scholarly journals Real-World Oriented Smartphone AR Supported Learning System Based on Planetarium Contents for Seasonal Constellation Observation

2019 ◽  
Vol 9 (17) ◽  
pp. 3508 ◽  
Author(s):  
Ke Tian ◽  
Mayu Urata ◽  
Mamoru Endo ◽  
Katsuhiro Mouri ◽  
Takami Yasuda ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Junior High School ◽  
Real World ◽  
Learning System ◽  
Science Museum ◽  
Astronomical Observation ◽  
Significant Difference ◽  
Learning Programs ◽  
Observation Learning

A popular astronomical concept covered by projection learning programs in the planetarium is seasonal constellation. However, a planetarium’s learning environment is limited to virtual scenes, where learners can observe seasonal constellations, but there is a significant difference between reality and the learners’ imagination regarding constellations. It is important to create a real-world oriented observation learning environment for observing seasonal constellations. Augmented reality has proved to be a powerful tool for astronomical observation learning. In this paper, augmented reality (AR) contents and 2D contents are used to develop a smartphone-based learning system called the Real-World Oriented Smartphone AR Learning System (R-WOSARLS) for seasonal constellation observation, which is based on the planetarium contents of the planetarium of the Nagoya City Science Museum, for seasonal constellation learning. Two experiments were conducted to evaluate the usefulness, usability, and learner satisfaction of our system in university and junior high school, respectively. The results show that R-WOSARLS is an effective learning tool for constellation observation and learning, and it enhances learners’ motivation to pursue seasonal constellation learning. Moreover, R-WOSARLS could be a teaching tool not only to help students learn more than with traditional instruction, but also to stimulate their interest in astronomical phenomena outside of school.

scholarly journals An augmented reality learning system for Japanese compound verbs: study of learning performance and cognitive load

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Xuewang Geng ◽  
Masanori Yamada
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Language Learning ◽  
Learning System ◽  
Learning Performance ◽  
Learning Methods ◽  
Significant Difference ◽  
Image Schema ◽  
Compound Verbs ◽  
Improved Performance

Abstract To address the difficulties related to acquiring Japanese compound verbs, which lack the clarity of verb combinations and the opacity of compound verb meanings, we designed and developed an augmented reality (AR) learning system based on image schema and AR animations. We investigated the effects of the AR-based language learning system developed in this study on the learning performance and cognitive load of an AR learning system and paper-based image schema materials. This study also examined the correlation between learning performance and cognitive load. Learners of these two learning methods had significantly improved performance on post-tests. Especially, regarding the retention of knowledge, the AR learning system was more effective. However, there was no significant difference in the perceived cognitive loads between the two learning methods. It is also found that the learning performance of the two learning methods was related to the perceived different types of cognitive load.

scholarly journals SEKOLAH DASAR KONTEMPORER DENGAN FLEKSIBILITAS DAN KONEKTIVITAS RUANG SEBAGAI STRATEGI DESAIN

2020 ◽  
Vol 1 (2) ◽  
pp. 1315
Author(s):  
Martha Paramitha Maeliva ◽  
Maria Veronica Gandha
Keyword(s):  
Learning Environment ◽  
Formal Education ◽  
Technological Development ◽  
Education Institution ◽  
Design Strategies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Generation Z ◽  
Significant Difference ◽  
Learning Programs

Information and Communication Technology has always been part of the lives of millennials, generation Z and Alpha, a significant difference in the learning process compared to previous generations. In the current educational environment, the meaning of "knowing" has shifted from being able to remember and repeat information to being able to find and use it. In an era with rapid technological development, student-centered learning environments are more constructivist and flexible and more suitable for building student’s knowledge. To prepare students for success in the development of the knowledge economy, new developments in the education system and learning environment are needed. The learning model in terms of curriculum, room quality, space configuration, and the program is adapted to the millennial teachers teaching behavior and generation Z and alpha students learning behavior so as to produce a collaborative learning environment between the millennial generation as teachers and generation Z and alpha as students. Contemporary schools with design strategies that provide flexibility, connectivity, freedom, space for social interaction and the education of their students. Curiculum and space programs that provide innovative elementary learning programs for indoor and outdoor play and learning taking into account children's physical, cognitive, emotional and social developmental aspects. Contemporary Elementary School is a mandatory formal education institution for children aged 7-12 years with a 6 years term that integrates contemporary education methods in the perspective of millennial, Z and Alpha.

scholarly journals Efficient Cognitive Skill Based Learning System using Augmented Reality

2020 ◽  
Vol 9 (3) ◽  
pp. 723-727
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Teaching And Learning ◽  
Cognitive Skill ◽  
Learning System ◽  
Educational Institutions ◽  
Research Attention ◽  
Tangible Computing ◽  
Online Mode ◽  
New Type

Augmented Reality provides an interactive experience by imposing virtual objects over real world environment and used in different field in learning, entertainment, or edutainment by developing higher order cognitive and practical learning skills. With the infusion of digital technology, nowadays all the educational institutions adapted the online mode learning environment like smart classroom for content delivery, Webcast Lecture by using AR. AR attracts research attention for its ability to allow students to be immersed in realistic experiences. AR will allow learners too deep about real time and cognitive skill development experiences. Recent scenario in education and academic sectors needs emerging technologies for learning system. In that scenario AR technology will be used to create new type of self-learning and automated application in academic. This technology is used to enhance the teaching and learning for students in effective way and efficient too. Even this technology will attract the students to learn fast and improve the cognitive skill also. This is a new standard, merging features from ubiquitous computing, tangible computing, and social computing. The benefits of this proposed component include inspiring deep and thoughtful education, in real world problems and challenges can be refining the creative problem solving abilities while also as long as exposure/ new perception. This proposed research paper goals to improve present educational system using Augmented Reality.

