scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals The Methodology of Using Augmented Reality Technology in the Training of Future Computer Science Teachers

2021 ◽  
pp. 1-20
Author(s):  
Nadiia Balyk ◽  
Inna Grod ◽  
Yaroslav Vasylenko ◽  
Galyna Shmyger ◽  
Vasyl Oleksiuk
Keyword(s):  
Augmented Reality ◽  
Computer Science ◽  
Science Teachers ◽  
Digital Data ◽  
Literature Analysis ◽  
Future Teachers ◽  
Augmented Reality Application ◽  
Cognitive Experience ◽  
Augmented Reality Technology ◽  
Object Of Study

The paper describes the concept of augmented reality. Based on literature analysis, the authors claim that augmented reality technology enriches human experiences with digital data. The introduction of augmented reality applications and services provides an opportunity to increase the realism of research, while also offering an enhanced emotional and cognitive experience. Therefore, it can be an effective tool for the organization of learning in schools, colleges and universities.Augmented reality technologies can be interesting as an object of study as well. To do this, scientists need to design, develop and test appropriate methodologies.This paper explores one of the components of such techniques. The authors analysed several platforms for creating augmented reality applications. Unity, Vuforia and 3d-Studio were chosen for the purpose of analysis. Using them, the authors developed a fragment of the content of education. It contains instructionsfor creating an augmented reality application. The paper contains the author’s account of the process of training future teachers of computer science at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine). Based on the conducted study, the authors claim that students showed considerable interest in augmented reality technologies and the content of their training.

scholarly journals Penerapan Teknologi Augmented Reality Untuk Pembelajaran Gerbang Logika Pada Mata Pelajaran Sistem Komputer

2020 ◽  
Vol 4 (3) ◽  
pp. 503
Author(s):  
Mochammad Machlul Alamin ◽  
Hendrawan Armanto ◽  
Indra Maryati
Keyword(s):  
Augmented Reality ◽  
Logic Gate ◽  
Computer Systems ◽  
Logic Gates ◽  
Post Test ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Power Point ◽  
Inputs And Outputs ◽  
Learning Logic

Logic Gate is one of the materials in the subject of Computer Systems at the level of SMK in class X. However, until now the learning media only uses textbooks, power point slides and manual simulations using blackboards. While the material about logic gates is very difficult if it is not directly simulated because it is directly related to the interaction of inputs and outputs at each logic gate. During the use of textbooks and manual simulation media students find it difficult to understand the material about this logic gate. The advantage of learning that utilizes augmented reality is an attractive display and displays 3D logic gate objects and input buttons that can be used to interact directly and the output is also in the form of 3D lamp objects, with this augmented reality technology will be very helpful and useful for simulating the gate logic is directly and easily understood by students. 3D logic gate animations are created using the 3D Blender application and the Augmented Reality process is created using the Unity and Vuforia SDK Library. This logic gate learning application has been applied to two classes, namely the control class and the experimental class. From the results of the Pre Test and Post Test that have been done, the control class has a 22.0% increase in percentage, while the experimental class has a 33.4% increase in percentage. Thus the learning application that utilizes Augmented Reality technology can be applied as a medium for learning logic gates at the vocational level of class X

scholarly journals Development of software for an information system that points the way using augmented reality technology

2020 ◽  
Vol 33 (02) ◽  
pp. 672-693
Author(s):  
Alexey I. Martyshkin ◽  
Elena G. Bershadskaya
Keyword(s):  
Information System ◽  
Augmented Reality ◽  
Development Process ◽  
Subject Area ◽  
The Third ◽  
Application Architecture ◽  
Route Finding ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Windows Phone

 This paper describes the development process for the map directions information system application utilizing augmented reality technology. The first part of this paper discusses issues related to the research objective formulation. The objective and tasks to be solved are determined. Theoretical information and developments in the subject area are discussed. The second part describes the developed application architecture, the choice of a programming language is explained. The third part expressively addresses the development of algorithms and the application itself. The next section contains instructions for end users. And finally, a summary of the concluded work is given and relevant conclusions are made about the obtained results. It is emphasized that the work leads to the creation of an application for route finding and navigation in augmented reality mode. It is noted that this application can be extended and enhanced by developing versions for other mobile operating systems (for example, iOS and Windows Phone).

scholarly journals Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research

2021 ◽  
Vol 4 (4) ◽  
pp. 708-728
Author(s):  
Mustafa Serkan Abdusselam ◽  
Selcan Kilis
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Science Teachers ◽  
Learning Experience ◽  
School Science ◽  
School Students ◽  
Design Based Research ◽  
Design Changes ◽  
Augmented Reality Technology

This study aims to develop and evaluate an augmented reality microscope, “MicrosAR”, for a middle school Science course, which was aimed for use both in and out of school, and to understand the users’ perceptions about it. The study adopted design-based research to iteratively develop and evaluate the MicrosAR. Learning activities and working handouts in the application were grounded upon inquiry-based learning. The initial prototype was evaluated with 99 middle school students, as well as 18 preservice and six experienced in-service science teachers. The second prototype was then evaluated with 96 different middle school students. Accordingly, design changes were applied to the second prototype to present the final product development. Participants’ experiences and perceptions were gathered through a self-developed, paper-based instrument after they practiced with the MicrosAR. The findings indicated that the MicrosAR was favored by and recognized as an effective and useful tool by the participants. The study highlighted the benefits that augmented reality technology and such an application can offer for learning purposes, and that it can be practiced at any place to deliver a “real” learning experience over virtual platforms, thereby saving costs, enhancing its availability, and improved learner interest.

scholarly journals YouTube Integration in Science Classes: Understanding Its Roots, Ways, and Selection Criteria

2017 ◽  
Author(s):  
Rose Kayee Pecay
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Selection Criteria ◽  
Teaching Resource ◽  
Classroom Science ◽  
Role Of Teachers ◽  
Understanding Of Science ◽  
Teaching Learning ◽  
Science Classes

YouTube is among the popular platforms in social media in today’s digital age. Along with this popularity and the pressure to integrate ICT in the curriculum, the myriad of benefits afforded by YouTube for the improvement of science education encourage science teachers to utilize it in the teaching-learning process. This investigation was then effected to generate an understanding of science teachers’ means and motives in using YouTube in their respective classes. Following the principles of phenomenology, two themes vis-à-vis YouTube integration surfaced. “Spectatorial” pertains to the passive use in which science teachers’ participation is limited to viewing purposes. Anent, the sub-themes “Teacher’s resource: Learning purposes” and “Teaching resource: Teaching purposes” were derived. These two establish that teachers rely on YouTube respectively to clarify concepts in lessons they find challenging and to enhance their science instruction. Yet prior to usage especially inside the classroom, science teachers subject YouTube content to meticulous scrutiny with close consideration to factors related to psychological and pedagogical principles. This is to ensure appropriateness of the material. “Participatory” on the other hand concerns the role of teachers as co-creators of YouTube by means of uploading various science materials. These findings reveal how YouTube is utilized as well as underutilized in science education.

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