scholarly journals Augmented Reality in the Secondary Education classroom: Teachers’ Visions

2022 ◽  
Vol 14 (2) ◽  
pp. ep348
Author(s):  
Verónica Marín-Díaz ◽  
Begoña Sampedro ◽  
Jorge Figueroa
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
Classroom Teachers

scholarly journals Augmented Reality and Mobile Devices: A Binominal Methodological Resource for Inclusive Education (SDG 4). An Example in Secondary Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3446 ◽  
Author(s):  
Francisco del Cerro Velázquez ◽  
Ginés Morales Méndez
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Augmented Reality ◽  
Mobile Devices ◽  
Inclusive Education ◽  
Contextual Information ◽  
Quality Education ◽  
Conceptual Approach ◽  
Development Goals ◽  
The Way

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

Construction of learning objects with Augmented Reality: An experience in secondary education

2017 ◽  
Author(s):  
Emilcy Juliana Hernandez-Leal ◽  
Nestor Dario Duque-Mendez ◽  
Mauricio Giraldo Ocampo ◽  
Paula Andrea Rodriguez Marin
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
Learning Objects

scholarly journals Augmented Reality as a Didactic Resource for Teaching Mathematics

2020 ◽  
Vol 10 (7) ◽  
pp. 2560
Author(s):  
Roger Fernández-Enríquez ◽  
Laura Delgado-Martín
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
New Technologies ◽  
Three Dimensional ◽  
Teaching Mathematics ◽  
Game Engine ◽  
Augmented Reality Application ◽  
Augmented Reality Technology ◽  
Innovative Resources

This paper is an example of how to use new technologies to produce didactic innovative resources that ease the teaching and learning process of mathematics. This paper is focused on augmented reality technology with the aim of achieving the creation of didactic resources related to the polyhedra taught in a course of compulsory secondary education in Spain. First, we introduce the basis of this technology and present the theoretical framework in which we make an exhaustive analysis that justifies its usage with educative purposes. Secondly, we explain how to build the polyhedra in augmented reality using the Unity game engine and the Vuforia software development kit (SDK), which enables the use of augmented reality. Using both tools, we create an augmented reality application and some augmented reality notes with the purpose of helping in the process of visualization and comprehension of the three-dimensional geometry related to polyhedra. Finally, we design an innovative, didactic proposal for teaching the polyhedra in the third course of compulsory Secondary Education in Spain, using the resources created with the augmented reality technology.

scholarly journals USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING

2021 ◽  
Vol 86 (6) ◽  
pp. 70-86
Author(s):  
Valentyna V. Kovalenko ◽  
Maiia V. Marienko ◽  
Alisa S. Sukhikh
Keyword(s):  
Virtual Reality ◽  
Secondary Education ◽  
Augmented Reality ◽  
Blended Learning ◽  
Mixed Reality ◽  
Educational Process ◽  
Target Component ◽  
Full Time ◽  
Teaching Aids ◽  
Virtual And Augmented Reality

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

scholarly journals Application in Augmented Reality for Learning Mathematical Functions: A Study for the Development of Spatial Intelligence in Secondary Education Students

Mathematics ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 369
Author(s):  
Francisco del Cerro Velázquez ◽  
Ginés Morales Méndez
Keyword(s):  
Secondary Education ◽  
Augmented Reality ◽  
New Technologies ◽  
Spatial Skills ◽  
Mathematics Students ◽  
Mathematical Functions ◽  
Spatial Intelligence ◽  
Technical Drawing ◽  
Visuospatial Skills ◽  
And Mathematics

Spatial intelligence is an essential skill for understanding and solving real-world problems. These visuospatial skills are fundamental in the learning of different Science, Technology, Engineering and Mathematics (STEM) subjects, such as Technical Drawing, Physics, Robotics, etc., in order to build mental models of objects or graphic representations from algebraic expressions, two-dimensional designs, or oral descriptions. It must be taken into account that spatial intelligence is not an innate skill but a dynamic skill, which can be enhanced by interacting with real and/or virtual objects. This ability can be enhanced by applying new technologies such as augmented reality, capable of illustrating mathematical procedures through images and graphics, which help students considerably to visualize, understand, and master concepts related to mathematical functions. The aim of this study is to find out whether the integration of the Geogebra AR (Augmented Reality) within a contextualized methodological environment affects the academic performance and spatial skills of fourth year compulsory secondary education mathematics students.

scholarly journals The Contemporary Orientation of AR in Early Childhood Education

2019 ◽  
Vol 8 (12S) ◽  
pp. 498-501
Keyword(s):  
Early Childhood ◽  
Secondary Education ◽  
Early Childhood Education ◽  
Augmented Reality ◽  
Informal Learning ◽  
Primary Education ◽  
Childhood Education ◽  
The Past ◽  
Academic Activities ◽  
Pedagogical Frameworks

Nowadays early childhood education establishments are places where kids aren’t only taken care of but conjointly where rigorously planned academic activities (based on pedagogical frameworks) are executed. Augmented Reality is being widely enacted in numerous level of pedagogy like higher-level education, secondary education, primary education, and in informal learning. The purpose of this paper is to bring out the present study on AR in early childhood education between 2009-2018. From results it has been noted that around the past 10 years the publications on early childhood education is reduced and found that the foremost reason for implementing AR is to reinforce the act of interest towards education. This paper centralizes on Implementing ‘Marker-based’ AR in Early Childhood education which would encourage and keep students concentrated in way of learning..

AUGMENTED REALITY AS A TOOL IN COMPULSORY SECONDARY EDUCATION

2017 ◽  
Author(s):  
Carlos Moron ◽  
Daniel Ferrandez ◽  
Pablo Saiz ◽  
Mariano Gonzalez
Keyword(s):  
Secondary Education ◽  
Augmented Reality

Institutional Transference and Changing Workplace Relations in Post Unification East Germany: A Case Study of Secondary Education Teachers

1998 ◽  
Vol 12 (2) ◽  
pp. 195-218 ◽  
Author(s):  
Martin Upchurch
Keyword(s):  
Secondary Education ◽  
Industrial Relations ◽  
Classroom Teachers ◽  
German Unification ◽  
Public Servants ◽  
The Public ◽  
Workplace Relations ◽  
Secondary Education Teachers ◽  
Teaching Qualifications

German Unification in 1990 was processed by the imposition of the `western' institutional framework on the former east. Legal, administrative and fiscal systems were transferred as part of the Unification Treaty together with the West German industrial relations machinery of co-determination in collective bargaining and participation at the level of the workplace. However the fact that the two Germanies had grown in different economic, social and ideological environments over the previous 40 years raises questions about the viability of such institutional transference. Feelings of `colonisation' and frustrated expectations have been identified as western dominance of officialdom and disappointment at the product of Unification has emerged in the east. Within the public sector these problems have been accompanied with ideological purges of public servants in social policy and education after investigation of past involvement with the former GDR secret police network. This article examines institutional transference with reference to the case of secondary education teachers. Disputes over wage equalisation, job cuts and non-recognition of former GDR teaching qualifications are examined together with attitudes of classroom teachers to the changing nature of their work, their status as teachers and their involvement as trade union participants in the German participatory system of industrial relations.

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