scholarly journals The Usage of Books Containing Augmented Reality Technology in Preschool Education

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 150-174
Author(s):  
Monika Kelpšienė
Keyword(s):  
Augmented Reality ◽  
Preschool Education ◽  
Learning Opportunities ◽  
Educational Process ◽  
Digital Tools ◽  
Smart Devices ◽  
New Learning ◽  
Augmented Reality Technology ◽  
Expression Of Emotions ◽  
Augmented Reality Game

The article analyses the importance of augmented reality technology in preschool education. It discloses augmented reality functions, digital tools and smart devices that supplement Lithuanian language books for preschool children, and the situation of their application in the process of preschool education. The results of the analyses show that books with augmented reality technology are perfectly suitable for developing the skills of cognition of the environment, exploration, perception, and expression of emotions and artistic expression. In addition, children learn to use software and other different digital tools. The results of the study of educators’ insights suggest that there is a whole range of ways to use books with augmented reality technology. The usage of books containing augmented reality technology provides opportunities to enrich the traditional educational methods and to make them more effective. These books supplement the educational process and encourage both - educators and children to develop the following skills: cognition of the environment, the concentration of attention, training of memory, enrichment of vocabulary, learning to read, creativity, learning sounds, ability to use software. According to the information provided by foreign researchers the most commonly used technologies in education are: mobile applications; augmented reality based on the motionsensing program; picture books with augmented reality technology; augmented reality game systems. The usage of books containing augmented reality for education opens up new learning opportunities.

scholarly journals FUTURE TEACHER TRAINING FOR THE USE OF AUGMENTED REALITY IN THE EDUCATIONAL PROCESS OF A PRESCHOOL EDUCATION INSTITUTION

2021 ◽  
Author(s):  
Liudmyla Kozak ◽  
◽  
Tatyana Ponomarenko ◽  
Keyword(s):  
Preschool Children ◽  
Teacher Training ◽  
Augmented Reality ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Literary Field ◽  
Augmented Reality Technology

The article substantiates the importance of future teacher training for the use of augmented reality (AR) in the educational process of a preschool education institution (PEI). Scientific sources on the problem of AR application in the field of education are analysed. The aspects of the research of the problem of AR application are defined in the field of education done by modern foreign and national scientists, in particular, the use of AR applications in education; introduction of 3D technologies, virtual reality (VR) and augmented reality in the educational process of preschool and primary school; application of 3d technology, virtual and augmented reality in a higher education institution; increasing the efficiency of training and motivation of students on the basis of using AR applications in smartphones; the formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The specifics of publications of fiction works with AR applications are analysed that are appropriate to use in work with preschool children; the possibilities of books for preschool children created with the help of augmented reality technology are demonstrated. The possibilities of using AR in work with preschoolers are considered. The urgency of the use of AR for the effective education and development of preschoolers is determined. The problems of application of AR in the educational process of modern national PEI are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of PEI has been developed. Criteria and indicators are defined, the levels of development of the main components of the studied readiness (cognitive and active) and the indicated readiness as a whole are characterized. The following points are proved: insufficiency and deficit of its formation of future teachers of the field of preschool education; inconsistency between the peculiarities of future teacher training to use AR in professional activities and modern requirements for the quality of educational process in PEI; the need to develop and implement a model for the formation of the studied readiness of future teachers of the institution of higher pedagogical education. A step-by-step model of formation of readiness of future teachers to use AR in the educational process of PEI has been developed.