scholarly journals Embedding Augmented Reality Technology In The Educational Learning System

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Fawad Alam, Khurram Iqbal, Syed Asim Ali
Keyword(s):  
Computer Vision ◽  
Augmented Reality ◽  
Learning Environment ◽  
Learning System ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
3D Objects ◽  
3D Environment ◽  
Augmented Reality Technology ◽  
School Books

Augmented Reality (AR) technology has effective potential that enhances and replaces the old way of learning into a new digitized smart learning environment by converting the school books into a virtual 3D environment, which helps students extracting and absorbing complex concepts in less amount of time. AR is a computer vision-based technology that works by tracking the surrounding using a smartphone camera and then superimposing virtual 3D objects into the real world. The capabilities of AR make classes more engaging, collaborative, and interactive. Studying may not be every student's cup of tea but with the help of a smart learning environment; school lessons can be much more interesting, interactive, and fun to learn. This article aims to brief insight that the interactive AR chemistry application may lead the students to grasp difficult concepts of chemistry more easily entertainingly and engagingly.  

Real-world environment affects the color appearance of virtual stimuli produced by augmented reality

2019 ◽  
Vol 2019 (1) ◽  
pp. 237-242
Author(s):  
Siyuan Chen ◽  
Minchen Wei
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Mixed Reality ◽  
Rapid Development ◽  
Light Level ◽  
Color Appearance ◽  
Chromatic Adaptation ◽  
Lighting Condition ◽  
The Real ◽  
World Environment

Color appearance models have been extensively studied for characterizing and predicting the perceived color appearance of physical color stimuli under different viewing conditions. These stimuli are either surface colors reflecting illumination or self-luminous emitting radiations. With the rapid development of augmented reality (AR) and mixed reality (MR), it is critically important to understand how the color appearance of the objects that are produced by AR and MR are perceived, especially when these objects are overlaid on the real world. In this study, nine lighting conditions, with different correlated color temperature (CCT) levels and light levels, were created in a real-world environment. Under each lighting condition, human observers adjusted the color appearance of a virtual stimulus, which was overlaid on a real-world luminous environment, until it appeared the whitest. It was found that the CCT and light level of the real-world environment significantly affected the color appearance of the white stimulus, especially when the light level was high. Moreover, a lower degree of chromatic adaptation was found for viewing the virtual stimulus that was overlaid on the real world.

A Simple and Practical Method for Incorporating Augmented Reality into the Classroom and Laboratory

2018 ◽  
Author(s):  
Kyle Plunkett
Keyword(s):  
Organic Chemistry ◽  
Augmented Reality ◽  
Real Time ◽  
Real World ◽  
Smart Phone ◽  
Practical Method ◽  
Virtual Expert ◽  
Video Projection

This manuscript provides two demonstrations of how Augmented Reality (AR), which is the projection of virtual information onto a real-world object, can be applied in the classroom and in the laboratory. Using only a smart phone and the free HP Reveal app, content rich AR notecards were prepared. The physical notecards are based on Organic Chemistry I reactions and show only a reagent and substrate. Upon interacting with the HP Reveal app, an AR video projection shows the product of the reaction as well as a real-time, hand-drawn curved-arrow mechanism of how the product is formed. Thirty AR notecards based on common Organic Chemistry I reactions and mechanisms are provided in the Supporting Information and are available for widespread use. In addition, the HP Reveal app was used to create AR video projections onto laboratory instrumentation so that a virtual expert can guide the user during the equipment setup and operation.

HUNT: Scavenger Hunt with Augmented Reality

10.28945/2207 ◽  
2015 ◽  
Vol 10 ◽  
pp. 021-035 ◽  
Author(s):  
Yan Lu ◽  
Joseph T. Chao ◽  
Kevin R. Parker
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Interactive Multimedia ◽  
User Involvement ◽  
Mobile App ◽  
Educational Tool ◽  
World Views ◽  
Correct Object ◽  
Multi Media ◽  
Iphone Application

This project shows a creative approach to the familiar scavenger hunt game. It involved the implementation of an iPhone application, HUNT, with Augmented Reality (AR) capability for the users to play the game as well as an administrative website that game organizers can use to create and make available games for users to play. Using the HUNT mobile app, users will first make a selection from a list of games, and they will then be shown a list of objects that they must seek. Once the user finds a correct object and scans it with the built-in camera on the smartphone, the application will attempt to verify if it is the correct object and then display associated multi-media AR content that may include images and videos overlaid on top of real world views. HUNT not only provides entertaining activities within an environment that players can explore, but the AR contents can serve as an educational tool. The project is designed to increase user involvement by using a familiar and enjoyable game as a basis and adding an educational dimension by incorporating AR technology and engaging and interactive multimedia to provide users with facts about the objects that they have located

Assessment of the implicit attitude of Japanese people toward blacks and Little Black Sambo

2018 ◽  
Author(s):  
Kazuo Mori
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Implicit Attitudes ◽  
Picture Book ◽  
Implicit Attitude ◽  
Japanese People ◽  
School Students ◽  
Negative Attitudes ◽  
Single Target ◽  
Significant Difference

We examined whether Japanese people, 47 junior high school students, 49 undergraduates, and 52 older adults, possessed negative attitudes against blacks and the picture book Little Black Sambo. We assessed the implicit attitude toward the target word pairs, “black/white” and “Sambo/Heidi,” by utilizing a paper-based Implicit Association Test and found that both black and Sambo were associated more negatively than white and Heidi. However, the implicit attitudes assessed with a single-target IAT showed that 67 Japanese students showed positive implicit scores for blacks but with smaller valences. A post hoc analysis revealed that the reading experience of Little Black Sambo did not show a significant difference between the implicit attitudes of those who had and had not read the book.

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