TRANSFORMATIONS OF EDUCATIONAL TECHNOLOGIES BASED ON THE PRINCIPLES OF DIGITAL DIDACTICS

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.

Download Full-text

Media Pembelajaran Pengenalan Komponen Hardware Komputer Menggunakan Augmented Reality berbasis Android

INFORMATION MANAGEMENT FOR EDUCATORS AND PROFESSIONALS : Journal of Information Management ◽

10.51211/imbi.v5i1.1418 ◽

2020 ◽

Vol 5 (1) ◽

pp. 65

Author(s):

Renbarka Dwi Septana ◽

Mardi Yudhi Putra ◽

Ahmad Safei

Keyword(s):

Life Cycle ◽

Augmented Reality ◽

Learning Process ◽

Teaching And Learning ◽

Computer Hardware ◽

Learning Material ◽

Development Life Cycle ◽

Adobe Illustrator ◽

Multimedia Development ◽

Augmented Reality Technology

Abstrak: Teknologi informasi memberikan dampak yang signifikan dalam mendukung perkembangan media pembelajaran. Salah satu teknologi yang membantu dalam proses pembelajaran adalah Augmented Reality. Augmented Reality merupakan teknologi yang menggabungkan benda maya 2D atau 3D secara realtime yang diproyeksikan terhadap dunia nyata melalui devices seperti smartphone. Permasalahan yang diamati pada proses belajar mengajar di SMK, yakni materi pembelajaran disajikan dalam buku Lembar Kerja Siswa bergambar dua dimensi (2D) berwarna hitam putih sehingga siswa kesulitan memahami dan mengenali komponen hardware. Selain itu, belum memanfaatkan teknologi Augmented Reality sebagai media pembelajaran yang interaktif. Tujuan penelitian ini adalah membuat media pembelajaran dengan teknologi Augmented Reality sebagai alat bantu pembelajaran agar siswa dapat memahami materi pengenalan komponen hardware komputer. Model pengembangan penelitian ini menggunakan Multimedia Development Life Cycle (MDLC). Tools yang membantu dalam pebuatan Objek gambar 3D menggunakan Adobe Illustrator, Sketchup, Vuforia, dan Unity. Untuk bahasa pemrograman C# yang dibuat menggunakan software Microsoft Visual Studio. Hasil penelitian berupa aplikasi YATINDO AR sebagai media pembelajaran komponen hardware komputer dengan teknologi Augmented Reality berbasis android yang telah membantu para guru dalam memberikan pemahaman kepada siswa tentang materi yang ada pada buku Lembar Kerja Siswa (LKS). Kata kunci: Android, Augmented Reality, Media Pembelajaran, Hardware Abstract: Information technology has a significant impact in supporting the development of learning media. One of the technologies that helps in the learning process is Augmented Reality. Augmented Reality is a technology that combines 2D or 3D virtual objects in realtime that are projected to the real world via devices such as smartphones. The problems observed in the teaching and learning process at SMK, namely the learning material are presented in a black and white two-dimensional (2D) illustrated Student Worksheet book so that students have difficulty understanding and recognizing hardware components. In addition, they have not yet utilized Augmented Reality technology as an interactive learning medium. The purpose of this research is to create learning media with Augmented Reality technology as a learning aid so that students can understand the material on the introduction of computer hardware components. This research development model uses the Multimedia Development Life Cycle (MDLC). Tools that help in creating 3D image objects using Adobe Illustrator, Sketchup, Vuforia, and Unity. For the C # programming language created using Microsoft Visual Studio software. The result of the research is the YATINDO AR application as a learning media for computer hardware components with Android-based Augmented Reality technology which has helped teachers in providing understanding to students about the material in the Student Worksheet (LKS) book.

Download Full-text

Ethnosciences Based Augmented Reality on Botanical Garden

JUITA Jurnal Informatika ◽

10.30595/juita.v9i2.10602 ◽

2021 ◽

Vol 9 (2) ◽

pp. 173

Author(s):

Yunita Setiyaningsih ◽

Rohman Dijaya ◽

Suprianto Suprianto

Keyword(s):

