scholarly journals Augmented Reality Technology in Handball Teaching Based on Wireless Communication Environment

2021 ◽  
Author(s):  
Qin Fan ◽  
Deying Li
Keyword(s):  
Augmented Reality ◽  
Wireless Communication ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Communication Environment ◽  
Augmented Reality Technology ◽  
Group B ◽  
Experimental Group

Abstract With the popularization of augmented reality technology in the field of teaching, the development from traditional teaching display to classroom application has greatly promoted the information-based teaching work. The work of this study is to use augmented reality technology in a wireless communication environment to apply to handball guidance. In this study, 13 handball teachers (coaches) and 103 student athletes were selected as subjects from seven traditional handball schools in our state. All subjects were tested in the Kolb learning style test scale (klsi 1985). It is divided into four groups: group A, group B, group C, and group D, depending on the various learning styles. These correspond to type of variance, type of assimilation, type of convergence, and type of adaptation. In this study, experimental staff were divided into two groups: a traditional learning control group and an experimental group of AR technology education. The results show that the improvement value of the experimental group before and after learning is 8.65, while that of the control group is 5.625. In terms of knowledge and skills, process and method, and emotional attitude, the use of AR makes assimilative and convergent learners have better learning performance than decentralized and adaptive learners. The conclusion is that the effect of augmented reality technology under wireless communication is excellent and effective in handball teaching. This study provides a new method for intelligent teaching.

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

2017 ◽  
Vol 7 (12) ◽  
pp. 1200 ◽  
Author(s):  
Dodi Mulyadi ◽  
Dwi Rukmini ◽  
Issy Yuliasri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Analysis Of Variance ◽  
Strategy Instruction ◽  
Control Group ◽  
Top Down ◽  
Listening Proficiency ◽  
Visual Learners ◽  
The Individual ◽  
Experimental Group

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.

scholarly journals Sustainable Education Using Augmented Reality in Vocational Certification Courses

2021 ◽  
Vol 13 (11) ◽  
pp. 6434
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Self Efficacy ◽  
Learning Technologies ◽  
Reflective Learning ◽  
Control Group ◽  
Learning Approach ◽  
Learning Effectiveness

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

Improving programming skills: the use of learning style theory and the instant response supplement tool

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chin-Feng Lai ◽  
Yu-Lin Jeng ◽  
Sheng-Bo Huang
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Background Knowledge ◽  
Learning Performance ◽  
Control Group ◽  
Problem Solving Skills ◽  
Content Type ◽  
Learning Group

PurposeIn a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.Design/methodology/approachThe authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.FindingsAccording to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.Research limitations/implicationsThere are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.Originality/valueThe IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.

scholarly journals Autonomous Learning for Proficiency Level İn Foreign Language Development of Graduate Students

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Control Group ◽  
Student Centred Learning ◽  
Experimental Group

Also called student-centred learning, autonomous learning is a multifaceted and self-motivated study skill that relates to a change in focus in the learning environment from the teacher to the student or from teaching to learning (Taylor 2000, p. 107). Its impact on linguistic competence has been investigated over time and the two have been found to be correlated. This survey was conducted in Balıkesir University in academic years of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. The aim of the study is to investigate the impacts of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. Two kinds of questionnaires were administered: the first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ), developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The study involved the YDS test that measured the performance of the control and experimental groups to find out the differences. The study involved 15 sample YDS tests that were administered after every two weeks of instructions. Before the training commenced, there were some preliminaries that were being applied to determine the advancement in the level of proficiency and the level of trainees.  The results indicate that the male graduate students from both groups performed better than the female learners. The results also reveal that the control group scored a mean of 38, 86 while the experimental group recorded 38, 06 in the first test. Throughout all tests, the experimental group only scores a few points less. The ultimate YDS (The formal Proficiency Exam) score was (control group= 48; experimental group =47), which is almost the same. There is no meaningful difference between the control and experimental group.

A Comparative Study of Learning Styles between Online and Traditional Students

2007 ◽  
Vol 37 (1) ◽  
pp. 41-63 ◽  
Author(s):  
Yuliang Liu
Keyword(s):  
Learning Styles ◽  
Comparative Study ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Graduate Course ◽  
Control Group Design ◽  
Face To Face ◽  
Course Materials ◽  
And Control

This comparative study was designed to investigate how online and traditional face-to-face (FtF) students used different learning styles in a graduate educational course. A nonequivalent control group design was employed. The study involved 19 students in an experimental group (online section) and 25 students in a control group (FtF section) in a graduate course in the Fall semester of 2004. Although no significant statistical differences were detected in learning styles at pretest, significant statistical differences were found in many learning style subscales at posttest between experimental and control groups. Specifically, at the end of the course, online students seemed to have a higher preference for peer interaction, competition, interaction with the instructor, details of the course materials, independence, authority, reading, direct experiences, and clear goal setting than their counterparts in the FtF section. No significant statistical differences were detected in learning performance between both groups. Implications resulted from the study.

scholarly journals Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students

2019 ◽  
Vol 12 (3) ◽  
pp. 59 ◽  
Author(s):  
Dina A. Ismaeel ◽  
Ensaf N. Al Mulhim
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Personal Characteristics ◽  
Interactive Learning Environments ◽  
Positive Attitudes ◽  
Tolerance For Ambiguity ◽  
Augmented Reality Technology

