Augmented Reality Technology for Year 10 Chemistry Class

2018 ◽  
Vol 8 (4) ◽  
pp. 45-64 ◽  
Author(s):  
Au Thien Wan ◽  
Leong Yat San ◽  
Mohammad Saiful Omar
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Instructional Material ◽  
Positive Impact ◽  
Learning Ability ◽  
Learning Modalities ◽  
Brunei Darussalam ◽  
Augmented Reality Technology ◽  
Mobile Ar ◽  
And Control

The purpose of this article was to evaluate the effectiveness of using mobile augmented reality (AR) instructional material for Year 10 science students in a secondary school in Brunei Darussalam. Specific learning styles were identified for the control and the experimental groups. A mobile AR application of instructional material was developed for year 10 chemistry lesson focusing on redox reaction using Vuforia SDK and Unity3d. The material developed consisted of visual, audio and kinesthetic elements of learning modalities which aimed to stimulate students' interest and improve their learning ability. The t-test (t = -3.39) in the posttest indicate d a significant result (p = 0.00152) between the mean scores of the experimental (mean = 42.72) and control (mean = 26.36) groups. The result showed that the intervention of classroom lessons introduced by the mobile AR application had a significant positive impact on the learning outcome and supported the idea that AR can be a valuable teaching tool. Qualitative analysis also indicated that it improved the liveliness of the learning environment and the interaction amongst the students.

Bridging Children’s Reading with an Augmented Reality Story Library

Libri ◽  
2018 ◽  
Vol 68 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Lih-Juan ChanLin
Keyword(s):  
Augmented Reality ◽  
Digital Information ◽  
Reading Processes ◽  
Story Content ◽  
Augmented Reality Technology ◽  
Mobile Ar ◽  
Set Up ◽  
Children's Stories ◽  
Children's Reading ◽  
Children’S Reading

Abstract In educational settings, physical objects or artwork are commonly used to convey meanings. These designs can be enhanced in ways which provide dynamic information overlay and context for children’s stories, such as how augmented reality technology (AR) uses created overlay digital information on the realistic object for enhancing interactions in learning and reading. The recent advancements in mobile AR have attracted a great deal of attention in the area of children’s learning and reading. In this context, a mobile AR story library (containing 228 picture books created by young artists from secondary schools) was developed for children’s reading. An AR platform (Hp Reveal) was used with Drupal for the management of story video clips, with children invited to immerse themselves in the artwork and stories in the library. Specific research questions were raised in this study: (1) how did teachers and the library implement the AR stories for children’s reading and (2) how did children react to AR reading? Observations and questionnaires were used to gather research data, while themes for scaffolding children’s reading in the mobile AR reading environment are summarized. It was observed that adults learned to use the AR mobile application and set up physical reading spaces (the library and classrooms) for children. When children were reading with AR, adults provided guidance and support for scaffolding children’s reading processes. The children were positive about the use of tablet with AR for reading stories and enjoyed reading the story content triggered by the AR technology.

scholarly journals Evaluating the Efficacy of Virtual Dissector Technology Implementation In Undergraduate Anatomy.

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Jonah Persinger ◽  
Stacey Dunham ◽  
Polly Husmann
Keyword(s):  
Technology Implementation ◽  
Positive Impact ◽  
Mean Difference ◽  
Human Anatomy ◽  
Traditional Teaching ◽  
Learning Modalities ◽  
Traditional Teaching Methods ◽  
Post Test ◽  
The Mean ◽  
And Control

Background and Hypothesis: At the graduate and professional level, computer-aided instruction demonstrated a positive impact on knowledge gains when supplementing traditional teaching methods (Wilson et al). The present research sought to determine the efficacy of supplementing traditional pedagogical methods in an undergraduate anatomy lab with VH Dissector Software (VHD) on a large touchscreen terminal. Experimental Design or Project Methods: Throughout Basic Human Anatomy (ANAT-A215), students took a pre-quiz before covering a topic followed by a post-quiz in the next class. Using VHD was the intervention, while using the traditional lab manual, models, and two prosected cadavers was the control. The mean difference between pre-test and post-test scores was calculated. Independent Samples T Tests compared the mean difference between intervention and control groups. Post-course surveys were obtained. Calculations were made of frequencies for each question and Spearman Rho correlations between questions. Results: There was significant improvement in scores with the intervention (versus control) in the Spring 2019 semester (Meanintervention = 1.13, Meancontrol = 0.92, P <0.01). In the post-course survey, 54.1% of students indicated that they would not recommend using VHD in future semesters. Among these students, 50.1% stated they did not find VHD beneficial, 34% stated VHD helped to rotate structures, and 23.4% stated VHD was a change of pace from other lab responsibilities. Among the students that recommend using VHD, 64.8% stated VHD helped to rotate structures, 51.4% stated VHD provided context for what they saw on models, and 48.9% stated that VHD was a change of pace from other lab responsibilities. A significant correlation was found between enjoying use of the VHD and perception of learning using VHD (r = 0.794, P <0.01) Conclusion and Potential Impact: These results indicate a benefit to supplementing traditional anatomy learning modalities with dissection software at the undergraduate level. Yet, while students recognize a benefit, they often recommended not using the tech in future semesters.

