scholarly journals An App that Changes Mentalities about Mobile Learning—The EduPARK Augmented Reality Activity

Computers ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Formal Education ◽  
Basic Education ◽  
Authentic Learning ◽  
Educational Value ◽  
Document Collection ◽  
Student Reflections ◽  
The Impact

The public usually associates mobile devices to distraction and learning disruption, and they are not frequently used in formal education. Additionally, games and parks are both associated with play and leisure time, and not to learn. This study shows that the combination of mobiles, games, and parks can promote authentic learning and contributes to changing conventional mentalities. The study is framed by the EduPARK project that created an innovative app for authentic learning, supported by mobile and augmented reality (AR) technologies, for game-based approaches in a green park. A case study of the EduPARK strategy’s educational value, according to 86 Basic Education undergraduate students, was conducted. The participants experienced the app in the park and presented their opinion about: (i) mobile learning; (ii) the app’s usability; and (iii) the impact of the educational strategy in terms of factors, such as intrinsic motivation and authentic learning. Data collection included a survey and document collection of student reflections. Data were subjected to descriptive statistics, System Usability score computing, and content analysis. Students considered that the EduPARK strategy has educational value, particularly regarding content learning and motivation. From this study emerged seven supporting pillars that constitute a set of guidelines for future development of mobile game-based learning.

scholarly journals Improving students’ learning with a mobile augmented reality approach – the EduPARK game

2019 ◽  
Vol 16 (4) ◽  
pp. 392-406 ◽  
Author(s):  
Lúcia Pombo ◽  
Margarida Morais Marques
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Basic Education ◽  
Learning Strategy ◽  
Survey Study ◽  
Educational Value ◽  
Content Type ◽  
System Usability Scale ◽  
Teachers And Students

Purpose The purpose of this paper is to present a survey study that analyzes mobile learning through students’ opinion regarding the use of mobile devices for learning, including their advantages and difficulties, as well as the educational value of a specific mobile learning strategy, reified in the EduPARK game, after an experience of exploring it in formal and non-formal educational contexts. Design/methodology/approach This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the second or third cycles of basic education. The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Findings Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Difficulties are related to the use of mobile devices, such as requiring an internet connection, its slowness and prohibition of mobile devices in schools. The EduPARK game achieved an average educational value scale of 83.8 and an average system usability scale of 80.2, indicating its high educational value and usability for students. Originality/value This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based augmented reality approaches in basic education to promote students’ learning. It also includes an example of excellent cross-subjects educational materials comprising a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.

scholarly journals The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App

2020 ◽  
Vol 10 (10) ◽  
pp. 287 ◽  
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Basic Education ◽  
Traditional Classroom ◽  
Illustrative Case ◽  
Game Based Learning ◽  
Educational Value ◽  
Teachers And Students ◽  
Mobile Ar ◽  
High Educational

New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.

scholarly journals EDUCATIONAL MATERIALS WITH AUGMENTED REALITY IN HIGHER EDUCATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
Z.I IVANOVA ◽  
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Practical Knowledge ◽  
Educational Process ◽  
Educational Materials ◽  
Construction Education ◽  
Virtual And Augmented Reality ◽  
Learning Software ◽  
New Generation ◽  
The Impact

Objective : to determine the character and forms of the new generation educational materials in the conditions of a new reality - the dominance of clip consciousness, because it is focused on the perception of changing visual images and it limits the formation of systemic knowledge about the subject of study. 2) to make an overview of augmented reality (AR) programs and applications that can be used in the preparation of educational materials. Applied method : analysis of documents, including publications of domestic and foreign authors, describing the experience of introducing virtual (VR), augmented (AR) and mixed (MR) realities technologies into the educational process and educational materials; online sources for the latest augmented reality learning software. Results : textbooks with AR enable to observe objects in 3D in real time and in a real physical environment using smartphones, special glasses; it will allow them to gain practical knowledge and experience. Educational materials with AR and VR will become more in demand in technical / engineering and architectural and construction education, they will allow to visualize projects, to view the architectural models in detail. Conclusions : the use of augmented reality elements has a positive effect on the quality of education, but its effectiveness for students of different specialties is different. The greatest effectiveness of AR in the process of teaching undergraduate students of engineering and architectural specialties was revealed. In general, the impact of virtual and augmented reality on consumers is ambiguous. The problem requires further study, in particular, in the aspect of technostress.

scholarly journals Determination of student opinions in augmented reality

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Huseyin Bicen ◽  
Erkan Bal
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
New Technology ◽  
Rapid Development ◽  
Classroom Teaching ◽  
Student Opinions ◽  
Study Results ◽  
The Impact

The rapid development of the new technology has changed classroom teaching methods and tools in a positive way. This study investigated the classroom learning with augmented reality and the impact of student opinions. 97 volunteer undergraduate students took part in this study. Results included data in the form of frequencies, percentages and descriptive statistics. The results show that, with gamification methods, augmented reality content affected students’ opinions in a positive way. When QR codes are used in the classroom, students feel independent from classroom materials and can access various resources. Moreover, students think that, when augmented reality in the classroom is used, education is more enjoyable. Keywords: Augmented reality; gamification; opinions; students

Second or Foreign Language Learning With Augmented Reality

2018 ◽  
pp. 193-221 ◽  
Author(s):  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Theoretical Framework ◽  
Learning Contexts ◽  
Impact Of Technology ◽  
The Impact

The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.

scholarly journals The application of augmented reality in elementary school education

