ketiga unsur tersebut terbentuk dari interaksi orang tua anak dalam keluarga yang berlangsung dari anak-anak hingga dewasa. Oleh karena itu, sudah seharusnyalah orang tua berperan sebagai teladan yang baik di keluarga untuk menjadi contoh bagi anak-anaknya.Kata Kunci: Moral, Peran Orang Tua Moral development in childhood is still in a low level. It is because of the children’s intellectual development has not already reached the level where he is able to learn or apply the abstract principles about right and wrong things. Parental is the first point of children’s moral formation. Parents’ Affection toward children, build their moral interaction systems. A warm, friendly, happy relationship and affection between parents and children are children’s moral development fertilizer. Thus, parents’ roles toward children’s moral development are very essential, because parents are the first educators for children when they got born into the world. Parents’ roles toward children’s moral formation are viewed from children’s developing moral vision, a sense of morality and moral behavior. These three elements were formed from parents and children’s interaction in a family since childhood to adulthood. Therefore, it is a must for parents to figure well in the family to be as a good example for their children.Keywords: Moral, Parents’ Role  

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

scholarly journals Pola Komunikasi Interpersonal Orang Tua dan Anak Usia Dini dengan Speech Delay di TK Aisiyah Rewwin Waru

2018 ◽  
Vol 5 (2) ◽  
pp. 159
Author(s):  
Vevy Liansari
Keyword(s):  
Early Childhood ◽  
Interpersonal Communication ◽  
The Elderly ◽  
Communication Patterns ◽  
Speech Delay ◽  
Parents And Children ◽  
Role Of Parents ◽  
The Impact ◽  
Depth Interviews

This study aims to know how the pattern of interpersonal communication that occurs between parents and children with speech delay. While the use of this study is as a reference for parents, educators, observers and responsible of education in general in an effort to instill a good example of children and also in an effort to apply good interpersonal communication patterns between both parties. The data collection methods are in-depth interviews and observations. In the process of improving interpersonal communication patterns in parents and children found some obstacles both in the elderly and early age children. The results of this study indicate that the role of parents in establishing interpersonal communication patterns of early childhood greatly affect the behavior of young children. Therefore parents should be able to apply good interpersonal communication patterns to early childhood with speech delay and maintain an intense relationship to reduce the impact of speech delay from internal and external influences.

scholarly journals Playcentre Parents-as-Educators: Links between  Background Experiences and Teaching Practice

2021 ◽  
Author(s):  
◽  
Suzanne Louise Manning
Keyword(s):  
Teaching Practice ◽  
Life Experiences ◽  
Group Cohesiveness ◽  
Individual Interviews ◽  
Individual Agency ◽  
Life Paths ◽  
Aotearoa New Zealand ◽  
Parents And Children ◽  
Approach To Teaching

<p>Playcentres are unique Aotearoa/New Zealand sessional early childhood education services which are run as parent cooperatives, where the  parents take on the role of educators in the centre. This study investigated the way parents-as-educators used their life experiences, skills and knowledges in their teaching practice. Case studies were completed for four parents-as-educators in one urban Playcentre during one 10 week school term, using observations of teaching practice and document analysis, a short questionnaire and individual interviews. Teaching practice was then described using a framework based on McWilliam, de Kruif and Zulli's (2002) four contexts of teaching. Results were analysed using Rogoff's (2003) personal, interpersonal and cultural planes of analysis and Reid and Stover's (2005) model of individual agency. The parents-as-educators primarily drew on their parenting experiences to inform their teaching practice, and were selective in applying other prior skills and knowledges, based on their current interests and passions and on specific choices about their future life paths. The utilisation of their background in their teaching practice was also influenced by their individual agency. This depended on their changing sense of belonging within the centre, on the context of the sessions which included interactions between adults and responses from the children, and on their perception of, and alignment with, Playcentre philosophy. Implications of the findings suggest that Playcentres should look for ways of empowering parents-as-educators to use their background skills and knowledges whilst respecting their choices, so that the children in the centres experience as rich a curriculum as possible. To do this Playcentre philosophy should be more openly debated. This is because the philosophy of parents and children learning together added to group cohesiveness and empowered the parents-as-educators, yet other philosophical tenets, such as child-centredness and the approach to teaching art, created tension and constrained the parents-as-educators from fully using their background in their teaching practice.</p>

scholarly journals How Parents Support Children’s Informal Learning Experiences with Robots

