Utilizing Augmented Reality to Support Students' Learning in Popular Science Courses

2017 ◽  
Author(s):  
Wei Guo ◽  
Yaofeng Xue ◽  
Huali Sun ◽  
Weiyun Chen ◽  
Shengna Long
Keyword(s):  
Augmented Reality ◽  
Popular Science ◽  
Science Courses ◽  
Support Students

scholarly journals Connecting Structure–Property and Structure–Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions

2018 ◽  
Vol 17 (2) ◽  
pp. ar33 ◽  
Author(s):  
Kathryn P. Kohn ◽  
Sonia M. Underwood ◽  
Melanie M. Cooper
Keyword(s):  
University Students ◽  
Structure Function ◽  
Student Perceptions ◽  
Structure Property ◽  
Science Courses ◽  
Structure Property Relationships ◽  
Determine Function ◽  
And Function ◽  
Support Students ◽  
Conceptual Relationship

While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure–property and structure–function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively. Fourteen university students concurrently enrolled in introductory chemistry and biology courses were interviewed to explore their perceptions regarding 1) the meaning of structure, properties, and function; 2) the presentation of these concepts in their courses; and 3) how these concepts might be related. Findings suggest that the concepts of structure and properties were interpreted similarly between chemistry and biology, but students more closely associated the discussion of structure–property relationships with their chemistry courses and structure–function with biology. Despite receiving little in the way of instructional support, nine students proposed a coherent conceptual relationship, indicating that structure determines properties, which determine function. Furthermore, students described ways in which they connected and benefited from their understanding. Though many students are prepared to make these connections, we would encourage instructors to engage in cross-disciplinary conversations to understand the shared goals and disciplinary distinctions regarding these important concepts in an effort to better support students unable to construct these connections for themselves.

scholarly journals Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401773781 ◽  
Author(s):  
Zachary Walker ◽  
Don D. McMahon ◽  
Kara Rosenblatt ◽  
Tracy Arner
Keyword(s):  
Augmented Reality ◽  
Rapid Growth ◽  
Universal Design ◽  
Developmental Stages ◽  
Universal Design For Learning ◽  
Digital Information ◽  
Diverse Range ◽  
Design For Learning ◽  
The Masses ◽  
Support Students

The success of Pokémon Go is demonstrating that augmented reality (AR) is reaching the masses quickly and can be a robust tool to enhance student engagement and learning. Leveraging AR for instructional purposes has the potential to become a powerful medium for Universal Design for Learning (UDL) by providing new tools for multiple means of representation, action and expression, and engagement. One of the advantages of using AR applications and AR platforms is the ability to display context relevant digital information to support students’ needs in real time and in specific contexts. Although many educational AR applications are in their developmental stages, the rapid growth of AR is likely to continue. The examples presented in this article focus on how educators can use mobile devices and AR to apply the principles of UDL. Combining AR with the principles of UDL can help educators create lessons that are accessible, engaging, and powerful for a diverse range of learners.

The Application of Augmented Reality in Online Education

2014 ◽  
Vol 10 (2) ◽  
pp. 75-80 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Ya-Ting Fan
Keyword(s):  
Education Research ◽  
Augmented Reality ◽  
Online Education ◽  
Computer Science ◽  
Research Method ◽  
Quantitative Research ◽  
Science Courses ◽  
Computer Science Courses ◽  
Quantitative Research Method

In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research.

Augmented Reality: Creating and Implementing Digital Classroom Supports

2019 ◽  
Vol 35 (2) ◽  
pp. 109-115
Author(s):  
Adam Carreon ◽  
Sean J. Smith ◽  
Amber Rowland
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Skill Development ◽  
Emerging Technology ◽  
Social Emotional ◽  
Behavioral Skill ◽  
App Development ◽  
Digital Classroom ◽  
One To One ◽  
Support Students

Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.

Influence of Cognitive Style and Cooperative Learning on Application of Augmented Reality to Natural Science Learning

2015 ◽  
Vol 11 (4) ◽  
pp. 41-66 ◽  
Author(s):  
Hao-Chiang Koong Lin ◽  
Sheng-Hsiung Su ◽  
Sheng-Tien Wang ◽  
Shang-Chin Tsai
Keyword(s):  
Augmented Reality ◽  
Cooperative Learning ◽  
Natural Science ◽  
Computer Software ◽  
Learning Objects ◽  
Learning Effectiveness ◽  
3D Animation ◽  
Science Courses ◽  
Image Objects ◽  
Learning Interest

With the constant progress of information technology, as long as computer software is connected with video equipment, augmented reality can be implemented. In teaching, augmented reality can provide specific images of learning objects and interact with them to enhance students' learning interest and effectiveness. The main purpose of this study is to integrate unmarked augmented reality technology with natural science courses to develop a system that is suitable for learning. This system uses image objects and 3D animation to stimulate sensory learning and strengthen users' learning effectiveness and memory. Moreover, this study also intends to investigate the system usability perception, learning motivation, and self-perceived learning effectiveness of users with different cognitive styles as they operate this system to engage in cooperative learning. Furthermore, this study used triangulation method to assess usability. In the end, this study analyzed and investigated the qualitative and quantitative data of the research questions.

scholarly journals Learning conversions in science: the case of vocational students in the UK

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Anne Butterfield ◽  
Rosamund Sutherland ◽  
Susan Molyneux-Hodgson
Keyword(s):  
General Rule ◽  
Vocational Students ◽  
Science Students ◽  
Science Courses ◽  
Units Of Measurement ◽  
Computer Based ◽  
The Uk ◽  
Support Students ◽  
General Method

Within this paper we discuss some of the results of a research project in which we analysed the ways in which vocational science students approached problems involving converting between units of measurement, in the context of science. The project also involved the development and evaluation of computer-based activities written to support pupils in learning about conversions. We started from the premise that learning to convert between units of measurement is critical to a learners' development in the realm of science and that having access to a general method would support students' efficiency in converting. Our focus on the role of a general rule for converting arose out of a detailed observational study of students working through their science courses (Molyneux and Sutherland, 1996). As a backdrop to our research, we will first discuss the vocational education context in the UK.DOI:10.1080/0968776000080310 

Altered Realities

2020 ◽  
pp. 34-51
Author(s):  
Damian Maher
Keyword(s):  
Virtual Reality ◽  
Physical Education ◽  
Augmented Reality ◽  
Informal Learning ◽  
Everyday Life ◽  
Student Learning ◽  
Students With Disabilities ◽  
Creative Arts ◽  
Game Based Learning ◽  
Support Students

As the use of both virtual reality (VR) and augmented reality (AR) become more commonplace in everyday life, the importance of including these technologies in schools increases. The focus of this chapter is to explore how these two technologies are being used at in primary, secondary, and tertiary contexts to support student learning. In exploring these technologies, science, technology, engineering, and maths (STEM)-related subjects, with a focus on Science, are examined. In investigating science, an investigation on informal learning is also undertaken. Non-STEM-related subjects including Physical Education, the Creative Arts, and Geography are also reported on. In investigating game-based learning Maths is examined where the concept of location-based learning is discussed. The chapter concludes by exploring how VR and AR can be used to support students with disabilities.

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