Augmented Reality ◽

Plant Species ◽

Botanical Garden ◽

Modern Technology ◽

Future Generations ◽

Learning Material ◽

Natural Knowledge ◽

Augmented Reality Technology ◽

Android Applications ◽

The Times

Ethnosciences in natural knowledge needs to be developed as a learning material and insight. In the field of education, ethnoscience is not optimal if it is applied in theory or books. Along with the times, the theory of ethnoscience will be displaced by modern technology, therefore the means of knowledge need to be upgraded to more advanced media to gain new experiences, especially for future generations. Researchers are looking for an ethnoscience approach in the field of technology by taking samples of observations of plant species in the Botanical Gardens. The technology used to develop this media is Markerless Augmented Reality based on Android applications. Researchers use 3D plant model objects from plant species in functions for the environment, including: Waste particle absorbing plants; CO2-absorbing and O2-producing plants; Odor-absorbing/removing plants; Plants to deal with flooding; Absorbent/odor depressant plants; Plants to overcome inundation, Groundwater conservation plants; Beach safety and abrasion plants. The results of the implementation and testing of the application are built and run with the android.apk device. This application is called EARBot (Ethnoscience Based Augmented Reality on Botanical Garden) which is an educational application of knowledge about ethnoscience that uses Markerless Augmented Reality technology.

Download Full-text

Media Pembelajaran Interaktif Geometri Molekul Kimia Menggunakan Augmented Reality Berbasis Android

Indonesian Journal of Applied Informatics ◽

10.20961/ijai.v3i2.28238 ◽

2019 ◽

Vol 3 (2) ◽

pp. 44

Author(s):

Rifqi Mizan Aulawi

Keyword(s):

Augmented Reality ◽

Multimedia System ◽

Learning Material ◽

Learning Method ◽

Design Development ◽

Augmented Reality Technology ◽

Level Of Understanding ◽

Marker Distance ◽

Interactive Multimedia System ◽

Effect Of Light

Pelajaran kimia dikenal dengan materi yang memerlukan daya imajinasi ekstra. Rata-rata pelajar mempunyai tingkat pemahaman yang berbeda. Oleh karena itu pengajar perlu mencari media alternatif untuk meningkatkan minat dan pemahaman para pelajar. Salah satu media alternatif yang dapat dijadikan dalam pembelajaran kimia yakni teknologi Augmented Reality. Metode berbasis Android ini menyajikan pembelajaran dalam bentuk geometri molekul. Penelitian ini menggunakan pendekatan Interactive Multimedia System Design Development (IMSDD) untuk membangun sebuah aplikasi metode pembelajaran interaktif geometri molekul kimia berbasis Augmented Reality. Penelitian ini menghasilkan sebuah prototype aplikasi Augmented Reality geometri molekul yang mempunyai fitur menggunakan multimarker. Fitur tersebut dapat menggabungkan beberapa marker atom menjadi bentuk geometri molekul H2O, BCl2, BeF3, dan NH3. Tools untuk membangun aplikasi ini menggunakan Vuforia dan Unity3D. Hasil dari pengujian blackbox menunjukkan bahwa marker atom dan molekul yang terbentuk dari beberapa atom dapat terdeteksi dengan baik. Parameter yang diujikan meliputi deteksi marker, jarak, sudut dan pengaruh cahaya. Hasil analisis pengujian dapat disimpulkan bahwa multimarker dapat berjalan pada prototype aplikasi Augmented Reality geometri molekul namun hasil yang didapatkan marker harus dimodifikasi terlebih dahulu karena metode ini tidak dapat menggunakan marker sejenis (marker yang sama) seperti Hidrogen saja sehingga perlu dimodifikasi marker seperti marker Hidrogen 1, Hidrogen 2 dan Hidrogen 3._______________________________________AbstractChemistry is well-known as a subject which requires high imagination. Students commonly have different level of understanding. Thus, teachers need to look for other alternatives to increase students’ motivation and understanding in learning. One of the alternatives that can be used to learn Chemistry is Augmented Reality technology. This Android-based method provides learning material in the form of molecule geometry. This research uses Interactive Multimedia System Design Development (IMSDD) to create an Augmented-Reality-based application of interactive learning method of chemical molecule. This research obtains a prototype of an Augmented-Reality-based application of molecule geometry of which feature uses multi-maker. The feature can combine some atomic markers into molecule geometry of H2O, BCl2, BeF3, and NH3. The tools used to create this application are Vuforia and Unity3D. The result of blackbox testing shows that atomic and molecular markers which are formed by some atoms can be detected properly. Parameter tested consists of detection of marker, distance, angle, and effect of light. Based on the result of the analysis, it can be concluded that multi-maker method works on the prototype of Augmented-Reality-based application of molecule geometry. However, the result of the marker should be modified first because this method cannot use the same type of marker such as Hydrogen only, so the marker needs to be modified like Hydrogen 1, Hydrogen 2, and Hydrogen 3.

