SUBJECTIVE AND OBJECTIVE EVALUATIONS OF 3D VISUALISATION IMPACT OF AUGMENTED REALITY OBJECTS FOR AUTHENTIC LEARNING

Author(s):  
Arkendu Sen ◽  
Lakshmi Selvaratnam ◽  
Joo Wee Tan
2021 ◽  
Vol 2 (2) ◽  
pp. 1-18
Author(s):  
Monika Heyder ◽  
Stefan Höffken ◽  
Constanze Heydkamp

Public involvement in urban planning is not new, but with recent innovations in the ICT sector and their rapid uptake by society, urban planners and public authorities have access to new digital means to facilitate it. The article focuses on the potential of digital solutions for stakeholder participation during the whole lifecycle of the urban neighborhood, such as participatory maps, 3D-visualisation, augmented reality, and virtual reality, and emphasizes their specifics. The article draws on diverse project experiences in Germany, but the authors argue its relevance for other cases in Europe and worldwide.


Author(s):  
Kai-Yi Chin ◽  
Ya-Chuan Kao ◽  
Ching-Sheng Wang

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.


2020 ◽  
Vol 1 (1) ◽  
pp. 81-95
Author(s):  
Heidi Tan Yeen-Ju ◽  
Neo Mai ◽  
Neo Tse Kian ◽  
Hew Soon Hin ◽  
Muhammad Syahmi bin Abd Aziz

This paper presents a study that looked into the use of AR Technology with Authentic learning elements to develop AR-enhanced learning materials that can be used in a classroom.


Computers ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques

The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.


ASHA Leader ◽  
2013 ◽  
Vol 18 (9) ◽  
pp. 14-14 ◽  
Keyword(s):  

Amp Up Your Treatment With Augmented Reality


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