scholarly journals Concept of convergence of augmented reality technologies and artificial intelligence for spe-cial purpose vehicles

2021 ◽  
pp. 235
Author(s):  
Oleh Nikonov
Keyword(s):  
Artificial Intelligence ◽  
Augmented Reality ◽  
Production Efficiency ◽  
Economic Effects ◽  
Increase Production Efficiency ◽  
Goods And Services ◽  
Important Trend ◽  
Augmented Reality Technology ◽  
Intelligent Information ◽  
And Control

The use of artificial intelligence is a modern important trend in the creation of promising information and control systems of vehicles, including special purpose. The high demands on augmented reality software simply cannot rely solely on human programming to display virtual objects against the real world. Neural networks and machine learning can perform these tasks with much greater efficiency and can greatly improve the augmented reality experience. Goal. The purpose of the article is to develop the concept of convergence of augmented reality and artificial intelligence technologies for special purpose vehicles. Methodology. Artificial intelligence technologies contribute to the transformation of the economy, labor market, government institutions and society as a whole. The use of artificial intelligence technologies helps to reduce costs, increase production efficiency, quality of goods and services. Augmented reality technology offers more innovative methods of visualization by expanding the boundaries of reality, controlling the perspective of the object and visualization in a real context. Results. The concept of convergence of augmented reality and artificial intelligence technologies for special purpose vehicles based on a synergetic approach has been developed. An integrated intelligent information and control system for special purpose vehicles with augmented reality technology has been developed. Originality. Using the convergence of augmented reality and artificial intelligence technologies for special purpose vehicles. Practical value. Convergence is the foundation for achieving numerous positive social and economic effects. The use of augmented reality technology and artificial intelligence can significantly increase the efficiency of special purpose vehicles.

scholarly journals Application of augmented reality to study descriptive geometry

2021 ◽  
Author(s):  
Anastasia Alekseevna Shagalova ◽  
Tatyana Nikolaevna Tomchinskaya
Keyword(s):  
Augmented Reality ◽  
Three Dimensional ◽  
Visual Presentation ◽  
Descriptive Geometry ◽  
Spatial Thinking ◽  
Three Dimensional Objects ◽  
Educational Processes ◽  
Technology In Teaching ◽  
Augmented Reality Technology ◽  
Mobile Ar

This article analyzes the problems of the development of spatial thinking of students in the development of the discipline "Descriptive geometry", solving projection problems and proposes their solution using the technology of augmented reality. The concept and technology of augmented reality, tracking technologies are considered. The substantiation of the relevance and timeliness of its use to support educational processes is given. The article explores the use of augmented reality technologies in teaching students' spatial thinking, which saves time on the transfer and assimilation of information received by students within the framework of this discipline. The analysis of existing research in the field of application of augmented reality technology in teaching the discipline "Descriptive geometry" is carried out. The possibility of using augmented reality technology in education for the purpose of visual presentation of educational material is shown. A project for the development of a mobile AR application for visualizing the tasks of a textbook on descriptive geometry based on the Vuforia platform is considered. The proposed software product is implemented on a mobile platform with the Android operating system. When developing software, the C # programming language is used to write scripts to implement the required functionality, in particular, interactive interaction with three-dimensional objects.

scholarly journals Augmented Reality Technology in Handball Teaching Based on Wireless Communication Environment

2021 ◽  
Author(s):  
Qin Fan ◽  
Deying Li
Keyword(s):  
Augmented Reality ◽  
Wireless Communication ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Performance ◽  
Control Group ◽  
Communication Environment ◽  
Augmented Reality Technology ◽  
Group B ◽  
Experimental Group

Abstract With the popularization of augmented reality technology in the field of teaching, the development from traditional teaching display to classroom application has greatly promoted the information-based teaching work. The work of this study is to use augmented reality technology in a wireless communication environment to apply to handball guidance. In this study, 13 handball teachers (coaches) and 103 student athletes were selected as subjects from seven traditional handball schools in our state. All subjects were tested in the Kolb learning style test scale (klsi 1985). It is divided into four groups: group A, group B, group C, and group D, depending on the various learning styles. These correspond to type of variance, type of assimilation, type of convergence, and type of adaptation. In this study, experimental staff were divided into two groups: a traditional learning control group and an experimental group of AR technology education. The results show that the improvement value of the experimental group before and after learning is 8.65, while that of the control group is 5.625. In terms of knowledge and skills, process and method, and emotional attitude, the use of AR makes assimilative and convergent learners have better learning performance than decentralized and adaptive learners. The conclusion is that the effect of augmented reality technology under wireless communication is excellent and effective in handball teaching. This study provides a new method for intelligent teaching.

