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

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%.

Real-Time Occlusion Between Real and Digital Objects in Augmented Reality

2018 ◽  
Author(s):  
Kevin Lesniak ◽  
Conrad S. Tucker
Keyword(s):  
Augmented Reality ◽  
Coordinate System ◽  
Real Time ◽  
Real World ◽  
Virtual Object ◽  
Virtual Objects ◽  
Common Coordinate System ◽  
Realistic Representation ◽  
Lead Users

The method presented in this work reduces the frequency of virtual objects incorrectly occluding real-world objects in Augmented Reality (AR) applications. Current AR rendering methods cannot properly represent occlusion between real and virtual objects because the objects are not represented in a common coordinate system. These occlusion errors can lead users to have an incorrect perception of the environment around them when using an AR application, namely not knowing a real-world object is present due to a virtual object incorrectly occluding it and incorrect perception of depth or distance by the user due to incorrect occlusions. The authors of this paper present a method that brings both real-world and virtual objects into a common coordinate system so that distant virtual objects do not obscure nearby real-world objects in an AR application. This method captures and processes RGB-D data in real-time, allowing the method to be used in a variety of environments and scenarios. A case study shows the effectiveness and usability of the proposed method to correctly occlude real-world and virtual objects and provide a more realistic representation of the combined real and virtual environments in an AR application. The results of the case study show that the proposed method can detect at least 20 real-world objects with potential to be incorrectly occluded while processing and fixing occlusion errors at least 5 times per second.

scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

scholarly journals AUGMENTED REALITY A NEW ERA IN EDUCATION

2020 ◽  
Vol 5 (2) ◽  
pp. 19-29
Author(s):  
Vivek Parashar
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Real World ◽  
Physical Environment ◽  
Virtual World ◽  
3D Models ◽  
Text Book ◽  
New Era ◽  
Virtual Objects ◽  
Education Industry

Augmented Reality is the technology using which we can integrate 3D virtual objects in our physical environment in real time. Augmented Reality helps us in bring the virtual world closer to our physical worlds and gives us the ability to interact with the surrounding. This paper will give you an idea that how Augmented Reality can transform Education Industry. In this paper we have used Augmented Reality to simplify the learning process and allow people to interact with 3D models with the help of gestures. This advancement in the technology is changing the way we interact with our surrounding, rather than watching videos or looking at a static diagram in your text book, Augmented Reality enables you to do more. So rather than putting someone in the animated world, the goal of augmented reality is to blend the virtual objects in the real world.

scholarly journals O Ensino de Álgebra Linear para Engenharias utilizando o Scilab: aspectos matemáticos e computacionais / Teaching of Linear Algebra to Engineering Students using Scilab: mathematical and computational aspects

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcos Rodrigues Pinto
Keyword(s):  
Equilibrium Point ◽  
Linear Algebra ◽  
Learning Process ◽  
Engineering Students ◽  
Algebraic Thinking ◽  
The Other ◽  
Personal Computers ◽  
Special Linear ◽  
Computational Aspects ◽  
Teaching Learning

ABSTRACTThe teaching of Algebra, in special Linear Algebra, to engineering students, come changing its focus since the popularization of personal computers. Various specialized softwares has been developed and has become feasible to pay more attention in the algebraic thinking to solve problems and minus attention in the calculus itself. But one needs to be careful to not go to the extreme of this teaching-learning process. The teaching of Algebra using computational software must not mean the teaching of a sequence of commands and its syntaxes. On the other hand, it must not mean to memorize a sequence of definitions and theorems. So we propose a equilibrium point based on our experience with students of engineering that attended in our lessons of Algebra with Scilab software.RESUMOO ensino de álgebra, especialmente álgebra linear (AL), para estudantes de engenharia, vem mudando seu foco desde a populariozação dos computadores pessoais. Diversos softwares especializados têm sido desenvolvidos e tornado possível prestar mais atenção ao pensamento algébrico para a solução de problemas do que ao cálculo em si. Mas é necessário ter-se cuidado para não ocupar os extremos nesse processo de ensino-aprendizagem. O ensino de álgebra usando softwares não deve significar ensinar uma sequência de comandos e suas sintaxes. Também não deve significar memorizar uma sequência de definições e teoremas. Assim, propõe-se um ponto de equilíbrio baseado na experiência com estudantes de engenharia que participaram das aulas de AL utilizando o Scilab.

scholarly journals Virtual Object Replacement Based on Real Environments: Potential Application in Augmented Reality Systems

2019 ◽  
Vol 9 (9) ◽  
pp. 1797
Author(s):  
Chen ◽  
Lin
Keyword(s):  
Augmented Reality ◽  
Virtual Environments ◽  
Real World ◽  
Point Clouds ◽  
Virtual Object ◽  
Movement Trajectory ◽  
The Real ◽  
Virtual Objects ◽  
Real Environment ◽  
Localization And Mapping

