scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals LA MENTORIZACIÓN ENTRE EL PROFESORADO UNIVERSITARIO JUNIOR Y SENIOR. UN PROCESO DE APRENDIZAJE, APOYO Y ENRIQUECIMIENTO MUTUO

2017 ◽  
Vol 6 (1) ◽  
pp. 453
Author(s):  
Lucía Herrera Torres ◽  
Laila Mohamed Mohand
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Junior Faculty ◽  
Mentoring Programs ◽  
Learning Support ◽  
Continuous Change ◽  
Teaching Competencies ◽  
Faculty Mentorship ◽  
The University ◽  
Specific Learning

Abstract.The university is known for its complexity and continuous change. Junior faculty should be incorporated and adjusted to the university structure and functioning. In addition, they have to implement a set of teaching competencies to promote an effective process of teaching and learning, and the student achievement of specific learning outcomes. For this reason, this paper advocates the need to implement mentoring programs between senior and junior faculty as a process that involves learning, support and mutual enrichment. Thus, two mentoring projects developed at the University of Granada are described. It is shown to be effective in strengthening efforts towards faculty achieving goals and its well-being.Keywords: higher education, faculty, mentorship, teaching competenciesResumen.La institución universitaria se caracteriza por su complejidad y continuo cambio. El profesorado universitario junior ha de incorporarse y ajustarse a la estructura y funcionamiento de la universidad, a lo que se suma que ha de poner en práctica una serie de competencias docentes para favorecer un proceso de enseñanza-aprendizaje eficaz y la consecución de determinados resultados de aprendizaje en el alumnado. Es por ello por lo que en el presente trabajo se defiende la necesidad de implementar programas de mentorizacion entre el profesorado senior y junior como un proceso que implica el aprendizaje, apoyo y enriquecimiento mutuo. En este sentido, se describen dos proyectos de mentorización desarrollados en la universidad de Granada. Se pone de manifiesto su eficacia para fortalecer los esfuerzos dirigidos hacia la consecución de una meta y el bienestar del profesorado.Palabras clave: educación superior, profesorado, mentorización, competencias docentes

scholarly journals Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1752
Author(s):  
Hao-Chiang Koong Lin ◽  
Yu-Hsuan Lin ◽  
Tao-Hua Wang ◽  
Lun-Ke Su ◽  
Yueh-Min Huang
Keyword(s):  
High School Students ◽  
Health Education ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Teaching Experiment ◽  
Board Game ◽  
Flow State ◽  
School Students ◽  
Hands On ◽  
Research Findings

In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.

scholarly journals Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics?

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Siti Anisa Maesaroh ◽  
Leni Marlena
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Probit Regression ◽  
Face To Face ◽  
Learning Content ◽  
Probability Of Success ◽  
Virtual Face ◽  
Grade 11

[English]: The purpose of this study is to predict the probability of successful mathematics online learning using two platforms; Zoom Meeting and Google Classroom, towards students’ learning outcomes. The sample used was sixty-four grade 11 students. Data was collected through a test on matrix topics and then analyzed using probit regression. The results of the analysis show that the student's probability of success to achieve better learning outcomes using Zoom Meeting is 12.46% higher than Google Classroom. In this case, Zoom Meeting can be used as a virtual face-to-face platform, so that the teaching and learning process can be more communicative and interactive compared to Google Classroom, where its use is limited to the delivery of learning content only. Therefore, online learning using Zoom Meeting in mathematics is more recommended because it has a higher chance of improving students’ learning outcomes. [Bahasa]: Penelitian ini bertujuan memprediksi peluang keberhasilan pembelajaran daring matematika menggunakan platform Zoom Meeting dan Google Classroom terhadap hasil belajar siswa. Sampel yang digunakan sebanyak 64 siswa kelas XI. Pengambilan data dilakukan dengan tes hasil belajar pada materi matriks kemudian dianalisis menggunakan regresi probit. Berdasarkan hasil analisis, diperoleh peluang sukses siswa terhadap hasil belajar menggunakan platform Zoom Meeting 12,46% lebih tinggi dibandingkan dengan Google Classroom. Zoom Meeting merupakan platform yang dapat digunakan sebagai sarana tatap muka maya, sehingga pembelajaran dapat lebih komunikatif dan interaktif dibandingkan dengan Google Classroom yang penggunaannya dibatasi untuk penyampaian konten pembelajaran saja. Dengan demikian, pembelajaran daring menggunakan Zoom Meeting lebih direkomendasikan karena berpeluang lebih tinggi untuk meningkatkan hasil belajar matematika siswa.