2020 ◽  
Vol 6 (1) ◽  
pp. 39-51
Author(s):  
Emily Relkin ◽  
Madhu Govind ◽  
Jaclyn Tsiang ◽  
Marina Bers
Keyword(s):  
Informal Learning ◽  
Stem Education ◽  
Small Groups ◽  
Learning Experiences ◽  
Future Research ◽  
Play Session ◽  
Asking Questions ◽  
Role Of Parents ◽  
Scaffolding Strategies

Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.

scholarly journals The Role of Parents in Children Memorizing the Qur'an in Middle School Based on the Amanatul Ummah Islamic Boarding School

2021 ◽  
Vol 2 (2) ◽  
pp. 139-156
Author(s):  
Mizanul Hasanah
Keyword(s):  
Filial Piety ◽  
Secondary Data ◽  
Boarding School ◽  
School Based ◽  
Parents And Children ◽  
Secondary Data Sources ◽  
Role Of Parents ◽  
The Individual ◽  
The Right

This article originated from the author's curiosity about the close inner relationship between parents and children who memorize the Qur'an. For the author of the Qur'an, it is Allah's revelation that was sent down directly to Rasulullah Muhammad SAW through the angel Gabriel. For this reason, the holy book of the Qur'an, which is very sacred and is the word of Allah, cannot be memorized if the individual does not appreciate, understand the signs, and glorify Allah before reading and memorizing it. One of them is filial piety to parents and do good to them. The author conducted direct research on the right target, namely the children who memorized the Quran in SMP-based Pesantren Amanatul Ummah Pacet. The aim of the author to conduct research at this location is that the children in the institution focus on producing Al-Quran memorizers. The method used in this research is descriptive qualitative research. Sources of data used are primary and secondary data sources and use data collection techniques in the form of interviews, observation, and documentation.

The role of parents in the professional choice of young people

2019 ◽  
pp. 93-99
Author(s):  
T. A. Udovytska ◽  
M. V. Savokhina
Keyword(s):  
Young People ◽  
Labour Market ◽  
The Other ◽  
Other Hand ◽  
Parents And Children ◽  
Role Of Parents ◽  
The One

The article deals with the analysis of parents’ role in young people’s professional choice. The main aspects of this impact, traditionally considered in literature on these kinds of problems, have been mentioned in this article. A typology of interaction between parents and children in the process of professional choice has been given, based on this analysis. Moreover, the factors, which influenced the change of parents’ role in the professional choice of modern youth, have been considered in this article. These factors have led, on the one hand, to the increase of young people’s independence in choosing professions, which are quite new on the modern labour market and parents do not always know these professions. In addition, on the other hand, these factors have led to the decrease of the same independence, caused by the increase in the number of those who study on the contract basis, which is financially supported by parents. Based on this analysis, contradictions in interaction between parents and children in the process of professional choice have been found.

scholarly journals KOMUNIKASI BIMBINGAN ORANG TUA PADA ANAK DALAM UPAYA MENINGKATKAN PRESTASI BELAJAR MATEMATIKA

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Denti Novia Sari ◽  
Lamhir Syam Sinaga ◽  
Evi Lorita
Keyword(s):  
Instructional Communication ◽  
Learning Achievement ◽  
Parent Communication ◽  
Descriptive Research ◽  
Parents And Children ◽  
Qualitative Descriptive ◽  
Evaluation Stage ◽  
Achievement In Mathematics ◽  
Role Of Parents

This study aimed to determine the children’s parent communication in improving learning achievement in Mathematics. This was a qualitative descriptive research. Datas were collected by interviews, observation and documentation techniques. There were two groups of informants in this research, the key informant which consisted of a Math teacherin class VI Elementary School Number 27 Bengkulu and principal informant which consisted of two children’s parent, Mrs. Desi Yanti and Lini Marlina. Communication messages done by parents in improving achievement in Mathematics subject were: (1) providing guidance and advice, (2) supervision of learning, (3) giving rewards and punishments, (4) the fulfillment of learning (5) creating condusive atmosphere in studying, (6) paying attention to children’s health, and (7) providing handy hints. Based on the results of research and discussion, it was concluded that the instructional communication role of parents in improving learning achievement of Mathematics has been running quite well in pre-instructional stage and directing stage, also in follow-up evaluation stage. But in the aspect of instructional or learning it’s not fully completed.  Keywords: communication between parents and children, achievement in Mathematics subject, instructional communication

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