Didactical Model for Augmented Reality Adaptation in Educational Environment of the Digital Generation

2018 ◽  
Vol 9 (1) ◽  
pp. 158-161 ◽  
Author(s):  
Vasilisa Valeova ◽  
Keyword(s):  
Augmented Reality ◽  
Educational Environment ◽  
Digital Generation

THE PLACE OF AUGMENTED REALITY IN THE LEARNING PROCESS

2021 ◽  
Vol 12 (1) ◽  
pp. 244-248
Author(s):  
Vera Shopova ◽  
◽  
Ivan Dimitrov ◽  
Keyword(s):  
Augmented Reality ◽  
Interest Groups ◽  
Learning Process ◽  
Virtual World ◽  
Educational Environment ◽  
Good Practices ◽  
Smart Classroom ◽  
Teachers And Students ◽  
Scientific Report ◽  
Improve Student Learning

One of the most important aspects of meaningful reaching out to students is the ability to be engaged in their work. As a digital generation, today’s students want learning, not passive participation. Innovation-based hours are a fun, challenging, and effective way to deliver personalized inter-thedal connections. Augmented and virtual reality can be used to improve student learning and engagement. The educational environment and learning process can be transformed in a way that captivates students and meets their new digital needs. Augmented reality is the premise of creating a virtual world – real or imagined – and allows students not only to see it, but also to interact with it. Thus, the training itself becomes modern, interactive and practice-oriented. In the scientific report, the authors examine the essence of the concept of „augmented reality“. They note the benefits of introducing augmented reality into the learning process for teachers and students. The report shares good practices by describing applications they used to work and create resources (Google Expeditions, Smart Classroom AR, Merge EDU, Mozaik 3D, Lens Studio, Unity, etc.) science scholars in school hours and interest groups.

scholarly journals TRANSFORMATIONS OF EDUCATIONAL TECHNOLOGIES BASED ON THE PRINCIPLES OF DIGITAL DIDACTICS

2021 ◽  
pp. 91-95
Author(s):  
Sagan O.V. ◽  
Lazaruk V.Ye.
Keyword(s):  
Augmented Reality ◽  
Professional Competence ◽  
Educational Environment ◽  
Learning Material ◽  
Main Task ◽  
Analysis Of Results ◽  
Augmented Reality Technology ◽  
Expert Forecasts ◽  
Near Future ◽  
Real State

The article raises the issue of transformation of classical theory of learning into digital didactics, the system-forming element of which is the digital educational environment. The main task of the digital educational environment is to expand opportunities to build an individual educational trajectory of the learner through adaptive navigation in the learning material, the formation of interaction with a particular student to adapt he learning material according to his needs. In the offered structure of such environment the basic elements are allocated: technologies, resources and kinds of activity in their interrelation. The purpose of the article is to substantiate the technologies of the digital educational environment as its structural component, in particular augmented reality; in determining the real state of understanding, acceptance and use of this technology by teachers of general secondary education. Such general methods of scientific cognition as analysis, synthesis and generalization were used to study the problem field of the chosen topic; survey and analysis of results. The obtained results determine the goals for the nearest design and implementation of the educational environment: strengthening the material and technical base for synchronization and consolidation of resources of all subjects of network interaction; expanding the range of educational services through the use of digital resources; raising the level of professional competence of teachers to create and promote methodically literate content. The study showed an insufficient level of awareness and willingness of teachers to apply augmented reality technology in their own educational activities, the strengths and weaknesses of this innovation. Conclusions. AR tools and applications, including educational ones, have been found to be numerous and rapidly evolving. Expert forecasts for the widespread use of AR technologies in the near future update the development of the relevant direction in teacher training, the organization of scientific and methodological laboratories with the involvement of IT specialists to create methodically sound software for augmented reality technology in education.Key words:digital didactics, digital educational environment, modern digital technologies, augmented reality. У статті порушується питання трансформації класичної теорії навчання у цифрову дидактику, сис-темоутворюючим елементом якої стає цифрове освітнє середовище. Основним завданням цифрового освітнього середовища є розширення можливостей для побудови індивідуальної освітньої траєкторії здобувача освіти за рахунок адаптивної навігації у навчальному матеріалі, формування взаємодії з кон-кретним слухачем для адаптації навчального матеріалу відповідно до його потреб. У запропонованій структурі такого середовища виділено основні елементи: технології, ресурси і види діяльності в їх взаємозв’язку. Мета статті полягає в обґрунтуванні технологій цифрового освітнього середовища як його структурної компоненти, зокрема доповненої реальності; у визначенні реального стану розуміння, прийняття та використання цієї технології педагогами закладів загальної середньої освіти. Для вивчен-ня проблемного поля вибраної теми були задіяні такі загальні методи наукового пізнання, як аналіз, синтез та узагальнення; опитування та аналіз результатів. Отримані результати визначають цілі для найближчого проєктування і реалізації освітнього середовища: посилення матеріально-технічної бази для синхронізації і консолідації ресурсів усіх суб’єктів мережевої взаємодії; розширення спектра освіт-ніх послуг за рахунок використання цифрових ресурсів; підвищення рівня професійної компетентності педагогів для створення і просування методично грамотного контенту. Проведене дослідження пока-зало недостатній рівень обізнаності та готовності педагогів до застосування технології доповненої реальності у власній освітній діяльності, сильні і слабкі сторони такого нововведення. Висновки. З’я-совано, що інструменти і додатки AR, у тому числі освітнього спрямування, численні і швидко розви-ваються. Експертні прогнози стосовно широкого застосування вже найближчим часом технологій AR актуалізують розробку відповідного напряму у підготовці педагогів, організацію науково-методичних лабораторій із залученням фахівців IT-галузі для створення методично обґрунтованого програмного забезпечення з використанням технології доповненої реальності в освітньому процесі.Ключові слова: цифрова дидактика, цифрове освітнє середовище, сучасні цифрові технології, доповнена реальність.

