The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

School Class ◽

Study Material ◽

High School Class ◽

Opportunities For Learning ◽

New Challenges ◽

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

Mobile Technologies and Augmented Reality in Open Education - Advances in Educational Technologies and Instructional Design ◽

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

10.4018/978-1-5225-2110-5.ch004 ◽

2017 ◽

pp. 77-94 ◽

Cited By ~ 2

Author(s):

Giuliana Guazzaroni

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Learning Experience ◽

School Class ◽

Study Material ◽

High School Class ◽

Opportunities For Learning ◽

New Challenges ◽

Jurnal Kebidanan : Jurnal Medical Science Ilmu Kesehatan Akademi Kebidanan Budi Mulia Palembang ◽

GAMBARAN PENGETAHUAN SISWA TENTANG PERILAKU SEKS BEBAS DI SMA/SMK KOTA LUBUKLINGGAU TAHUN 2016

10.35325/kebidanan.v6i1.82 ◽

2019 ◽

Vol 6 (1) ◽

Author(s):

Rini Mayasari Rini Mayasari

Keyword(s):

High School ◽

Univariate Analysis ◽

Good Knowledge ◽

Sex Behavior ◽

School Class ◽

Sufficient Knowledge ◽

High School Class ◽

Study Population ◽

The Impact ◽

Disease Free

ABSTRACT Free sex is a relationship that is done by men and women without matrimony. Various forms of sexual behavior, such as intimate dating, courtship, to have sexual contact. Factors associated with sex behavior among others, is the lack of knowledge about free sex, free sex impact, forms of promiscuity, perversion LGBT, and disease-free sex. This study design is the technique of sampling using quantitative indirectly using a questionnaire tools shaped questionnaires. Be knew overview of students' knowledge about sex in high school / vocational Lubuk Linggau Year 2016. The study population was high school class XII students in schools in the city Lubuklingga 2016. The sample in this study is the high school class XII students in 9 schools there in Lubuklinggau of 167 people. Results of univariate analysis showed respondent knowledge about free sex amounted to 48 people (28,74%), students with sufficient knowledge of 54 people (32,33%), and students with less knowledge of 65 people (38, 93%). Students with a good knowledge about the impact of free sex amounted to 57 (34,13%), students with sufficient knowledge of 69 people (41,31%), and students with less knowledge 41 (24,56%). Students with a good knowledge about the form of free sex amounted to 58 students (34,73%), students with sufficient knowledge totaled 49 peoples (29,34%), and students with less knowledge of 60 people (35,93%). Students with a good knowledge about LGBT amounted to 54 (32,34%), students with sufficient knowledge amounted to 68 peoples (40.71%), and students with less knowledge amounted 45 peoples (26,95%). Students with a good knowledge about the disease free sex amounted to 22 peoples (13,17%), students with sufficient knowledge of 39 peoples (23,35%), and students with less knowledge amounted to 106 peoples (63,48%). ABSTRAK Seks bebas merupakan hubungan yang dilakukan oleh laki-laki dan perempuan tanpa adanya ikatan perkawinan. Berbagai bentuk tingkah laku seksual, seperti berkencan intim, bercumbu, sampai melakukan kontak seksual. Faktor-faktor yang berhubungan dengan perilaku seks bebas antara lain adalah kurangnya pengetahuan tentang seks bebas, dampak seks bebas, bentuk-bentuk seks bebas, penyimpangan LGBT, dan penyakit seks bebas. Desain penelitian ini adalah teknik pengambilan sampel menggunakan teknik kuantitatif yaitu secara tidak langsung menggunakan alat bantu angket berbentuk kuisener. Di ketahuinya gambaran pengetahuan siswa tentang seks bebas di SMA/SMK Kota Lubuk Linggau Tahun 2016. Populasi penelitian ini adalah siswa kelas XII SMA di sekolah yang ada di Kota Lubuklingga tahun 2016. Sampel pada penelitian ini adalah siswa kelas XII SMA di 9 sekolah yang ada di Kota Lubuklinggau yang berjumlah 167 orang. Hasil analisis univariat menunjukan respondent pengetahuan tentang seks bebas berjumlah 48 orang (28,74%), siswa dengan pengetahuan cukup 54 orang (32,33%), dan siswa dengan pengetahuan kurang 65 orang (38,93%). Siswa dengan pengetahuan baik tentang dampak perilaku seks bebas berjumlah 57 orang (34,13%), siswa dengan pengetahuan cukup 69 orang (41,31%), dan siswa dengan pengetahuan kurang 41 orang (24, 56%). Siswa dengan pengetahuan baik tentang bentuk perilaku seks bebas berjumlah 58 siswa (34,73%), siswa dengan pengetahuan cukup berjumlah 49orang (29,34%), dan siswa dengan pengetahuan kurang berjumlah 60 orang (35,93%). Siswa dengan pengetahuan baik tentang LGBT berjumlah 54 orang (32,34%), siswa dengan pengetahuan cukup berjumlah 68 orang (40,71%), dan siswa dengan pengetahuan kurang berjumlah 45orang (26,95%). Siswa dengan pengetahuan baik tentang penyakit seks bebas berjumlah 22 orang (13,17%), siswa dengan pengetahuan cukup 39 orang (23,35%), dan siswa dengan pengetahuan kurang berjumlah 106 orang (63,48%).

