scholarly journals AUGMENTED REALITY IN FACILITATING LEARNING: A REVIEW

2021 ◽  
Vol 10 (01) ◽  
pp. 74-85
Author(s):  
Azmah Saat ◽  
Nur Izah Ab. Razak ◽  
Razif Abas ◽  
Rahmita Wirza O.K. Rahmat
Keyword(s):  
Deep Learning ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Research Areas ◽  
Learning Aids ◽  
Life Long Learning ◽  
Augmented Reality Application ◽  
The Impact ◽  
Motivate Learning

The present study reviews the augmented reality application in the education area. Justification of the use is to improve the learning motivation and outcome of students through the use of a deep learning approach. A deep learning approach is associated with better academic performances. Augmented reality provides a tool to motivate learning and understanding in the student. In the medical domain, augmented reality may serve as replacement of cadavers especially during online learning. The main aim of the current review is to reflect the use of augmented reality as a teaching and learning tool to motivate and promote the deep learning approach process which includes life-long learning and possible research areas that warrant and assess the impact of augmented reality on academic performance. Augmented reality may be a tool in complementing the learning aids of the conventional methods of teaching and learning.

scholarly journals The Impact of Arabic Part of Speech Tagging on Sentiment Analysis: A New Corpus and Deep Learning Approach

2021 ◽  
Vol 184 ◽  
pp. 148-155
Author(s):  
Abdul Munem Nerabie ◽  
Manar AlKhatib ◽  
Sujith Samuel Mathew ◽  
May El Barachi ◽  
Farhad Oroumchian
Keyword(s):  
Deep Learning ◽  
Sentiment Analysis ◽  
Learning Approach ◽  
Part Of Speech Tagging ◽  
Part Of Speech ◽  
The Impact ◽  
Speech Tagging

Implementation of Augmented Reality in “3.0 Learning” Methodology

2013 ◽  
pp. 391-413 ◽  
Author(s):  
Ernest Redondo ◽  
Isidro Navarro ◽  
Albert Sánchez ◽  
David Fonseca
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Qr Codes ◽  
Architecture Education ◽  
Web Based ◽  
Degree Of Satisfaction ◽  
Augmented Reality Technology ◽  
The Impact

This chapter discusses the impact of using social media resources and new emerging technologies in teaching and learning processes. The authors of this chapter focus on Spanish architecture-education framework by analyzing three case studies carried out by students finishing architecture and building degrees. Students’ interaction with this resources is assessed, as well as their derived academic results, and the degree of satisfaction from students and teachers using these resources and technologies. To conduct the study, the authors worked with Web based freeware applications, such as Dropbox, blogging systems, Moodle, YouTube, Wikipedia, and Google Maps. Mobile devices, such as smartphones and tablets PCs, were used to test QR-Codes (Quick Response Codes) and Augmented Reality technology based applications as Junaio and Ar-Media Plugin.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

scholarly journals Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

scholarly journals The usability analysis of using augmented reality for linus students

2019 ◽  
Vol 13 (1) ◽  
pp. 58
Author(s):  
Kamariah Awang ◽  
Syadiah Nor Wan Shamsuddin ◽  
Ismahafezi Ismail ◽  
Norkhairani Abdul Rawi ◽  
Maizan Mat Amin
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Mobile Application ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Education Development ◽  
Usability Test ◽  
The Impact

<p>Mobile technology with Augmented Reality has become popular worldwide with a broad range of users, including students from all levels of education and the impact of mobile technology in classrooms has been extensively studied. This technology can be the source of motivation for LINUS students especially students with disabilities. The word usability also refers to the methods to improve the ease of use during a design process. Among the difficulties in teaching a LINUS student is the lack of visual media for understanding the subject especially in basic mathematics such as evaluating a number and calculating the number. The objective of the study was to evaluate the usability of using Augmented Reality in a mobile application among LINUS students in primary schools. This study used survey data gathered from 32 LINUS students of 3 different primary schools in Marang and Kuala Terengganu Districts. The questionnaire collected data on five construct of usability test to the LINUS students. The students used the mobile application while being guide by their teacher. They navigated all the buttons provided and answered the quiz too. The criteria of usability test consist of five constructs. The students showed a significant interest in learning numbers by actively participating in the LINUS sessions. The usability level was measured based on the five constructs. In summary, the augmented reality mobile application has a great potential to be used in teaching and learning, as in the Malaysia Education Development Plan 2013-2025 especially on the LINUS students.<em></em></p>

scholarly journals QuiRA: An Augmented Reality Application to Support Chemistry Learning

2018 ◽  
Author(s):  
Letícia Porto Soares ◽  
Camilo Alves Carvalho ◽  
Luis Paulo da Silva Carvalho ◽  
Manuela Amaral De Araújo ◽  
Paulo Henrique Teixeira Silva ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Technology ◽  
Computer Animation ◽  
Teaching And Learning ◽  
Daily Life ◽  
Two Dimensions ◽  
Abstract Concepts ◽  
Virtual Objects ◽  
Chemistry Learning ◽  
Augmented Reality Application

The volume of information which contemporary student has access is huge, and they are surrounded by smartphones, tablets, internet and computers in an almost inseparable way from their daily life. Therefore, we think that it is important that schools should consider the insertion of technological instruments in the classroom to attend the students’ interest in these devices. One of the alternatives is combining Augmented Reality and mobile technology to enable the interaction with virtual objects by overlapping them with real environment. These technologies may become allied in the process of teaching and learning abstract concepts of various subjects. In this context, QuiRA is proposed to help the teaching of Chemistry, an ideal field to explore questions about the use of computer animation due to the difficulty of visualizing its concepts in two dimensions. This article discusses the details about the QuiRA application and the demonstration of its use for visualizing chemical molecules.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

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