2021 ◽  
Vol 10 (3) ◽  
pp. e14910312823
Author(s):  
Hidayat Hidayat ◽  
Sukmawarti Sukmawarti ◽  
Suwanto Suwanto
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Basic Education ◽  
Qualitative Content Analysis ◽  
Education Level ◽  
Perspective View ◽  
School Students ◽  
Elementary School Education ◽  
Augmented Reality Technology ◽  
The Impact

The application of Augmented Reality in the education sector has increased, the novelty of Augmented Reality technology has become a special attraction for stake holders to improve the quality of education. However, so far there is still a lack of literature studies that focus on investigating the application of Augmented Reality to students at the basic education level. This study presents a literature review on the use of Augmented Reality technology to students at the basic education level. Articles that were synthesized from 2010 to 2020 indexed by Google Schoolar were 10 articles. Using qualitative content analysis, this study attempts to answer two questions; (1) What is the impact of the application of Augmented Reality on the learning outcomes of Elementary School Students? and (2) how does the Pedagogic Perspective view Augmented Reality?

Writing Text

Doing Text ◽  
2017 ◽  
pp. 59-72
Author(s):  
Pritpal Singh Sembi
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Formal Education ◽  
Real Life ◽  
Contemporary Culture ◽  
Educational Value ◽  
The Impact

This chapter evaluates the act of writing text. It considers how gamers create culture before, during, and after gameplay via engagement with wider written discourses. Media literacy needs to be refocused towards an 'ongoing engagement with contemporary culture' and gaming is an expression of popular culture that would benefit from pedagogic engagement. It has now become impossible to ignore the impact of gaming on everyday culture, wherein time spent on gaming can outweigh time spent in formal education or employment for some. However, since many people use games to escape from real-life, how can it be that gaming might actually enhance real-life? The chapter suggests that writing has moved beyond traditional boundaries in terms of what is written, where one writes, and how one writes. Much of the experience of gaming is expressed within discourses that exist outside of the actual gameplay itself which, harnessed appropriately, can have important educational value.

scholarly journals Impact of Parental Involvement in Homework on Children’s learning

2021 ◽  
pp. 35-46
Author(s):  
Tshering Chophel ◽  
Ugyen Choeda
Keyword(s):  
Parental Involvement ◽  
Formal Education ◽  
Basic Education ◽  
Academic Support ◽  
Extensive Literature ◽  
Structured Interviews ◽  
Children’S Learning ◽  
The Impact ◽  
Remote Setting ◽  
Children's Learning

Our service as the principal in a very remote school under Mongar District evoked our conscience in realizing the impact of parental involvement in homework on children’s learning. Being in the farm with many daily chores and activities, the parents’ concern for children’s learning was left as a secondary option. The parents have vital roles to play in the life of a child. The involvement of parents determines the future of the child, and the parental involvement was seen as a means to bridge the gap between the school and home. Family is the primary cell of society where the child's upbringing must begin since his birth. The researcher used the qualitative approach and phenomenology as a research design. The study involved twelve interview participants, comprising of 3 principals, 3 teachers, 3 students and 3 parents from the participating schools in Yadi Cluster under Mongar District. The data were collected through the use of semi-structured interviews. The interviews were audio-taped, transcribed, and then analyzed using a thematic analysis approach, and compared to previous research gleaned from the extensive literature review. The findings of the study reveal that there are contextual factors that contribute to less parental involvement in their children’s homework. There is a lack of parental care, especially in terms of academic support from parents in their children's learning in the remote setting of Bhutan. Basic education for parents is felt highly required to enable them to realize their support for their children in writing homework to perform better in the school. Non-formal Education (NFE) centers are recommended to be the platform to address the issues.

scholarly journals APLIKASI E-LEARNING MATA PELAJARAN AQIDAH AHLAK PADA MADRASAH TSANAWIYAH MUHAMMADIYAH ISIMU GORONTALO BERBASIS ANDROID

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Irfan Abbas
Keyword(s):  
Mobile Learning ◽  
Formal Education ◽  
Basic Education ◽  
Transition Period ◽  
Teaching Staff ◽  
Learning Material ◽  
School Students ◽  
Learning Content ◽  
Technological Developments ◽  
E Learning

ABSTRACTMadrasah Tsanawiyah (MTS) is a level of basic education in formal education in Indonesia which is held within 3 years. School students or madrasah students are generally 13-15 years old. Madrasah schools are a transition period from childhood to the world of adolescence. The period of MTS is a critical period for student education because at this time the transition from childhood. At present education is very much influenced by technological developments that provide a variety of conveniences so that it influences students' thinking, so schools must start working hard and pay attention to the education programs and methods used in transferring knowledge from teaching staff to students. The use of electronic circuits allows learning to be carried out in one place or in different places through distance learning. E-learning can be carried out anytime anywhere, but e-learning still has drawbacks, which requires users to deal with electronic equipment that is not flexible to move places. Mobile phones today are not only used as communication tools but can be used in finding information. One of the current operating systems that can access information very quickly and most in demand by the public today is Android. Android is an open source-based system that allows sources code (source code) on android to be read by development to customize various application features according to their usage needs. Mobile learning can be used as an alternative to solving problems in the field of education, especially the problem of equitable access to educational information, the quality of learning content in the form of learning material in the form of text or images accompanied by examples of teacher improvement questions to make or deliver learning materials and managing teaching andlearningactivities. Keywords: Madrasah Tsanawiyah (MTS), E-learning, Mobile learning, Android 

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