Mobile Pedestrian Navigation and Augmented Reality in the Virtualization of the Territory

2021 ◽  
pp. 268-301
Author(s):  
Jorge Joo-Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Augmented Reality ◽  
Learning Processes ◽  
Traditional Learning ◽  
Educational Effectiveness ◽  
Learning Tools ◽  
Educational Design ◽  
Pedestrian Navigation ◽  
Historical Heritage ◽  
Mobile Context

Establishing the meanings and relationships that exist between the creation of heritage educational content of applications with elements of mobile pedestrian navigation and mobile augmented reality and learning processes through mobile devices is the objective of this research. From this portable and mobile context, a teaching process linked to territorial information on the architectural and historical heritage corresponding to the cities of Salamanca (Spain) and Santiago (Chile) has been developed, proving its educational effectiveness. Methodologically, the research focuses on two areas: the educational design of recourses for learning through augmented reality and mobile pedestrian navigation on heritage contents and the determination of the modes of understanding and educational effectiveness of the app created in relation to other traditional learning tools. In this way, the construction of a patrimonial thematic unit has been developed with the determination of the scope of this tool in the mobile learning processes considering the processes of identity and local culture.

Virtual Territorial Heritage in Education through mLearning Resources

2016 ◽  
pp. 162-195 ◽  
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Virtual Territorial Heritage in Education through mLearning Resources

2018 ◽  
pp. 345-377
Author(s):  
Jorge Joo Nagata ◽  
José Rafael García-Bermejo Giner ◽  
Fernando Martínez-Abad
Keyword(s):  
Teaching And Learning ◽  
Historical Context ◽  
Optimized Design ◽  
Traditional Teaching ◽  
Navigation Systems ◽  
Learning Tools ◽  
Pedestrian Navigation ◽  
Learning Platform ◽  
Historical Heritage ◽  
Mobile Context

This research aims to establish the meanings and relations that exist between creating educational content for an application featuring Mobile Pedestrian Navigation Systems (MPNS) and Augmented Reality (AR), and the processes involved in Mobile Learning (mLearning). In this mobile context, the study aims to develop a training process linked to territorial information about the corresponding architectural and historical heritage of the cities of Salamanca (Spain) and Santiago (Chile), proving their educational importance. Methodologically, this research focuses on two main areas: (1) The optimized design of a learning platform with AR and MPNS resources in a historical context; and (2) the validation of the software's educational effectiveness in relation to other traditional teaching and learning tools. Finally, the study is in the process of creating a thematic heritage model determining the scope of this tool in the processes of mLearning, considering the elements of identity and local culture.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

scholarly journals Use cases and usability challenges for head-mounted displays in healthcare

2015 ◽  
Vol 1 (1) ◽  
pp. 534-537 ◽  
Author(s):  
T. Mentler ◽  
C. Wolters ◽  
M. Herczeg
Keyword(s):  
Augmented Reality ◽  
Emergency Medical Services ◽  
Information Visualization ◽  
Nursing Staff ◽  
Interaction Design ◽  
Use Cases ◽  
Design Approach ◽  
User Centered Design ◽  
Head Mounted Displays ◽  
Mobile Context

AbstractIn the healthcare domain, head-mounted displays (HMDs) with augmented reality (AR) modalities have been reconsidered for application as a result of commercially available products and the needs for using computers in mobile context. Within a user-centered design approach, interviews were conducted with physicians, nursing staff and members of emergency medical services. Additionally practitioners were involved in evaluating two different head-mounted displays. Based on these measures, use cases and usability considerations according to interaction design and information visualization were derived and are described in this contribution.

Augmented Reality-Based Simulators as Discovery Learning Tools: An Empirical Study

2015 ◽  
Vol 58 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Maria-Blanca Ibanez ◽  
Angela Di-Serio ◽  
Diego Villaran-Molina ◽  
Carlos Delgado-Kloos
Keyword(s):  
Augmented Reality ◽  
Empirical Study ◽  
Discovery Learning ◽  
Learning Tools

Implementation of Augmented Reality in “3.0 Learning” Methodology

2013 ◽  
pp. 391-413 ◽  
Author(s):  
Ernest Redondo ◽  
Isidro Navarro ◽  
Albert Sánchez ◽  
David Fonseca
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Qr Codes ◽  
Architecture Education ◽  
Web Based ◽  
Degree Of Satisfaction ◽  
Augmented Reality Technology ◽  
The Impact

This chapter discusses the impact of using social media resources and new emerging technologies in teaching and learning processes. The authors of this chapter focus on Spanish architecture-education framework by analyzing three case studies carried out by students finishing architecture and building degrees. Students’ interaction with this resources is assessed, as well as their derived academic results, and the degree of satisfaction from students and teachers using these resources and technologies. To conduct the study, the authors worked with Web based freeware applications, such as Dropbox, blogging systems, Moodle, YouTube, Wikipedia, and Google Maps. Mobile devices, such as smartphones and tablets PCs, were used to test QR-Codes (Quick Response Codes) and Augmented Reality technology based applications as Junaio and Ar-Media Plugin.

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

Ubiquitous, Wearable, Mobile

2018 ◽  
pp. 286-307
Author(s):  
Sebastiano Nucera ◽  
Gennaro Tartarisco ◽  
Aldo Epasto ◽  
Donatello Smeriglio ◽  
Alessandro Mazzeo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Learning Approaches ◽  
Specific Knowledge ◽  
Wearable Technologies ◽  
New Learning ◽  
Virtual And Augmented Reality ◽  
Level Of Analysis

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

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