scholarly journals Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

2021 ◽  
Vol 20 (10) ◽  
pp. 232-255
Author(s):  
Shahrul Affendi Ishak ◽  
Rosseni Din ◽  
Umi Azmah Hasran
Keyword(s):  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Main Idea ◽  
Digital Games ◽  
Stem Learning ◽  
Global Issue ◽  
Design Perspective ◽  
Comprehensive Framework ◽  
Stem Teaching

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

scholarly journals «Η χρήση της επαυξημένης πραγματικότητας στην εκπαίδευση: Ανάπτυξη και χρήση εφαρμογής για το μάθημα «Φυσικά - Ερευνώ και Ανακαλύπτω» της Ε΄ τάξης του Δημοτικού σχολείου»--The use of augmented reality in education: development and use of application for the course "Physics - Explore and discover" in the 5th class of the primary school

2020 ◽  
Vol 15 (2) ◽  
pp. 38
Author(s):  
Παναγιώτης Τσιαβός ◽  
Αλιβίζος Σοφός
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Digital Information ◽  
Education Development ◽  
The Subject ◽  
Knowledge Objects ◽  
World Environment

Με την παρούσα ερευνητική εργασία, αρχικά, επιχειρείται μία σύντομη βιβλιογραφική επισκόπηση της έννοιας της επαυξημένης πραγματικότητας, των εφαρμογών αυτής και των αντίστοιχων αποτελεσμάτων στο χώρο της εκπαίδευσης, αφού η επαύξηση του πραγματικού περιβάλλοντος με την ψηφιακή πληροφορία θεωρείται ότι προσφέρει επιπλέον δυνατότητες στη διδασκαλία και τη μάθηση. Στη συνέχεια σχεδιάζεται, αναπτύσσεται και εφαρμόζεται στην Ε΄ τάξη του Δημοτικού Σχολείου, μία πρωτότυπη εκπαιδευτική εφαρμογή επαυξημένης πραγματικότητας (AR) σε σχολικό βιβλίο, στην ενότητα «Υλικά Σώματα», του γνωστικού αντικειμένου «Φυσικά - Ερευνώ και Ανακαλύπτω», προκειμένου να διερευνηθεί η επίδραση των σχολικών βιβλίων Φυσικής AR, αφενός, στα μαθησιακά αποτελέσματα και αφετέρου, στο ενδιαφέρον και τη στάση των μαθητών/-ριών για το συγκεκριμένο μάθημα. Τα αποτελέσματα αυτής της εφαρμογής καταδεικνύουν θετική επίδραση όσον αφορά τα μαθησιακά αποτελέσματα και ενίσχυση του ενδιαφέροντος και της θετικής στάσης των μαθητών/-ριών, αρχικά, για το μάθημα της Φυσικής και επιπλέον, έκφραση επιθυμίας για επέκταση αυτού του είδους εφαρμογών και στα υπόλοιπα γνωστικά αντικείμενα. --This research paper initially attempts to give a brief bibliographic overview of the concept of augmented reality, its applications and corresponding outcomes in the field of education, since enhancing the real-world environment with digital information is considered to offer additional opportunities for teaching and learning. Subsequently, it is designed, developed and implemented in the 5th class of Primary School, an original Augmented Reality (AR) educational textbook application in the "Physics" section of the "Physics - Explore and discover" course to explore the effect of Physics AR textbooks on learning outcomes and on students' interest and attitudes about the subject. The results of this application show a positive impact on learning outcomes and reinforce students' interest and positive attitude towards the Physics lesson, a desire derived towards the extension this type of application to other knowledge objects.

scholarly journals Augmented Reality: Examining its value in a music technology classroom. Practice and potential.