scholarly journals The Blended Learning Science Training

2020 ◽  
Vol 24 (2) ◽  
pp. 39-46
Author(s):  
T P. Pushkaryeva ◽  
V. V. Kalitina
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Educational Environment ◽  
Reference Points ◽  
Professional Activity ◽  
Learning Technology ◽  
Face To Face ◽  
Informatics Training ◽  
Digital Generation ◽  
Technical University

Purpose of research. In conditions of digitalization of society and economy, information is considered to be the main value, not the material wealth. That is, information and information technologies are of particular importance today. Since the term “informatics" means both information science and the whole field related to the use of information and communication technologies, it can be concluded that the importance of students’ training in informatics, regardless of the specialty chosen, is increased. The main aim of the work is to identify the most effective technology of students’ training in informatics at the technical university, as representatives of the digital generation and to organize from these positions the methodology of training in informatics in the digital educational environment.Materials and methods. This article analyzed two models of training: face-to-face and electronic training revealed their positive and negative aspects. It has been established that in modern conditions of digitalization of society and education it is possible to optimally combine strengths of traditional education with advantages of electronic training technologies. The blended technology of the informatics training of the technical university students is offered as a harmonious combination of face-to-face and electronic training technologies. The use of blended learning technology in the informatics training leads to a change of the lecturer role and a reorganization of both the content of the discipline and the methods and means of learning. The reference points are the requirements for the specialists of digital society, the peculiarities of the digital generation of students and the principles of digital didactics, which ensure the formation and development of the competences required today.Results. The stages of design of the course “Informatics" on the blended training technology are described: design of the results of training on discipline; development of evaluation activities; development of a system of interaction between participants. According to the principles of the personal-centered approach to training, the content of the discipline has a modular structure. This allows the student to create their individual trajectory of informatics learning. In order to take into account the peculiarities of perception of information by representatives of the digital generation, the content of the course is presented using traditional methodology and nonlinear technologies of informatics training: concentric, parallel and cognitive; lectures are given as text, presentations and infographics; for each module a mental map is created, allowing to cover the content of the module in its entirety and study it not sequentially, but at its own discretion. Each module specifies the respective objectives and expected results of the training with an indication of the level on Bloom taxonomy. Control questions for theoretical material, execution of practical tasks, intermediate and final testing by module are identified as evaluation measures.Conclusion. It is shown that training in informatics according to a blended model provides an increase in the level of students ’ motivation to learn and the level of theoretical material understanding; increasing their level of activity in the informatics learning in the information and educational environment and forming communication competences; students mastering new activities; flexibility, mobility, and learning availability. All this in the end contributes to the formation of competences required for successful professional activity in modern conditions. 