Augmented reality technology as an object of study in the informatics course of basic school

2019 ◽  
pp. 12-19 ◽  
Author(s):  
I. V. Levchenko ◽  
A. V. Grinshkun
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Information Society ◽  
Positive Impact ◽  
Thematic Content ◽  
Methodological Basis ◽  
Didactic Literature ◽  
Augmented Reality Technology ◽  
Basic School ◽  
Object Of Study

The article discusses the feasibility of studying augmented reality technology in the informatics course of basic school and identifies the problem in determining approaches to such training. The purpose of this article is to reveal the possibility, as well as the positive impact of the development of such technology on improving the level of preparation of students for life in the information society.The analysis of scientific-methodical and educational-didactic literature in the field of augmented reality technology allowed to justify the necessity and possibility of studying and applying augmented reality technology in the informatics course of basic school. Summarizing and systematizing the experience of teaching schoolchildren augmented reality technology made it possible to define goals, tasks and planned results of the training, to adjust the content of teaching informatics in basic school, to determine the thematic content of the informatics course of basic school with didactic elements of augmented reality technology. Approbation of the research materials allowed to demonstrate the feasibility of the including of augmented reality technology in the informatics course of basic school.The results of the study are the methodological basis for the formation of the content of training and application of augmented reality technology in the informatics course of basic school, which allows you to teach this technology and apply it in the process of teaching informatics. The materials of the study can be useful to specialists in the field of informatics teaching methods and informatics teachers.

The Construction of Augmented Reality Teleoperation System with Force Feedback

2014 ◽  
Vol 494-495 ◽  
pp. 1064-1067
Author(s):  
Ping Wang ◽  
Xin Gao ◽  
Rong Xin Fu ◽  
Si Yu Han ◽  
Xiao Jing Fang ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Path Planning ◽  
Force Feedback ◽  
Live Streaming ◽  
Planning Problem ◽  
Robotic Arms ◽  
Augmented Reality Technology ◽  
Correction Problem ◽  
Control Technologies ◽  
And Control

Aiming at the time delay of telecommunication problem and the real-time correction problem in path planning, this paper presents a telerobot system based on augmented reality technology and force feedback technology. The core is the dynamic integration of live streaming video of the remote scene and virtual robot, and applying the force feedback sensing and control technologies to solve robotic arms path planning problem. Experiment proves that the system can basically solve the delay problem and make up for the limitation of merely relying on virtual reality simulation technology.

scholarly journals Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students

2019 ◽  
Vol 12 (3) ◽  
pp. 59 ◽  
Author(s):  
Dina A. Ismaeel ◽  
Ensaf N. Al Mulhim
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Personal Characteristics ◽  
Interactive Learning Environments ◽  
Positive Attitudes ◽  
Tolerance For Ambiguity ◽  
Augmented Reality Technology

This paper aims to investigate the influence of augmented reality technology on the achievement and attitudes of student tolerance for ambiguity. Seventy-eight undergraduate students at King Faisal University participated in the experiment, in two groups according to their learning style (tolerant or intolerant of ambiguity). The findings revealed that augmented reality technology helps ambiguity-tolerant students improve achievement and form positive attitudes toward the use of augmented reality in learning more than it does those who are ambiguity intolerant. The study promotes taking account of students’ learning styles and personal characteristics when designing interactive learning environments, to provide the best learning experience for their preferences.

scholarly journals Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies

2020 ◽  
Vol 8 (4) ◽  
pp. 27-32
Author(s):  
Fatma Büşra Azi ◽  
Şemseddin Gündüz
Keyword(s):  
Augmented Reality ◽  
Social Studies ◽  
Attitude Scale ◽  
Control Group ◽  
Control Groups ◽  
Augmented Reality Application ◽  
Post Test ◽  
Augmented Reality Technology ◽  
And Control ◽  
Experimental Group

The overall purpose of this study is to determine the effect of augmented reality applications on students’ success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students’ failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.

Sign in / Sign up

Export Citation Format

Share Document