2019 ◽  
Vol 24 (2) ◽  
pp. 23-38 ◽  
Author(s):  
Mervyn John Cook
Keyword(s):  
Augmented Reality ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Knowledge Retention ◽  
Sound System ◽  
Music Classroom ◽  
Learning Content ◽  
Music Class ◽  
Design And Practice

Augmented reality (AR) provides exciting opportunities for advancing the design and practice of classroom instruction. AR can facilitate unique opportunities for students to conceptualise, understand and recall learning content. AR offers students contextual learning experiences. These views suggest that AR can assist in reducing distances between learner’s knowledge and what they need to understand. In my senior music classroom, I tested these ideas, wanting to see if students, through using AR, could visualise relationships between component parts, describe their function and use that knowledge in practice. The focus centred on students need to construct a sound system for performance in a Year 12 music class (16–17 years old). The project question was; Would AR aid the understanding and conceptualisation of content and develop the quality and retention of their learning? Through observation, interviews and a questionnaire, I used these data to understand levels of knowledge retention, conceptualisation and understanding of content. Findings indicate that while students displayed content conceptualisation skills, they also showed secure knowledge retention in line with previous studies. An encouraging finding suggests that in using AR, students retained what they had learned, remembering the function and use of various components after one learning experience. The potential impact of new and emerging technologies such as AR on student progress and instructional design is exciting, offering alternative ways of delivering and mediating learning content and concepts that connect with teaching and learning.

scholarly journals ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

2019 ◽  
Vol 2 (1) ◽  
pp. 47-69
Author(s):  
Lotta Brantefors
Keyword(s):  
Human Rights ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Human Rights Education ◽  
Democratic Values ◽  
Human Beings ◽  
Learning Content ◽  
Teaching Content ◽  
Education Act

Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education.  Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

Educational Technologies in the Age of Transhumanism

2019 ◽  
pp. 291-305 ◽  
Author(s):  
Şirin Karadeniz ◽  
Işıl Boy Ergül
Keyword(s):  
Artificial Intelligence ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Educational Technologies ◽  
Teachers And Students ◽  
The Way

Transhumanism has created drastic changes in many different sectors, especially in education as it is directly related to how we grow and shape our lives. Transhumanist technologies, especially augmented reality (AR), virtual reality (VR), and artificial intelligence (AI), play an important role in education and provide new opportunities by facilitating the communication between students and teachers and students and other students in order to obtain fruitful learning outcomes. In this chapter, transhumanist technologies used in teaching and learning will be discussed with a critical analysis, and how these technologies can change the way people learn will be explained through the lens of transhumanism.

scholarly journals Learning Outcomes for Economists

2017 ◽  
Vol 107 (5) ◽  
pp. 660-664 ◽  
Author(s):  
Sam Allgood ◽  
Amanda Bayer
Keyword(s):  
Public Good ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Complete Set ◽  
Specific Learning

Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well.

scholarly journals School Atlas with Augmented Reality

2019 ◽  
Vol 2 ◽  
pp. 1-6 ◽  
Author(s):  
Nikola Yonov
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning Resources ◽  
Previous Knowledge ◽  
Software Applications ◽  
A Current ◽  
Effect Learning

<p><strong>Abstract.</strong> The aim of the paper is to describe the technology of creating and adding Augmented Reality to school atlas. No new atlas was created and there is no need of creating one. A current school atlas is used as a base for adding Augmented Reality. Different software, applications and tools for creating AR are presented for Windows, Android and iOS. All of them do not require previous knowledge of programming and are generally easier to use. The steps which a cartographer has to go through are presented, as well as the problems he/she meets and needs to solve in creating an atlas with AR. A classification of Augmented Reality devices is presented. A description of how the use of such technologies act as learning resources for students and its capability to effect learning outcomes is also presented.</p>

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