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

2018 ◽  
Vol 51 ◽  
pp. 47-57
Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Educational Process ◽  
Educational Institutions ◽  
Training Process ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal ◽  
Augmented Reality Technology ◽  
Cognitive Activities

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.

scholarly journals Впровадження технологій доповненої реальності у навчальному процесі з конструювання авіаційної техніки

2021 ◽  
pp. 110-118
Author(s):  
Олександр Володимирович Каратанов ◽  
Андрій Миколайович Биков ◽  
Марія Вадимівна Сергієнко ◽  
Дмитро Михайлович Мірошниченко
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Educational Process ◽  
Modern Education ◽  
Augmented Reality Application ◽  
The World ◽  
Augmented Reality Technology ◽  
Increase Productivity ◽  
Virtual And Augmented Reality ◽  
The Cost

This study examines augmented reality, which imposes on the world around us virtual objects, characters, filters, or other effects through a special camera. Currently, augmented reality is considered potential for pedagogical programs and it is beginning to gain momentum and be actively used. The use of augmented reality technology opens up new opportunities that increase productivity and efficiency in various industries, improve communication and knowledge transfer and make distance learning more comfortable and realistic. However, the factor of reducing the cost of production or the educational process due to the introduction of augmented reality is not yet fully disclosed and requires a detailed analysis, part of which is conducted in this paper. The existing types of augmented, virtual and mixed reality technologies were analyzed, their comparison was made, the current place in the market was determined, as well as their influence and role in modern education. The paper presents examples of the use of augmented reality technology in various fields, including in production, which demonstrates a significant increase in efficiency and confirms the relevance. An overview of the premises and laboratories, which now use virtual and augmented reality technologies for the educational process. The article also describes the shortcomings of the educational process, which can be corrected by introducing augmented reality technology. The economic benefit of using augmented reality in the educational process on a real example was calculated, due to which the expediency of this implementation was proved. Elements of the educational process are considered, the replacement of which with augmented reality will make education cheaper, and this means more accessible. An example of markers used for an augmented reality application in the field of aircraft construction is given. The tendency of the application of augmented reality and use in the educational process for the next years is analyzed, the branches in which it can be applied are considered and the expediency of its use is confirmed.

scholarly journals About the Usage of the Augmented Reality Technology in Mathematics and Physics Learning

2020 ◽  
Vol 24 (3) ◽  
pp. 44-55
Author(s):  
Yu. Yu. Dyulicheva
Keyword(s):  
Augmented Reality ◽  
Technology Implementation ◽  
Mobile Application ◽  
Web Application ◽  
Mathematics Learning ◽  
Educational Process ◽  
Dynamic Problems ◽  
Physics Learning ◽  
Augmented Reality Technology ◽  
Mathematics And Physics

The purpose of the work is the investigation of the modern approaches to augmented reality usage in mathematics and physics learning and the development of mobile application with graphical tips in the augmented reality mode for solving the dynamics typical problems.Materials and methods. The review of the modern articles on the augmented reality usage for mathematics and physics learning is provided; the iOS applications usage in mathematics learning such as GeoGebraAR for second order surfaces learning; the game MultiplicationAR for the multiplication table studying in an fascinating way; VectorAR application for vectors, cross and dot products, Cartesian and skew coordinate systems learning and iOS apps for physics learning such as Physics-Lab for conducting of the experiments with electrical circuits connections in the augmented reality, astrophysics and electromagnetism learning; Galileo application for accompanying of the theoretical material in physics with experiments to demonstrate paradoxes in mechanics, gravitational slingshot etc.; Arious application for students’ acquaintance with famous physicists and their discoveries in the augmented reality are considered. The analysis of tools for lecturers that can be used for the augmented reality content creation, such as HP Reveal and web-application Augment is performed. It should be noted the high personal interests of lecturers for the augmented reality technology implementation.Results. In the course of the work, the difficulties encountered by students in the study of mathematics and physics and possibilities of the augmented reality usage to overcome these difficulties are studied. A mobile application with the ability to receive graphical tips for solving dynamics problems that aimed at students with difficulties of forces and their projections understanding is developed. The methods for the mobile application are developed based on the basic classes of ARKit framework such as SCNNode, SCNBox, SCNPlane, SCNText, SCNGeometry, SCNGeometryElement, SCNShape, SCNMaterial etc. To conduct the experiments a pilot group of 14 random students is created, 9 of which experienced difficulties in solving some types of dynamic problems. The results of the experiment show a positive attitude of students to use of the augmented reality. 7 of 9 students who had difficulties got the skills to solve typical dynamic problems. Conclusion. Based on results of the research, we can conclude about the effectiveness of the augmented reality usage for studying of the abstract concepts in mathematics and physics. The developed mobile application with graphical tips in the augmented reality mode has improved the students’ performance in the pilot group. The lecturers play an important role in the implementation of AR-technology in the educational process. They help to maintain the student’s interest to AR-technology throughout the lesson. The disadvantages of the augmented reality applications include their narrow focus on studying of specific process, phenomenon or concept. The results of research can be applied in the educational process for mathematics and physics learning in order to increase the motivation and interest of students.