Communications in Computer and Information Science - Advances in Computing and Data Sciences ◽

The Impact of Mobile Augmented Reality Design Implementation on User Engagement

10.1007/978-981-15-6634-9_10 ◽

2020 ◽

pp. 96-106

Author(s):

Mervat Medhat Youssef ◽

Sheren Ali Mousa ◽

Mohamed Osman Baloola ◽

Basma Mortada Fouda

Keyword(s):

Augmented Reality ◽

User Engagement ◽

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Sustainability ◽

10.3390/su11164292 ◽

2019 ◽

Vol 11 (16) ◽

pp. 4292 ◽

Cited By ~ 1

Author(s):

Bing Mei ◽

Shuxia Yang

Keyword(s):

Augmented Reality ◽

Environmental Education ◽

Language Learning ◽

Technology Acceptance ◽

Tertiary Education ◽

Learning Experience ◽

First Year Students ◽

Scant Attention ◽

Pedagogical Innovations

In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

BMC Oral Health ◽

10.1186/s12903-019-0937-8 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 5

Author(s):

Ashraf Ayoub ◽

Yeshwanth Pulijala

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Virtual Environment ◽

Orthognathic Surgery ◽

Maxillofacial Surgery ◽

The Body ◽

Historical Perspectives ◽

Virtual And Augmented Reality ◽

Abstract Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

Comparing VR- and AR-Based Try-On Systems Using Personalized Avatars

Electronics ◽

10.3390/electronics9111814 ◽

2020 ◽

Vol 9 (11) ◽

pp. 1814

Author(s):

Yuzhao Liu ◽

Yuhan Liu ◽

Shihui Xu ◽

Kelvin Cheng ◽

Soh Masuko ◽

...

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Mobile Application ◽

User Study ◽

User Studies ◽

Apparel Shopping ◽

Shopping Experience ◽

Online Experience ◽

The Impact ◽

Virtual Body

Despite the convenience offered by e-commerce, online apparel shopping presents various product-related risks, as consumers can neither physically see nor try products on themselves. Augmented reality (AR) and virtual reality (VR) technologies have been used to improve the shopping online experience. Therefore, we propose an AR- and VR-based try-on system that provides users a novel shopping experience where they can view garments fitted onto their personalized virtual body. Recorded personalized motions are used to allow users to dynamically interact with their dressed virtual body in AR. We conducted two user studies to compare the different roles of VR- and AR-based try-ons and validate the impact of personalized motions on the virtual try-on experience. In the first user study, the mobile application with the AR- and VR-based try-on is compared to a traditional e-commerce interface. In the second user study, personalized avatars with pre-defined motion and personalized motion is compared to a personalized no-motion avatar with AR-based try-on. The result shows that AR- and VR-based try-ons can positively influence the shopping experience, compared with the traditional e-commerce interface. Overall, AR-based try-on provides a better and more realistic garment visualization than VR-based try-on. In addition, we found that personalized motions do not directly affect the user’s shopping experience.

Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

Pacific Journal of Technology Enhanced Learning ◽

10.24135/pjtel.v3i1.83 ◽

2021 ◽

Vol 3 (1) ◽

pp. 6-7

Author(s):

Kathryn MacCallum

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Virtual Worlds ◽

Virtual World ◽

Teaching And Learning ◽

Mixed Reality ◽

Learning Experience ◽

Low Cost ◽

Computational Thinking ◽

The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014). In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009). In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum. This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes. This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

International Journal of Education ◽

10.5296/ije.v13i3.18808 ◽

2021 ◽

Vol 13 (3) ◽

pp. 13

Author(s):

Amalina Binti Hasbi ◽

Melor Md. Yunus

Keyword(s):

Action Research ◽

Augmented Reality ◽

Language Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Vocabulary Learning ◽

Future Research ◽

Learning Collaborative ◽

Post Test ◽

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.