Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering

<p class="0abstract">Augmented reality (AR) is an emerging technology that has permeated different spheres of life, one of them is education, and specifically the teaching-learning process at different educational levels and objects of study. For this reason, this paper presents the development of a learning model of quadric surfaces mediated by a mobile AR application and based on didactic engineering. The model was applied to a group of environmental engineering students of the Catholic University of Manizales. To obtain information on the use of the application and the learning results obtained, some intervention instruments were developed. The students stated that the use of AR allowed them to better understand the concepts of quadric surfaces, even more so in a time of pandemic by COVID-19, where education was highly measured by ICTs.</p>

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A Pilot Study on the Use of Mobile Augmented Reality for Interactive Experimentation in Quadratic Equations

Mathematical Problems in Engineering ◽

10.1155/2015/946034 ◽

2015 ◽

Vol 2015 ◽

pp. 1-13 ◽

Cited By ~ 11

Author(s):

Ramón Iván Barraza Castillo ◽

Vianey Guadalupe Cruz Sánchez ◽

Osslan Osiris Vergara Villegas

Keyword(s):

Pilot Study ◽

Augmented Reality ◽

Learning Experience ◽

Quadratic Equation ◽

Application Development ◽

Technology In The Classroom ◽

Mobile Ar ◽

Teaching Learning ◽

Learning Interest ◽

Interest And Motivation

Recent studies have reported that the inclusion of new technological elements such as augmented reality (AR), for educational purposes, increases the learning interest and motivation of students. However, developing AR applications, especially with mobile content, is still a rather technical subject; thus the dissemination of the technology in the classroom has been rather limited. This paper presents a new software architecture for AR application development based on freely available components; it provides a detailed view of the subsystems and tasks that encompass the creation of a mobile AR application. The typical task of plotting a quadratic equation was selected as a case study to obtain feasibility insights on how AR could support the teaching-learning process and to observe the student’s reaction to the technology and the particular application. The pilot study was conducted with 59 students at a Mexican undergraduate school. A questionnaire was created in order to obtain information about the students’ experience using the AR application and the analysis of the results obtained is presented. The comments expressed by the users after the AR experience are positive, supporting the premise that AR can be, in the future, a valuable complimentary teaching tool for topics that benefit from contextual learning experience and multipoint visualization, such as the quadratic equation.

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Investigation of impact of Augmented Reality Technology on Interactive Teaching Learning Process

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.285594 ◽

2022 ◽

Vol 12 (1) ◽

pp. 0-0

Keyword(s):

Augmented Reality ◽

Learning Process ◽

Real World ◽

Engineering Students ◽

Virtual Object ◽

Interactive Teaching ◽

Engineering Graphics ◽

Student’S Performance ◽

Written Test ◽

Teaching Learning

Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user’s real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course.There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation & impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student’s performance in AR interactive test. The result shows increase in student’s performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.

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Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels?

Revista Complutense de Educación ◽

10.5209/rced.67851 ◽

2021 ◽

Vol 32 (1) ◽

pp. 27-39

Author(s):

Carmen González-Velasco ◽

Isabel Feito-Ruiz ◽

Marcos González-Fernández ◽

José-Luis Álvarez-Arenal ◽

Nicolás Sarmiento-Alonso

Keyword(s):

University Students ◽

Information And Communication Technologies ◽

Educational Level ◽

Flipped Classroom ◽

New Technologies ◽

Learning Model ◽

Traditional Model ◽

Educational Levels ◽

Teaching Learning ◽

Academic Results

The teaching-learning model that still predominates in higher education is the traditional one, based on the master class taught by the teacher. However, it is necessary to resort to other models of teaching and learning that are more flexible and active for students. For this reason, the main objective of this paper is to apply the flipped classroom teaching-learning model in order to test and compare if the academic results of students with the flipped classroom model improve with respect to the traditional model at different educational levels. In addition, the students' assessment of this teaching-learning model and the use of Information and Communication Technologies is analyzed. This study presents the experience of teaching innovation based on the inverted class model, which has been carried out with 155 students belonging to different educational levels and with six subjects related to the Financial Economics discipline. For this, a descriptive statistical analysis is performed, as well as analysis of contingency tables to detect the degree of association between the educational level and the teaching-learning model applied for the evaluation of the students. Evidence is obtained that university students obtain better academic results with the traditional model, while non-university students achieve better grades with the flipped classroom model. However, the students' assessment of the flipped classroom model has been very positive, regardless of educational level. The results suggest that the flipped classroom model improves the academic results of non-university students because they are more accustomed to the application of new technologies than university students.

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An Augmented Reality-Based Mobile Application Facilitates the Learning about the Spinal Cord

Education Sciences ◽

10.3390/educsci10120376 ◽

2020 ◽

Vol 10 (12) ◽

pp. 376

Author(s):

Jacks Fernandes ◽

Ariel Teles ◽

Silmar Teixeira

Keyword(s):

Spinal Cord ◽

Augmented Reality ◽

Learning Process ◽

Mobile Application ◽

Three Dimensional ◽

Learning Factor ◽

System Usability Scale ◽

Mobile Ar ◽

Three Dimensional Models ◽

Teaching Learning

Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. Divided, they performed learning tasks through a questionnaire. We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education. As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). SUS results were promising in terms of usability and learning factor. We concluded that studying the spinal cord through NitLabEduca seems to favor learning when used as a complement to the printed material.

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Blended Learning Model for Engineering Quality Topics

Journal of e-Learning & Higher Education ◽

10.5171/2020.960050 ◽

2020 ◽

pp. 1-11

Author(s):

Tamara ALCANTARA-CONCEPCION ◽

Victor LOMAS-BARRIE ◽

Octavio ESTRADA-CASTILLO ◽

Aline A. LOZANO-MOCTEZUMA

Keyword(s):

Blended Learning ◽

Engineering Students ◽

Teaching Quality ◽

Learning Model ◽

Educational Material ◽

Learning Processes ◽

Interactive Software ◽

Teaching Learning

This paper presents the results of the development and accomplishment of a Blended Learning Model for engineering students. The development of the research began with selecting topics for learning Quality concepts, the analysis of an available educational material meeting the requirements of the open software; then two topics were developed: An Interactive Software for teaching-learning processes of Quality, and a Blended Learning Model for teaching Quality Topics.

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