DEVELOPMENT OF AUGMENTED REALITY APPLICATIONS ON THE VUFORIA PLATFORM AND USAGE IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 69 (1) ◽  
pp. 414-417
Author(s):  
S.M. Sarsimbayeva ◽  
Keyword(s):  
Augmented Reality ◽  
Educational Material ◽  
Educational Process ◽  
Educational Technologies ◽  
Tool Development ◽  
Visual Modeling ◽  
Augmented Reality Application ◽  
Augmented Reality Technology ◽  
The One ◽  
High Level

The article deals with the development of augmented reality applications on the Vuforia platform, the use this technology in the educational process for the purpose of visual modeling of educational material. The results of the analysis of existing approaches to the development of augmented reality applications, platforms, tool development environments such as Vuforia, with the ability to connect Unity, and the implementation of augmented reality technology are shown. The importance of using high-level augmented reality technologies, the prospects for using augmented reality technology, and the opportunities and advantages of using it in the educational process are highlighted. It is noted that the one of the promising areas of development of innovative educational technologies is the use of augmented reality in the learning process. An augmented reality application to Abay Kunanbayev's poems created on the basis of marker technology is proposed.

Preschool Educational Communication Process Mode Based on AR Technology

2014 ◽  
Vol 644-650 ◽  
pp. 5939-5942
Author(s):  
Fan Kang ◽  
Cun Chen Tang ◽  
Xiang Ping Xi
Keyword(s):  
Educational Technology ◽  
Augmented Reality ◽  
Cognitive Ability ◽  
Rapid Development ◽  
Educational Communication ◽  
Preschool Education ◽  
Communication Process ◽  
Media Technology ◽  
Augmented Reality Technology ◽  
Process Mode

With the rapid development of media technology , there has been a debate on the effect of media technology on preschool education. And the most serious criticism is the "teenagers’ internet addiction". Countless facts have proved that just keeping the children away from internet is useless. In addition, educational technology can keep the child's great interest in learning and stifle the child's cognitive ability. In this study, communication and educational theories are used to construct preschool educational communication process mode. Augmented reality technology which has the qualities of immersion, imagination and imagination is chosen as the key educational technology of this preschool educational communication process mode.

scholarly journals Acceptability of a Mobile Phone–Based Augmented Reality Game for Rehabilitation of Patients With Upper Limb Deficits from Stroke: Case Study (Preprint)

2020 ◽  
Author(s):  
Nina LaPiana ◽  
Alvin Duong ◽  
Alex Lee ◽  
Leon Alschitz ◽  
Rafael M L Silva ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Upper Limb ◽  
Spatial Neglect ◽  
Motor Deficits ◽  
Potential Game ◽  
Negative Experience ◽  
Augmented Reality Technology ◽  
Limb Deficiencies ◽  
Augmented Reality Game