This paper aims to investigate the influence of augmented reality technology on the achievement and attitudes of student tolerance for ambiguity. Seventy-eight undergraduate students at King Faisal University participated in the experiment, in two groups according to their learning style (tolerant or intolerant of ambiguity). The findings revealed that augmented reality technology helps ambiguity-tolerant students improve achievement and form positive attitudes toward the use of augmented reality in learning more than it does those who are ambiguity intolerant. The study promotes taking account of students’ learning styles and personal characteristics when designing interactive learning environments, to provide the best learning experience for their preferences.

scholarly journals EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

E-Structural ◽  
2019 ◽  
Vol 1 (02) ◽  
pp. 123-141
Author(s):  
Dodi Mulyadi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Strategy Instruction ◽  
Vital Role ◽  
Control Group ◽  
Translation Strategy ◽  
Explicit Strategy Instruction ◽  
Efl Students ◽  
Visual Learners ◽  
Experimental Group

Abstract. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students’ listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students’ listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction.   The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated that explicit listening strategy instructions have raised students’ direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students’ mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups — meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction.

scholarly journals Utilization Of Augmented Reality In Automotive Subjects For Basic Competencies Of Four-Wheeled Vehicle Brake Systems

2021 ◽  
Vol 3 (2) ◽  
pp. 40-45
Author(s):  
Muhammad Farkhan ◽  
Endang Setyati ◽  
Francisca Haryanti Chandra
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning System ◽  
Control Group ◽  
Teaching Aids ◽  
Post Test ◽  
Augmented Reality Technology ◽  
The Difference ◽  
Experimental Group ◽  
Test Result

In automotive learning, teachers generally use books and teaching aids as learning media. Automotive learning outcomes show the low value of learning outcomes. Thus a learning media is needed that can help improve learning outcomes. One way to overcome this problem is to use learning media that utilize augmented reality technology. In this study, a learning media using augmented reality technology based on android was developed to simulate the brake system on four-wheeled vehicles in 3 dimensions. The Augmented Reality work system used is marker based tracking, and uses 3D Max software and the Vuforia plug-in. In terms of pedagogy, this learning system uses the Modality Principle. Participants are class XI students of SMK YPM 4 Taman. This research uses experimental research. The students involved were 44 students divided into 2 groups, with each group consisting of 22 students. Both groups received a pre-test and a post-test. The experimental group was given treatment with Augmented Reality-based learning media, while the control group did not use conventional learning media. After making comparisons, the results show less than optimal due to the pandemic period. The results showed that the pre-test result between the control group and the experimental group was 49.32, and the post-test result for the control group was 62.73, while for the experimental group it was 73.18. So that from the difference in the difference in post-test scores between the experimental group and the control group shows that the treatment factor by providing Augmented Reality-based learning media in the experimental group has an influence. From observations and interviews, students were more active in learning activities and students were eager to take part in learning. This proves that students are interested in this media which can generate motivation to learn.

Adaptation with Four Dimensional Personalization Criteria Based on Felder Silverman Model

2017 ◽  
Vol 15 (4) ◽  
pp. 1-20
Author(s):  
Drissi Samia ◽  
Abdelkrim Amirat
Keyword(s):  
Learning Styles ◽  
Cognitive Load ◽  
Learning Style ◽  
Teaching And Learning ◽  
Electronic Media ◽  
Control Group ◽  
Personal Factors ◽  
Learning Content ◽  
Set Up ◽  
Experimental Group

In the past decades, various systems have been proposed to provide students with a better learning environment by taking personal factors into account. Learning styles have been one of the widely adopted factors in the previous studies as a reference for adapting learning content or organizing the content. However, very few researchers give an idea of matching e-media with appropriate teaching and learning styles and very few studies give an idea of which appropriate combinations of electronic media and learning styles are more effective than other. In this paper, the authors aim to prototype an AFDPC-FS system (Adaptation with Four Dimensional Personalization Criteria based on Felder Silverman model). Their system presents a general framework for combining and adapting teaching strategies, learning styles and electronic media according to Felder-Silverman's learning style model. An experiment was designed to explore the effect of adaptation to different learning styles when learning materials were matched with learning styles. In particular it was set up to see whether there are significant differences in learning achievement and cognitive load between two groups, an experimental group who studied with learning style-fit version and a control group who studied with non-fit version of the system without adaptation to learning styles. The experimental results showed that the proposed system could improve the learning achievements of the students. Moreover, it was found that the students' cognitive load was significantly decreased.

scholarly journals Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies

2020 ◽  
Vol 8 (4) ◽  
pp. 27-32
Author(s):  
Fatma Büşra Azi ◽  
Şemseddin Gündüz
Keyword(s):  
Augmented Reality ◽  
Social Studies ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
Augmented Reality Application ◽  
Post Test ◽  
Augmented Reality Technology ◽  
And Control ◽  
Experimental Group

The overall purpose of this study is to determine the effect of augmented reality applications on students’ success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students’ failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.

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