scholarly journals ON THE IMPLEMENTATION OF CERTAIN DIDACTIC PRINCIPLES IN THE ELECTRONIC INFORMATION AND EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

2021 ◽  
Vol 9 (3) ◽  
pp. 249-257
Author(s):  
A.V. Yeltsov ◽  
◽  
L.F. Yeltsova ◽  
Keyword(s):  
Augmented Reality ◽  
Cognitive Abilities ◽  
Flipped Classroom ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Electronic Information ◽  
Educational Product ◽  
Virtual And Augmented Reality ◽  
The University

The article defines the role of the electronic information and educational environment (EIEE) of the university in modern education. The advantages of the implementation of didactic principles in modern university training using integrative and competent approaches are considered. It is indicated that the electronic information and educational environment provides access to high-quality educational e-resources that have passed scientific and methodological expertise and creates conditions for solving the problem of searching for reliable educational data. ICT included in the electronic information and educational environment allow conducting all types of tutorials and attestations using remote educational technologies and e-learning. The content of the digital educational product, which is determined by pedagogical goals and didactic principles of higher professional training is discussed. The educational process in the EIEE should be carefully planned and provided with methodically proved educational content and contain a valid complex of methodological and assessment materials. It is underlined that the effectiveness of the EIEE application in the educational process depends on the quality of the electronic educational and methodological complex. The article deals with the didactic principles of training, which realization is facilitated by using electronic information and educational environment. It is noted that the most significant digital technologies for studying at the university are: virtual and augmented reality, artificial intelligence and the technology of electronic identification of the trainee. It is indicated that chat bots are effective to provide feedback and assistance in mastering the content of educational disciplines. Advantages of the visibility principle implementation in digital education with the use of means of virtual and augmented reality, as well as the principle of individualization of training using programs for determination of cognitive abilities level of trainees are described. It is noted that the EIEE allows the use of the educational technology of “flipped classroom or flipped learning”.

scholarly journals Pengenalan Teknologi Augmented Reality untuk Media Edukasi Koleksi Museum SMB II di Masa Pandemi Covid-19

Bakti Budaya ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 143-151
Author(s):  
Shinta Puspasari ◽  
M.I. Herdiansyah
Keyword(s):  
Augmented Reality ◽  
Educational Environment ◽  
Public Knowledge ◽  
Regional Culture ◽  
Cultural Education ◽  
The Public ◽  
City Culture ◽  
Public Society

The program carried out to introduce the existence and use of AR technology-based applications for the Palembang cultural education media at the Sultan Mahmud Badaruddin II Museum which was effectively used during the Covid-19 pandemic. During the pandemic, the SMB II museum was closed to the public. The Program consisted of application socialization and application testing carried out with the target of the public society, namely visitors to the SMB II Museum and the Educational environment such a campus for wider dissemination among Millennials. After being implemented, it was found that the activity was effective for increasing public knowledge and understanding about the existence and usefulness of the AR Museum SMB II application. Hopefully, with the support of the Palembang City Culture Department, the application can be widely used by the public society and support the role of the SMB II museum in Palembang cultural education to maintain the resilience and preservation of regional culture especially in Palembang. ===== Kegiatan pengabdian kepada masyarakat yang dilakukan dengan tujuan untuk memperkenalkan keberadaan dan kegunaan aplikasi berbasis teknologi augmented reality untuk media edukasi budaya Palembang di Museum Sultan Mahmud Badaruddin II yang efektif dimanfaatkan pada saat pandemic Covid -19. Pada masa pandemi museum SMB II ditutup untuk umum.  Agenda kegiatan terdiri dari sosialisasi aplikasi dan pengujian aplikasi yang dilaksanakan dengan sasaran masyarakat umum, yaitu pengunjung Museum SMB II dan lingkungan kampus untuk penyebaran yang lebih luas di kalangan generasi Milenial. Setelah dilaksanakan diperoleh hasil bahwa kegiatan tersebut efektif meningkatkan pengetahuan dan pemahaman masyarakat tentang keberadaan dan kegunaan aplikasi AR Museum SMB II. Dengan dukungan dari Dinas Kebudayaan Kota Palembang, diiharapkan aplikasi AR dapat dimanfaatkan secara luas oleh masyarakat serta mendukung peran museum SMB II khususnya dalam pendidikan budaya Palembang sehingga dapat menjaga ketahanan dan kelestarian budaya daerah khususnya Palembang.