BACKGROUND Upper limb functional deficits are common after stroke and result from motor weakness, ataxia, spasticity, spatial neglect, and poor stamina. Past studies employing a range of commercial gaming systems to deliver rehabilitation to stroke patients provided short-term efficacy but have not yet demonstrated whether or not those games are acceptable, that is, motivational, comfortable, and engaging, which are all necessary for potential adoption and use by patients. OBJECTIVE The goal of the study was to assess the acceptability of a smartphone-based augmented reality game as a means of delivering stroke rehabilitation for patients with upper limb motor function loss. METHODS Patients aged 50 to 70 years, all of whom experienced motor deficits after acute ischemic stroke, participated in 3 optional therapy sessions using augmented reality therapeutic gaming over the course of 1 week, targeting deficits in upper extremity strength and range of motion. After completion of the game, we administered a 16-item questionnaire to the patients to assess the game’s acceptability; 8 questions were answered by rating on a scale from 1 (very negative experience) to 5 (very positive experience); 8 questions were qualitative. RESULTS Patients (n=5) completed a total of 23 out of 45 scheduled augmented reality game sessions, with patient fatigue as the primary factor for uncompleted sessions. Each patient consented to 9 potential game sessions and completed a mean of 4.6 (SE 1.3) games. Of the 5 patients, 4 (80%) completed the questionnaire at the end of their final gaming session. Of note, patients were motivated to continue to the end of a given gaming session (mean 4.25, 95% CI 3.31-5.19), to try other game-based therapies (mean 3.75, 95% CI 2.81-4.69), to do another session (mean 3.50, 95% CI 2.93-4.07), and to perform other daily rehabilitation exercises (mean 3.25, 95% CI 2.76-3.74). In addition, participants gave mean scores of 4.00 (95% CI 2.87-5.13) for overall experience; 4.25 (95% CI 3.31-5.19) for comfort; 3.25 (95% CI 2.31-4.19) for finding the study fun, enjoyable, and engaging; and 3.50 (95% CI 2.52-4.48) for believing the technology could help them reach their rehabilitation goals. For each of the 4 patients, their reported scores were statistically significantly higher than those generated by a random sampling of values (patient 1: <i>P</i>=.04; patient 2: <i>P</i>=.04; patient 4: <i>P</i>=.004; patient 5: <i>P</i>=.04). CONCLUSIONS Based on the questionnaire scores, the patients with upper limb motor deficits following stroke who participated in our case study found our augmented reality game motivating, comfortable, engaging, and tolerable. Improvements in augmented reality technology motivated by this case study may one day allow patients to work with improved versions of this therapy independently in their own home. We therefore anticipate that smartphone-based augmented reality gaming systems may eventually provide useful postdischarge self-treatment as a supplement to professional therapy for patients with upper limb deficiencies from stroke.

scholarly journals On the Formation of Digital Competence of Preschool Teachers at the Present Stage

2021 ◽  
Vol 16 (2) ◽  
pp. 100-111
Author(s):  
Sukhova Elena I. ◽  
◽  
Semichev Daniil M. ◽  
Keyword(s):  
Professional Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Process ◽  
Digital Tools ◽  
Present Stage ◽  
Digital Competence ◽  
Wide Range ◽  
Professional Teacher ◽  
Digital Competencies

The article presents an analysis of studies devoted to the formation of digital competence of preschool teachers at the present stage. The article substantiates the importance of the formation of digital competencies among preschool education specialists as the key and modern tools of a teacher in solving a wide range of professional tasks: the implementation of the main educational program of preschool education in a distance format, the implementation of additional educational programs, the use of digital tools in working with parents (legal representatives), as well as in the process of solving operational, everyday tasks of specialists. Applied research methods are: theoretical-analysis of pedagogical and educational literature, articles of teachers-practitioners and researchers in the field of education. The author presents his own structure of digital competence of preschool education specialists, which can be used by teachers, methodologists and managers of the preschool education system in order to determine personal deficits in the formation of digital competencies. The article presents the most accessible ways to form the digital competence of teachers and specialists of preschool education – in the format of self-education, as well as in the framework of the development of additional professional education programs. According to the results of the study, the conclusion is formulated that the formation of digital competence of a modern preschool teacher is one of the key aspects of the success of his professional activity in educational organizations and a really important component in the complex process of becoming a professional teacher who effectively uses digital tools in building a modern and effective educational process becoming a professional teacher who effectively applies digital tools in building a modern and effective educational process. Keywords: digitalization, digital competence of the teacher, digital educational resources, cloud tools of the teacher

scholarly journals Methods for Implementing Digitalization Processes in a Modern Preschool Educational Organization

