scholarly journals Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

2019 ◽  
Vol 11 (16) ◽  
pp. 4292 ◽  
Author(s):  
Bing Mei ◽  
Shuxia Yang
Keyword(s):  
Augmented Reality ◽  
Environmental Education ◽  
Language Learning ◽  
Technology Acceptance ◽  
Tertiary Education ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
First Year Students ◽  
Scant Attention ◽  
Pedagogical Innovations

In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2018 ◽  
pp. 1660-1678
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

scholarly journals The Effectiveness of Augmented Reality for English (AR4E) in Vocabulary Learning among Primary 2 Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 13
Author(s):  
Amalina Binti Hasbi ◽  
Melor Md. Yunus
Keyword(s):  
Action Research ◽  
Augmented Reality ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Future Research ◽  
Learning Collaborative ◽  
Post Test ◽  
The Impact

This paper presents and discusses a part of an action research conducted to evaluate the effectiveness of Augmented Reality for English (AR4E) in vocabulary learning among Primary 2 pupils as indicated in the results of the pre-test, post-test and observation checklist. An action research was employed. However, this paper reports on the pre-test, post-test and observation checklist conducted in the observation, evaluation and reflection stages only. Purposive sampling was employed as the participants were of the same proficiency level in which it was carried out with 14 below average Primary 2 pupils in SKTEN. Two data collection instruments which were pre-test, post-test and observation checklist were analysed statistically and thematically. The pre-test and post-test were analysed using SPSS Version 25 and it showed a higher mean score in the post-test and this is supported by the findings obtained through the given themes of observation. The results reflected that the implementation of AR4E has shown a significant improvement in learner’s vocabulary learning. In addition, the findings have also raised the concern regarding the impact of AR4E in encouraging fun learning, collaborative learning and providing the learners with new language learning experience. Accordingly, the use of AR4E is recommended in vocabulary teaching and learning for English. Finally, the researcher suggests future research can be carried out taking into account differentiated learning tasks in AR4E, larger target users and different language skills to be integrated in AR4E.

scholarly journals A Human Factors Study of Technology Acceptance of a Prototype Mobile Augmented Reality System for Science Education

2011 ◽  
Vol 4 (11) ◽  
pp. 3342-3352 ◽  
Author(s):  
Theodoros N. Arvanitis ◽  
Daniel D. Williams ◽  
James F. Knight ◽  
Chris Baber ◽  
Michael Gargalakos ◽  
...  
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Human Factors ◽  
Technology Acceptance ◽  
Mobile Augmented Reality ◽  
Augmented Reality System

scholarly journals Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student

2021 ◽  
Vol 16 (07) ◽  
pp. 119
Author(s):  
Alfyananda Kurnia Putra ◽  
Sumarmi Sumarmi ◽  
Alfi Sahrina ◽  
Azni Fajrilia ◽  
Muhammad Naufal Islam ◽  
...  
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Augmented Reality ◽  
Quantitative Research ◽  
Complex Problem ◽  
Control Group ◽  
First Year ◽  
Mobile Augmented Reality ◽  
Complex Problem Solving ◽  
First Year Students

The study aimed to determine the effect of mobile aug-mented reality in the digital encyclopedia on complex problem-solving ability and responsible decision making attitude of first-year students. The research was a quasi-experiment (quantitative research) with pre-test and posttest methods. The population was first-year students of 2019/2020 in the Geography Education program, Faculty of Social Sci-ences, State University of Malang. The experimental group was from the PGEO6006-L class, and the control group was from the PGEO6006-A class, totaled 73 participants. Data were collected using a qualitative method using interviews and a quantitative method using a questionnaire for 4 weeks. The data analysis used an independent t-test to determine the effect of mobile augmented reality on students' complex problem-solving ability and responsible decision making atti-tude in Cosmography class. The results indicated that mobile augment-ed reality in the digital encyclopedia has a significant effect on stu-dents' complex problem-solving ability and responsible decision mak-ing attitude.

scholarly journals Study on Mobile Augmented Reality Adoption for Mayo Language Learning

2016 ◽  
Vol 2016 ◽  
pp. 1-15 ◽  
Author(s):  
Erasmo Miranda Bojórquez ◽  
Osslan Osiris Vergara Villegas ◽  
Vianey Guadalupe Cruz Sánchez ◽  
Jorge Luis García-Alcaraz ◽  
Jesús Favela Vara
Keyword(s):  
Augmented Reality ◽  
Technology Acceptance ◽  
Structural Equation ◽  
New Technologies ◽  
Uncertainty Avoidance ◽  
Ease Of Use ◽  
Cultural Dimensions ◽  
Equation Modeling ◽  
Mobile Augmented Reality ◽  
Perceived Ease Of Use

This paper presents the results of a study applied to undergraduates in order to know how the cultural dimensions affect their perceptions of the acceptance and use of new technologies in a student-centered learning environment. A total of 85 undergraduate students from the Autonomous Indigenous University of Mexico (UAIM) participated in the study. Each student was asked to use a mobile augmented reality (MAR) application designed to learn Mayo language (language spoken in Northwestern Mexico). Afterwards, the students responded to a survey with items concerning the use and technology acceptance and about cultural dimensions of individualism and uncertainty avoidance. Structural equation modeling (SEM) was used to analyze the data collected from students. Results provide evidence that the individualism contributes positively to perceived ease of use of the MAR app, and uncertainty avoidance has no impact. The findings showed that the MAR system could be easily used if it includes a natural way to promote collaborative work. In addition, to gain the trust of students, the uncertainty avoidance needs to be reduced by enriching the help information offered for app use.

The Impact of Augmented Reality and Virtual Reality Study Material in the Future of Learning

2017 ◽  
pp. 77-94 ◽  
Author(s):  
Giuliana Guazzaroni
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Learning Experience ◽  
Mobile Augmented Reality ◽  
School Class ◽  
Study Material ◽  
High School Class ◽  
Opportunities For Learning ◽  
New Challenges ◽  
The Impact

Mobile augmented reality offers important opportunities for learning. Moreover, it may represent new challenges for teachers and researchers. Implementing an augmented reality (AR) or a virtual reality (VR) learning experience involves the exploration of unusual pedagogical and technological boundaries. According to recent studies, it would be more productive to consider the augmented reality as a concept rather than an educational technology (Guazzaroni, 2015; Wu et al., 2013). This chapter is devoted to analyze a high school class of 23 students invited to use AR and VR tools to create their own study material. They are about 16-year-old attending Istituto Tecnico Tecnologico “Eustachio Divini” in San Severino Marche, Italy. The basic idea of the trial is to create a short printed document augmented with the technologies of AR and VR. The experience is evaluated using tests and direct observation. The aim is to observe the impact of augmented mobile learning and to demonstrate that AR and VR study material may represent a new communication object adequate to teach future students.

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