scholarly journals Prospects of Using the Augmented Reality for Training Foreign Students at the Preparatory Departments of Universities in Ukraine

2018 ◽  
Vol 51 ◽  
pp. 115-122 ◽  
Author(s):  
Наталя Зінонос ◽  
Олена Віхрова ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Foreign Students ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Mathematical Education ◽  
Scientific Publications ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
Mathematical Preparation

Zinonos N.O., Vikhrova O.V., Pikilnyak A.V. Prospects of Using the Augmented Reality for Training Foreign Students at the Preparatory Departments of Universities in Ukraine. The purpose of the study is to highlight the potential and the prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities. Objectives of the study: to determine the peculiarities of the virtualization of the training of foreign students at the preparatory departments of universities, as well as the possibilities of using the technology of complementary reality in the teaching of mathematics. Object of research: a virtually oriented educational environment of foreign students at the preparatory departments of universities. Subject of research: virtualization of learning with the augmented reality of mathematical education of foreign students at the preparatory departments of universities. Used research methods: theoretical — analysis of scientific and methodological literature; empirical-study, observation of the educational process. Results of the research: on the basis of the analysis of scientific publications, the notion of virtualization of education and the virtually oriented educational environment of foreign students at the preparatory departments of higher educational institutions is described. The main conclusions and recommendations: 1) the article outlines the possibilities and prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities; 2) the considering the various targets of mobileapplications, which are used in solving mathematical problems, as well as analysis of the characteristics of various practical achievements of using the augmented reality in the mathematical preparation for foreign students at the preparatory departments of universities, it is planned to devote a separate work.

scholarly journals “Digital generation” and knowledge in human sciences: teaching communication experience

2021 ◽  
Vol 273 ◽  
pp. 10018
Author(s):  
Georgiy Myasischev ◽  
Olga Gaibaryan
Keyword(s):  
Educational Environment ◽  
Current Situation ◽  
Information Resources ◽  
Educational Resources ◽  
Digital Culture ◽  
Human Sciences ◽  
Digital Space ◽  
Digital Generation

The article analyzes the current situation of digitalization in education, considers the characteristics and features of the transition to digital culture, presents the main levels of transformation of the concept of “digital culture” in the aspect of humanitarian knowledge, and identifies the main vectors of the formation of the studied type of culture. In this article, the authors aim to highlight some issues of pedagogical communication in the context of digitalization of the educational environment and the place and role of humanitarian knowledge in it. The digital space provides the teacher with ample opportunities for dialogue with the student. The task of the teacher in this case is to meet the cultural needs of students, to have the skills to work with information resources. The task of humanitarian education now is to fill the niche of dubious educational resources with interesting and professionally correct content, to form an objective attitude to the humanitarian component of education in society.

Integrating Technology-Enhanced Collaborative Surfaces and Gamification for the Next Generation Classroom

2017 ◽  
Vol 45 (3) ◽  
pp. 309-325 ◽  
Author(s):  
Reneta P. Barneva ◽  
Kamen Kanev ◽  
Bill Kapralos ◽  
Michael Jenkin ◽  
Boris Brimkov
Keyword(s):  
Augmented Reality ◽  
Mobile Apps ◽  
Educational Environment ◽  
Human Anatomy ◽  
Smart Board ◽  
Instructional Process ◽  
Game Mechanics ◽  
Experimental Implementation ◽  
Interactive Surface ◽  
Enhance Student Learning

We place collaborative student engagement in a nontraditional perspective by considering a novel, more interactive educational environment and explaining how to employ it to enhance student learning. To this end, we explore modern technological classroom enhancements as well as novel pedagogical techniques which facilitate collaborative learning. In our setup, the traditional blackboard or table is replaced by a digitally enabled interactive surface such as a smart board or a tabletop computer. The information displayed on the digital surface can be further enhanced with augmented reality views through mobile apps on student smartphones. We also discuss ways to enhance the instructional process through elements of game mechanics and outline an experimental implementation. Finally, we discuss an application of the proposed technological and pedagogical methods to human anatomy training.

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