Augmented reality (AR) is an emerging technology that allows users to interact with simulated environments, including those emulating scenes in the real world. Most current AR technologies involve the placement of virtual objects within these scenes. However, difficulties in modeling real-world objects greatly limit the scope of the simulation, and thus the depth of the user experience. In this study, we developed a process by which to realize virtual environments that are based entirely on scenes in the real world. In modeling the real world, the proposed scheme divides scenes into discrete objects, which are then replaced with virtual objects. This enables users to interact in and with virtual environments without limitations. An RGB-D camera is used in conjunction with simultaneous localization and mapping (SLAM) to obtain the movement trajectory of the user and derive information related to the real environment. In modeling the environment, graph-based segmentation is used to segment point clouds and perform object segmentation to enable the subsequent replacement of objects with equivalent virtual entities. Superquadrics are used to derive shape parameters and location information from the segmentation results in order to ensure that the scale of the virtual objects matches the original objects in the real world. Only after the objects have been replaced with their virtual counterparts in the real environment converted into a virtual scene. Experiments involving the emulation of real-world locations demonstrated the feasibility of the proposed rendering scheme. A rock-climbing application scenario is finally presented to illustrate the potential use of the proposed system in AR applications.

scholarly journals Augmented Reality: Daily Prayers for Preschooler Student

2018 ◽  
Vol 12 (1) ◽  
pp. 151 ◽  
Author(s):  
Hendra Pradibta
Keyword(s):  
Augmented Reality ◽  
Learning Process ◽  
Virtual Object ◽  
Learning Materials ◽  
Alternative Learning ◽  
After Effects ◽  
Adobe Illustrator ◽  
Augmented Reality Application ◽  
Augmented Reality Technology ◽  
Daily Prayer

Education is one of the aspects that many synthesized with technology. Yet, this is contrary to the fact that where most of the learning materials are still based on text. This research aims to develop an alternative learning media by implementing Augmented Reality Technology for Preschooler students. Augmented Reality (AR) is an application that can combine the virtual object as text, pictures and animation into the real world. Development of Augmented Reality application uses Web Aurasma Based Studio, with learning materials of daily prayer for preschool student. The development of the characters and the animations were using Adobe Illustrator and Adobe After Effects. The results of the study showed that technology Augmented Reality can be used as an alternative learning media especially in the learning process in Preschool Al Furqon. This is because the content Augmented Reality in the form of animation can gives more understanding and attention for preschool student to follow the learning process

scholarly journals Content review using Kahoot! with aeronautical engineering students

2018 ◽  
Author(s):  
Vicente Albero ◽  
Carmen Ibáñez
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Level Of Satisfaction ◽  
Technical Content ◽  
Aeronautical Engineering ◽  
Real Scenario ◽  
Didactic Material ◽  
Teaching Learning ◽  
High Level ◽  
Content Review

In the framework of the subject “Analysis of aeronautical structural components” included in the Master of Science of Aeronautical Engineering at the Universitat Politècnica de València, the application Kahoot! is employed in order to review the technical content and obtain feedback of the level of knowledge acquired by the students. Kahoot! allows developing multiple choice interactive quizzes that are solved in the classroom. Using this type of tools enhances the attention of the students and helps to create interesting discussions making the students be part of the teaching-learning process. Besides, the platform allows analyzing the results of the technical content reviewed which, in turn, permits the lecturer to adapt the didactic material to a real scenario. Furthermore, the results obtained from the assessment survey show the high level of satisfaction of the students with an activity which allows them to learn in a fun way. In conclusion, the application of Kahoot! for content review helps to perfect the teaching-learning process and improves academic performance in an attractive and engaging environment.

scholarly journals Applying Augmented Reality-Based Fun Book Technology (Round Table Learning Media) for Teaching-Learning of Coastal Community

2020 ◽  
Vol 1 (1) ◽  
pp. 27-34
Author(s):  
Muhammad Bayu Purnama ◽  
Zayus Rifan Zafarani ◽  
Sapta Nugraha
Keyword(s):  
High School ◽  
Augmented Reality ◽  
Junior High School ◽  
Learning Process ◽  
Coastal Region ◽  
Round Table ◽  
Quality Of Education ◽  
Coastal Community ◽  
Teaching Learning

Malang Rapat is one of the villages which is located in the range of coastal region, Bintan regency, Riau islands Province. Most people in this village do not complete elementary level of education. Only a few graduate from Elementary School, Junior High School and Senior High School. The rate of education and its quality of human resources are very low. This condition is due to the monotonous system of teaching-learning process and lack of facilities and infrastructures. These are the problems that cause low quality of education. This research aims at developing teaching-learning process by applying Augmented Reality-Based Fun Book Technology (Round Table Learning Media) for Teaching-Learning of Coastal Community. This application is to develop knowledge by applying quizzes and games. The result obtained is that this technology is capable for handling the problems of low quality of education with its monotonous system of teaching-learning process.

scholarly journals Relación Entre la Investigación y la Docencia Activa. Un Punto de Vista Cualitativo de Estudiantes de Ingeniería

2018 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Aránzazu Berbey Álvarez ◽  
Humberto Álvarez ◽  
Jessica Guevara Cedeño ◽  
Juan De Dios Sanz Bobi
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Learning Process ◽  
Engineering Students ◽  
Scientific Research ◽  
Research Results ◽  
Teaching Learning

This manuscript presents a qualitative analysis about the engineering students perspective of the insertion of research results in the teaching/learning process in the classroom, and if these didactic resources motivated or promoted a future scientific research career.Keywords: research, active learning teaching, engineering students, perception, qualitative study. 

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