2021 ◽  
Vol 16 (4) ◽  
pp. 132-142
Author(s):  
Sukhova Elena I. ◽  
◽  
Semichev Daniil M. ◽  
Keyword(s):  
Preschool Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Teaching Staff ◽  
Educational Organizations ◽  
School Employees ◽  
Educational Organization ◽  
Wide Range ◽  
Efficiency And Effectiveness

This article presents the ways of using digital technologies in solving the actual tasks of a preschool educational organization, namely: the use of digital tools in organizing work with children, parents (legal representatives), in solving the daily tasks of pre-school employees, in implementing management tasks, etc. The article reveals the importance of the process of digitalization of a modern educational organization as one of the key factors for the success of the implementation of the educational process, as well as in solving a wide range of issues in preschool education. The author notes a number of opportunities presented to the teams of preschool educational organizations when using digital tools. Applied research methods: theoretical-analysis of pedagogical and educational-methodical literature, articles of practical teachers and researchers in the field of education. The authors present their own tool-navigator for the implementation of the digitalization process of a modern preschool educational organization with an indication of specific tasks solved by the kindergarten teaching staff and digital tools that contribute to solving these tasks. The above – mentioned navigator tool can be useful for kindergarten teachers who directly organize the educational process with children and interact with parents (legal representatives), other specialists of preschool education when organizing their work, as well as the management staff of educational organizations. According to the results of the study, the conclusion is formulated that when using digital technologies in preschool education, a wide range of opportunities opens up for kindergarten teams that significantly update the activities of an educational organization and bring it to a completely new level, the level of mobility, efficiency and effectiveness of all processes occurring in it. The competent use of digital tools is one of the factors of the success of the activities of the kindergartens. Keywords: digitalization, digital tools of a teacher, digital educational resources, preschool educational organization, preschool education

Application of the augmented reality method in training of radio engineering students

2021 ◽  
Author(s):  
A.L. Gorbunov ◽  
E.E. Nechaev
Keyword(s):  
Augmented Reality ◽  
Engineering Education ◽  
Engineering Students ◽  
Educational Practice ◽  
Educational Process ◽  
Civil Aviation ◽  
Research Activity ◽  
Radio Engineering ◽  
Augmented Reality Technology

Third quarter of 2021 was marked by the appearance of technologically mature augmented reality (AR) equipment, which is positioned by the leaders of all leading IT companies as the next wave of radical changes in digital technology after the spread of smartphones. The process is accompanied by the beginning of the introduction of AR in education, applications of this kind are becoming widespread. Due to the comparative novelty and attractiveness for users, the educational practice of AR is ahead of the accompanying research activity. Despite the already existing large volume of publications on this topic, most of them are preliminary, dedicated to certain private aspects. A very problematic, although natural for a new technology, circumstance is the lack of publications on the consequences of long-term use of this tool in training. At the same time, there is no doubt that there is a significant potential for improving the efficiency of educational processes via AR, especially in university practice and when teaching students of radio engineering specialties. In the Russian Federation, there is a noticeable lag in the application of augmented reality technology in educational practice for students of specialties that are not directly related to software development. The purpose of this paper is to fill in this didactic gap in radio engineering education. The paper highlights the practice of using an augmented reality application for smartphones in the educational process for three months in 2021 at Moscow State Technical University of Civil Aviation. The specific capabilities of virtual and augmented reality technologies are correlated, the expediency of their use in education compared. The results of a long-term educational application of augmented reality are shown. The paper allows to identify promising problems of using augmented reality technology in radio engineering education from a research perspective, as well as to formulate didactic recommendations.

Sign in / Sign up

Export Citation Format

Share Document