Download Full-text

Rekayasa Augmented Reality Planet dalam Tata Surya sebagai Media Pembelajaran Bagi Siswa SMP Negeri 57 Palembang

Jurnal Ilmiah Informatika Global ◽

10.36982/jig.v10i1.728 ◽

2019 ◽

Vol 10 (1) ◽

Author(s):

Agmita Clara Rosa ◽

Hastha Sunardi ◽

Herri Setiawan

Keyword(s):

Augmented Reality ◽

Solar System ◽

Unified Modeling Language ◽

Modeling Language ◽

Learning Material ◽

Unified Modeling ◽

Virtual Objects ◽

Marker Tracking ◽

Augmented Reality Technology ◽

Unified Process

ABSTRACTInformation Technology Utilization in teaching materials is considered very helpful in providing science learning material about the type of solar system, the texture and layers that are inside the planet. Augmented reality technology is combines two-dimensional or 3-dimensional virtual objects into a real three-dimensional environment and then projects virtual objects in real time and takes place simultaneously. Showing material, the application can also display images of planets in 3D animation objects along with planetary layers and practice questions, using text books as markers for augmented reality with marker tracking methods that can be used on android. The method used from this application is the Rational Unified Process and modeling the Unified Modeling Language (UML). Using C# programming language for coding programs that will be used in making augmented reality. By building a system of simulating the solar system of the planet Bima Sakti as an iteractive learning media for students using an Android-based augmented reality technology that is effective in providing information about the descriptions of planets and planetary layers, it is hoped that there will be added value for students to get to know the Creator. By knowing how great the universe is, students will certainly be able to understand the vastness of this universe, which of course there will be awareness for students that the Creator of this universe, of course, is greater than his creation and more powerful over his creation. So that the material from this application can be combined with religious studies, especially Islamic Religion.Keywords : Augmented Reality, Solar System. Interactive learning, C # (C Sharp), RUPABSTRAKPemanfaatan Teknologi Informasi pada bahan ajar untuk siswa dinilai sangat membantu dalam memberikan materi pembelajaran IPA tentang sistem tata surya jenis, tekstur dan lapisan yang ada didalam planet. Teknologi Augmented Reality adalah teknologi yang mengabungkan benda maya dua dimensi ataupun 3 dimensi kedalam sebuah lingkungan nyata tiga dimensi lalu memproyeksikan benda-benda maya tersebut dalam waktu nyata dan berlangsung bersamaan. Menampilkan materi, aplikasi juga dapat menampilkan gambar planet dalam objek animasi 3D disertai lapisan planet dan latihan soal, menggunakan buku teks sebagai marker untuk augmented reality dengan metode marker tracking yang dapat digunakan diandroid. Metode yang digunakan dari aplikasi ini adalah Rational Unified Process dan pemodelan Unified Modeling Language (UML). Menggunakan bahasa pemrograman C# untuk coding program yang akan digunakan dalam pembuatan augmentedreality. Dengan membangun system simulasi tata surya planet Bima Sakti sebagai media pembelajaran iteraktif bagi siswa menggunakan teknologi augmented reality berbasis android yang efektif dalam memberikan informasi tentang deskripsi planet dan lapisan planet, diharapkan ada nilai tambah bagi siswa untuk lebih mengenal Sang Pencipta. Dengan mengenal betapa besar jagat raya ini, maka siswa tentunya akan dapat memahami begitu luasnya alam ini, yang tentunya akan ada kesadaran bagi siswa bahwa Sang Pencipta alam raya ini, tentunya lebih besar dari ciptaannya dan lebih berkuasa atas ciptaannya. Sehingga materi dari aplikasi ini dapat dikombinasikan dengan pelajaran agama, khususnya Agama Islam.Kata kunci : Augmented Reality, Tata Surya, Pembelajaran Interaktif, RUP

Download Full-text

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

Education and Technologies Journal ◽

10.26883/2010.181.851 ◽

2018 ◽

Vol 9 (1) ◽

pp. 158-161 ◽

Cited By ~ 1

Author(s):

Vasilisa Valeova ◽

Keyword(s):

Augmented Reality ◽

Educational Environment ◽

Digital Generation

Download Full-text

LEARNING-ORIENTED AUGMENTED REALITY TECHNOLOGY

European Science Review ◽

10.29013/esr-19-11.12.1-42-46 ◽

2019 ◽

pp. 42-46

Author(s):

S. Poghosyan

Keyword(s):

Augmented Reality ◽

Augmented Reality Technology

Download Full-text

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

Педагогіка вищої та середньої школи ◽

10.31812/pedag.v51i0.3655 ◽

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.

Download Full-text